TABLE OF CONTENTS

Appendix A: UCN Implementation Team Terms of Reference

Appendix B: UCN Elders’ Consultations Summary Report

Appendix C: UCN Symposium Report

Appendix D: University College of the North Act

Appendix E: Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions

Appendix F: Facilities Development Summary

Appendix G: Academic Plan: Degree Program Development

Appendix H: First Year Program at UCN

Appendix I: International Program Considerations for UCN

Appendix J: UCN Research Strategy

Appendix K: Centre for Aboriginal Studies and Research Development Report

Appendix L: Centre for Aboriginal Languages Development Report

Appendix M: An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North

Appendix N: UCN Library Plan

Appendix A University College of the North Implementation Team Terms of Reference

UCN Implementation Team TERMS OF REFERENCE

Mandate

To provide guidance and leadership in the planning and development of University College of the North (UCN).

Implementation Team

An Implementation Team will be appointed by the Minister of Advanced Education and Training, composed of a chair, 4-5 professional staff and one support staff, the majority of whom will be respected Aboriginal educational leaders. The Team will report and be accountable to the Minister of Advanced Education and Training. In order to enhance the Implementation Team’s work, the following support will be provided: a) Steering Committee – appointed by the Minister of Advanced Education

and Training to provide advice to the Implementation Team. This committee will be composed of individuals mainly from the north, the majority of whom represent the north’s diverse Aboriginal population.

b) Working Groups – appointed by the Chair of the Implementation Team on

an as-needed basis. These working groups will consist of individuals mainly from the north who have expertise in specific topics/issues pertinent to the establishment of UCN (eg, governance structures, legislation, programming, etc.).

c) Departmental support – staff within Advanced Education and Training as

well as the Council on Post-Secondary Education, will provide expertise and knowledge as requested by the Implementation Team.

Guidelines/Principles

The Implementation Team is charged with developing UCN consistent with the following principles:

• That UCN be learner centered – ie, place the interests of the students

above all others in order to support their growth through life’s journey; • That UCN be characterized by a culture of respect, openness,

inclusiveness and tolerance; • That UCN reflect the Aboriginal reality and cultural diversity of the North; • That UCN be dedicated to community and northern development in the

widest sense: cultural, economic and environmental;

• That UCN be regionally and community based, adopting innovative curriculum design and delivery to serve a vast territory; and

• That UCN have a strong labour market focus. Roles and Responsibilities

The Implementation Team will be responsible to conduct the following activities: 1. Recommend an appropriate governance structure for UCN that ensures

the principles of northern leadership are respected. One such model to be explored is a Board of Governors that determines overall direction, with an Education Council that oversees academic programming.

2. Establish the parameters for a Centre for Aboriginal Studies and

Research. This center will serve as a core feature of UCN to ensure Aboriginal knowledge and practices are embedded throughout. Some of the essential components of the Centre will include an emphasis on the development of Aboriginal-based curriculum, seminars, workshops and conferences. The Centre will also serve as a focal point for Aboriginal/northern research, extending the frontiers of knowledge for the benefit of all northern people. This research agenda would then be controlled and owned by the people of the north.

3. Recommend a program delivery system that harmonizes UCN’s operation

with existing post-secondary education institutions and delivery mechanisms. This will require the team to address a large variety of issues, examples including: • developing initial agreements to create the opportunity for offering joint

degrees (in particular with existing programs in Social Work, Nursing, and Education);

• facilitating credit transfer agreements; and • investigating and resolving collective bargaining issues.

4. Develop a threefold facilities plan for Government’s consideration that

would address: • The needs of Thompson and The Pas; • The needs of UCN’s community-based operations; and • The appropriate electronic infrastructure that will be required to

integrate a decentralized institution.

5. Establish the parameters for an Aboriginal Justice Institute with a province-wide mandate that will be self-governing within UCN.

6. Work with government to draft the legislation that will affirm the dual nature of UCN as a college and university, and empower it to award certificates, diplomas and degrees.

7. Develop a phased plan that will establish an Arts and Science program.

Initially this program will offer a degree in Aboriginal and Northern Studies.

8. Review and make recommendations to enhance existing student assessment and academic preparation programs.

9. Develop a plan for the recruitment of appropriate staff and faculty for UCN.

Particular attention should be paid to the development and recruitment of Aboriginal faculty and staff.

10. Pursue federal cost-sharing opportunities.

Timeframe and Reporting

• The Implementation Team will be operational for a period of 12 to 18 months, starting June 2003. The Chair will provide regular reports to the Minister of Advanced Education and Training and at the request of the Minister, meet with the Northern Caucus.

• Throughout the implementation process, information will be shared with

northern residents and stakeholders. • Once UCN’s Board of Governors is established, it is anticipated that the

Implementation Team will report to both the Board and the Minister of Advanced Education and Training until completion of the Implementation Team mandate.

July 4, 2003

Appendix B University College of the North Elders’ Consultations Summary Report

UCN Elders’ Consultations

Summary Report

University College of the North Implementation Team June 2004

UCN Elders’ Consultations Summary Report

Table of Contents

Introduction ...........................................................................................................4

First Elders’ Consultation (October 27-28, 2003) ..................................................4

Second Elders’ Consultation (January 12 & 13, 2004)..........................................6

Third Elders’ Consultation (March 23, 2004).........................................................7

Fourth Elders’ Consultation (May 3 & 4, 2004) .....................................................8

Common Trends that Emerged from the Four Elders’ Consultations..................10

Recommendations to the UCN Interim Council ..................................................10

List of Participants: UCN Elders’ Consultations ..................................................11

Introduction During its mandate, a series of four Elders’ Consultations was hosted by the UCN Implementation Team. The first consultation (October 27-28, 2003) was held to determine further Elder involvement and input within the development process of UCN. The second consultation (January 12-13, 2004) was held to follow up on the first consultation and further integrate Elder involvement and guidance into the UCN development process. The purpose of the third consultation (March 23, 2004) was to provide feedback to the Elders on the UCN implementation process, and in particular to report on the proposed governance structure of UCN and the inclusion of a Council of Elders. The main objective of the fourth consultation (May 3-4, 2004) was to discuss definitions and guidelines for working with Elders within post-secondary education settings, to further discuss the governance structure of UCN and in particular the role of the Council of Elders within that structure. First Elders’ Consultation (October 27-28, 2003)

The Consultation began by building a shared vision of UCN as the Elders considered the question “What is your vision of UCN?” This was followed by a consideration of the question “What is your vision of the role of elders within UCN?” The second day was devoted to looking at the question of governance (Paminikéwin in Cree). The Elders were asked to consider “How do you see the role of Elders within the governance of UCN?” Time was also given to consider “Is there an alternate name besides University College of the North?” The UCN Implementation Team Members and Steering Committee members present then had the opportunity to respond to what they heard and listened to during the consultation, so that the Elders could hear how their words were received. In response to the guiding questions, the following key points arose: 1. Shared vision of UCN as: • bringing culturally relevant education closer to home; • benefiting all northerners, including economically, socially and culturally; • contributing to providing a sense of direction for youth; • a place where educators are culturally proficient (understand the needs and

experiences of northern students).

2. Variety of roles for Elders within UCN, including: • development and delivery of programs and courses, including assessment of

students • an Elders Council • Elders-in-Residence • role models • in hiring committees • teaching Instructors/Professors (re: cultural awareness) • to facilitate UCN becoming a reality • in policy-making and governance • in safe-guarding and protecting Elders’ knowledge from misuse. In addition, there was consensus that UCN needs to recognize the knowledge of Elders. As stated in the Consultation, “Elders are the holders (fire keepers) of knowledge from the past to present and also as guides into the future.” 3. Governance of UCN: Elders spoke with conviction about the importance of Elders having a voice within the governance of the new institution. This was expressed in a number of ways:

• Through an Elders’ Council. This Elders council would be representative of the northern population (Dene, Cree, Oji-Cree, Métis, Inuit, and non-Aboriginal peoples) and include Future Elders. The Elders’ Council would be welcoming and honour all.

• Through Elder representation on the governing board and on the Education Council of UCN.

• Through a relationship between the Elders Council and the Board and Education Council.

Discussion also centred around the issue of power and authority given to Elders within the various governing bodies of UCN, and the value and importance of Elders having a voice (a vote) in these bodies. 4. Alternate name for UCN: The Elders expressed the view that another name would be desirable, one that would reflect the pride and uniqueness of this new post-secondary institution, and that would reflect a unified voice. It was suggested that children and youth could have input into the naming and logo of the new institution. One suggestion put forward was “Northern Lights University College,” with the name presented in English, Cree, Dene, Oji-Cree and Inuit in the logo (syllabics could be used), which could visually reflect all Nations. A name such as Northern Lights reflects the beauty and uniqueness of the northern environment, and also the sacred and powerful stories of the people.

Second Elders’ Consultation (January 12 & 13, 2004) The Elders were asked to provide their input into four of the development areas for UCN: Governance (Council of Elders); Programming; Student Services: and Languages. A. Governance (Council of Elders) Elders were requested to provide feedback on the composition of the Elders’ Council including size, method of selection, and representation. B. Programming 1. The overall question “What should we keep in mind as we develop UCN programming?” was addressed. 2. What programs (and/or courses) should be included in UCN? This could include Adult Basic Education or academic preparation programs, technical and vocational programs, career programs and university degree programs. 3. What is the role of Elders and Elder knowledge in terms of integrating northern Manitoba Aboriginal perspectives into UCN curriculum? 4. Should Elders be involved as teachers/instructors/professors? What needs to be done to facilitate this and make it work? 5. The Implementation Team is working with the idea of offering a Bachelor of Arts in Aboriginal and Northern Studies. What do you think of this idea? What should it look like (i.e. make-up of the program)? 6. How should UCN handle the mix between campus delivery at major centres (such as Thompson and the Pas) and community-based programs? C. Student Services 1.The overall question “What role can Elders play in supporting student success?” was addressed. 2. What are some of the protocols that need to be considered and taken care of regarding Elders working with students, faculty and staff? How can UCN undertake these protocols? 3. What role can Elders play in planning and delivering cultural programming and activities? It was noted that one way to accomplish this is through cultural activities within communities. UCN could support students to attend, and require students to come back and discuss/report on their experiences, relating it to student learning (i.e. What did you learn from this?).

4. What would you suggest for meeting diverse student needs regarding different values and beliefs? D. Aboriginal Languages The following questions were addressed: What role should Aboriginal languages play within UCN? What role can Elders play in relation to the promotion, retention and validation of Aboriginal languages within UCN? Third Elders’ Consultation (March 23, 2004) Don Robertson reported on the governing structure of UCN, which will include a Council of Elders along with Governing Council and Learning Council. Both the Governing Council and Learning Council would include one Elder that would be chosen by the Council of Elders. The draft University College of the North Act was distributed. Don noted that the Implementation Team would like to recommend that those involved in the UCN Elders’ Consultation group become the first Council of Elders for UCN. The Elders were in agreement; therefore, this would be one of the recommendations made to the Interim Council. It was also noted that there would be an Interim Council for no more than two years. The Elders were requested to choose one of the Elders to be recommended to Minister of Advanced Education and Training for the UCN Interim Council. Martha Jonasson was recommended by consent of the Elders. One of the current initiatives within KCC is a KCC Elders Council, a working group which is coordinated by Leslie Turner (coordinator of the Ininiwi kiskinwamakewin Centre at the Thompson KCC Campus). The group has been discussing definitions and guidelines for working with Elders within KCC and will be meeting April 17 and 18 to further this work. Members of the UCN Elders’ Consultation group were invited to attend. It was decided that Nicholas Halcrow, Martha Jonasson and Wellington Spence would attend this meeting, and bring back information for the next UCN Elders’ Consultation. A possible outcome is the development of guidelines and protocols for working with Elders in the post-secondary setting, that could be of use to any organizations wishing to work with Elders in northern Manitoba. Elders Lottie Lindley and May Moses were invited guests and they spoke of their experiences as Elders working with the Nicola Valley Institute of Technology (NVIT) in Merritt, B.C., including the role of Aboriginal Languages and their various roles within NVIT (working with students and staff; representing Elder knowledge and experience within NVIT). This provided an excellent opportunity

for the UCN Elders’ Consultation Group to meet with and hear from Elders involved in another post-secondary institution. Faye Ahdemar (also an invited guest), Elders Coordinator and Personal Advisor with Student Services spoke on her experiences working with Elders within NVIT. Her presentation examined the evolving role of Elders within NVIT, and the importance of giving Elders the time to develop their own roles and responsibilities within the institution, as opposed to having this imposed upon them. This Elders’ Consultation was planned to coincide with the UCN Symposium (March 23-24, 2004), beginning with the Grand Entry (accompanied by the Dene Drummers). On the second day of the Symposium, an Elders’ Panel provided the opportunity for the Elders to share their life and educational experiences and to express their vision of the possibilities of UCN. Four Elders were chosen by the UCN Elders’ Consultation group to participate on the panel: Jo Lutley, Ted Chartrand, Stella Neff and Nicholas Halcrow. Elders Lottie Lindley and May Moses, as well as Faye Ahdemar contributed to the Elders’ Panel. The Elders were also invited to join in the various workshop sessions held throughout the two days. Fourth Elders’ Consultation (May 3 & 4, 2004) The Elders reviewed and discussed the results of a meeting held on April 17 and 18 in which members of the current KCC Elders’ Council and three members of the UCN Elders’ Consultation worked on the framework for a definition of Elders and guidelines for working with Elders in a post-secondary setting. Much of the ensuing discussion centred on the concept of defining “who are the Elders?” It was acknowledged that while there is the oral knowledge and understanding of who the Elders are, there is a need to develop a precise, accurate written definition so that it is clear for those who do not carry this knowledge but want to work with Elders in the post-secondary setting. While there are other materials on definitions of Elders, there was the opportunity to set down in written form a definition that comes directly from the experiences of northern Manitoba Elders. The following definition of Elders working within post-secondary education in northern Manitoba was collectively developed:

Definition of Elders Working within Post-Secondary Education in Northern Manitoba

Elders are respected and honoured by their communities for their spirituality, wisdom, high intelligence, knowledge, life experiences and teachings. Elders have a deep understanding of people and communities. Elders are recognized for their gifts, for their love of the land and the

language, and for their knowledge of traditions. Within UCN, Elders will be role models, resources and advisors, providing guidance and support for students, staff and administration. They will be ambassadors for UCN in the larger community.

In terms of the other components of the definitions and guidelines that came out of this Elders’ Consultation, there was consensus that this was a good starting point, that it validated previous discussion on the roles of Elders within UCN, and that it should form the basis of further work. It was recommended that the working group that met April 17 and 18 continue on with this work, incorporating the material from this meeting. This is one way that the work of the UCN Elders’ Consultation will carry on. It was noted that the intention of the UCN development is to build on the initiatives and work of KCC and others, including the area of bringing Elders and cultural teachers into the post-secondary setting. The draft UCN Act, in establishing the Council of Elders, is an important step in incorporating Elders within UCN and recognizing their knowledge and wisdom as integral to the institution. In terms of the actual responsibilities of the UCN Council of Elders, this is still to be determined, as by-laws will be developed once UCN is established. This includes the possibility that members of the Council of Elders could be employees of UCN or otherwise engaged in working with UCN students, staff and administration. Following up on discussions from previous Consultations, there was consensus that the Implementation Team recommend that the UCN Elders’ Consultation become the Interim Council of Elders for UCN (which would be for no more than two years, mirroring the term of the UCN Interim Council). This would allow for continued Elder input during the initial phases of UCN development, including input into the roles of Elders within UCN and the development of the Council of Elders. It was also noted that resources are needed to support the varied roles that Elders will have within UCN as “role models, resources and advisors, providing guidance and support for students, staff and administration.” As the last Consultation to be held as part of the UCN implementation process, there was also the opportunity for the Elders and Implementation Team members to reflect on the work accomplished and the impact of incorporating Elders into the planning and development process. Rather than seeing the two days as marking an endpoint, there was consensus that this was a beginning, and that the role of Elders within UCN was resting on a strong foundation. From the perspective of the UCN Implementation Team, the UCN Elders’ Consultation made a significant and invaluable contribution to the inclusion of Elders within UCN.

Common Trends that Emerged from the Four Elders’ Consultations

1. Participation of both Aboriginal and non-Aboriginal Elders. This was consistent with the commitment that UCN would be accepting of all nations and cultures.

2. There was a continuous integration of Elder involvement and guidance into the UCN development process.

3. There was an increasing consensus that a Council of Elders be incorporated into the planning and development process as well as governance structure of UCN.

4. There was a continuous reflection of diversity of the northern population (Cree, Metis, Oji-Cree and non-Aboriginal) as well as an almost equal representation of male and female Elders.

5. There was consensus that Elders should be involved in the teaching and instructional aspects of UCN.

6. There was an acceptance of all people who have a right to believe according to their own belief systems (both traditionalists and Christians).

7. Through their knowledge and wisdom, the Elders showed their continuing commitment to UCN and their encouragement of its development through their prayers, actions and words.

8. There was a growing consensus on how Elders working within Post-Secondary Education in Northern Manitoba should be defined.

9. There was consensus that the role of Elders within UCN was resting on a strong foundation.

Recommendations to the UCN Interim Council

1. That a Council of Elders be established. 2. That those involved in the UCN Elders’ Consultation Group become the

Interim Council of Elders for UCN for a period not to exceed 2 years, mirroring the term of the UCN Interim Council. This would allow for continued Elder input during the initial phases of UCN development, including input into the roles of Elders within UCN and the development of the Council of Elders.

3. That Elder Martha Jonasson be the official Elder representative on the UCN Interim Council.

4. That UCN officially adopt the Definition of Working Elders within Post-Secondary Education in Northern Manitoba as developed during the Fourth Elders’ Consultation (May 3-4, 2004).

5. That UCN recognize the involvement of Elders working within the post-secondary education context of Northern Manitoba.

List of Participants: UCN Elders’ Consultations Mabel Bignell Ted Chartrand Jack Chubb William Dumas Larry Duncan Maggie Flett Nicholas Halcrow Martha Jonasson Jo Lutley John Martin Stella Neff Betty Solomon Madeleine Spence Wellington Spence Ted Wilson Emma Jane Wood

Appendix C University College of the North Symposium Report

Proceedings of

The University College of the North Symposium

“Honouring the Voices of Northern Manitoba”

March 23-24, 2004

Keewatin Community College

The Pas, Manitoba

PLANNING COMMITTEE MEMBERS

John Burelle, UCN Implementation Team Peter Geller, UCN Implementation Team

Gina Guiboche, UCN Implementation Team Martha Jonasson, Elder Advisor

Marie McGregor, Keewatin Community College

ACKNOWLEDGEMENTS

Advanced Education and Training, Province of Manitoba Keewatin Community College

COVER DESIGN

Brian Roque, Keewatin Community College

Contents

Introduction ...........................................................................................................5 Day One: Tuesday, March 23, 2004 .....................................................................6

Welcoming Remarks: Hon. Diane McGifford.....................................................6 Opening Remarks: Lavina Gillespie ..................................................................9 Keynote Address: Dr. Rosalyn Ing ..................................................................10 Student Panel..................................................................................................18 Workshops ......................................................................................................19 Feast and Entertainment .................................................................................23

Wednesday, March 24, 2004 ..............................................................................25 Elders’ Panel ...................................................................................................25 Workshops ......................................................................................................26 Closing Remarks: Veronica Dyck and Linda Melnick ......................................30

Introduction The Planning Committee of the University College of the North Symposium “Honouring the Voices of Northern Manitoba” that was held on March 23-24, 2004 at Keewatin Community College in The Pas is pleased to present this report. Hopefully, it will serve to capture the proceedings that transpired during the two-day event. The Symposium was initiated by Marie McGregor, former Department Head of Business and Aboriginal Studies at Keewatin Community College. She envisioned that such a symposium “would bring Aboriginal academics and Elders to The Pas campus to discuss the shape and structure of the University College of the North” and that these resource people would bring to the discussion their experiences and observations gained from participation in other post-secondary educational institutions. She also saw the symposium as a way of celebrating National Aboriginal Solidarity Day (June 21, 2004). More than 140 Elders, dignitaries, resource persons, and delegates attended the Symposium. Dignitaries included Advanced Education and Training Minister Diane McGifford, Elders Lottie Lindley and May Moses and Counselling and Cultural Coordinator, Faye Ahdamar from the Nicola Valley Institute of Technology in Merritt, B.C., and Dr. Rosalyn Ing from Richmond, B.C. and a member of the Opaskwayak Cree Nation. In addition to a Student Panel and an Elders’ Panel that featured Northern and Aboriginal Elders as well as the invited Elders from the Nicola Valley Institute of Technology, a series of workshops was held that featured presenters who were either originally from Northern Manitoba or who are currently employed in Northern Manitoba. Another highlight of the Symposium was a Feast followed by an evening of entertainment that featured a variety of Northern and Aboriginal performers. It is expected that the symposium may become an annual event and that its location will rotate from year to year.

Day One: Tuesday, March 23, 2004 Welcoming Remarks: Hon. Diane McGifford

Minister of Manitoba Advanced Education and Training Thank you so much for the pleasure of being here, present at this important gathering and of bringing greetings from Premier Gary Doer, the MLA for The Pas, Oscar Lathlin, Minister of Aboriginal and Northern Affairs, and my Department of Advanced Education and Training. This Symposium is one more sign, a signal that the University College of the North will become a reality. You know friends I remember almost a year ago, May 2, 2003, being here in The Pas to announce Don Robertson’s appointment as Chair of the Implementation Team. That was an excellent day; the room was packed, Minister Ashton was on hook up from Thompson—where the room was packed. I knew from the excitement in the air and the numbers of people present--listening, not just sitting—I knew how passionately Northerners wanted this institution, and here we are gathered today, full of certainty. I assure you my government is committed to the UCN, to a comprehensive range of educational programs: developmental programs, trade, career, technical and degree programs. We believe in opportunities for the residents of northern Manitoba. You know folks another fine day was March 3, 2004, the day I tabled the University College of the North Bill 20 in the House. Don Robertson, Veronica Dyck, Martha Jonasson, Kathleen Leary, Gina Guiboche, and Peter Geller were in the Gallery, and looking up at them, feeling their enthusiasm and support, I just knew we were doing the right thing. I want to read you what I said that day: “Mr. Speaker I move seconded by the Minister of Aboriginal and Northern Affairs that Bill 20, The University College of the North Act be now read a first time. The University College of the North Act establishes the University College of the North as a new, public post-secondary institution, one rooted in our northern communities and committed to ensuring that Aboriginal and northern people will receive a range of post-secondary education and will have control in matters of their post-secondary education. I am honoured to table this legislation, another important step in fulfilling the educational aspirations of our northern people and in fulfilling our Government’s commitment to post-secondary education for all Manitobans. Mr. Speaker, I know you know that this is a historic day. We trust that this legislation will pass the House in our Spring-Summer session and become law when the House rises.” The process has been guided by Northerners, beginning with the submission of the original report to Premier Doer, followed by Dr. Verna Kirkness’ consultations, Don Robertson’s implementation team, the Steering Committee, chaired by

Kathleen Leary, and our committee of Elders. On behalf of Premier Doer and all my colleagues we thank all of you for your work, past, present, and future—I mention the future as we have work ahead of us and there are still some who would favour derailing this initiative. This gathering is key to our process--your ideas, your words are essential to the UCN. This Symposium, “Honouring Our Northern Voices,” means continuing dialogue, discussions involving Elders, students, current post-secondary faculty and staff, and northern and Aboriginal scholars. During the next two days, we will be able to further our understanding of UCN, with a focus on aspects of programming. I trust our ideas and discussions will root, grow, and even flourish. We will transform vision into action. As UCN takes shape, there will be many opportunities to advance and develop northern Manitoba, to build on KCC’s solid foundation and on other post-secondary programs in the North. For example, consider UCN’s research potential, grounded in an Aboriginal and northern context. Research at UCN will bring together Aboriginal knowledge with western-based traditions, increasing our shared understandings of both knowledge systems. UCN research will emphasize northerners’ participation in defining and conducting research, and in encouraging communities and students to build research capacity. Consequently, UCN’s research will contribute directly to the economic and social development of the North. Aboriginal languages are a top priority for UCN. The University College of the North will work to preserve, maintain and teach Aboriginal languages. As well, Aboriginal languages can be used in examinations. This is a first in Manitoba. An Aboriginal Languages Centre will serve as a focus for language programming and as a resource for Aboriginal languages throughout the region. Focus groups and Elders Consultation have made clear that Aboriginal languages are the basis for cultural understanding; UCN will be committed to honouring, recognizing, and teaching Aboriginal languages. Students are the heart of UCN, and this institution will value learner and community centred education. Expanding post-secondary choices through UCN’s degree programs, more community-based options, and educational technology where this is possible will mean students can study closer to home. As well, UCN will offer a strong First Year program that holistically addresses academic and social needs. Finally, the curriculum will respect and integrate northern knowledge, matching programming with northern needs, so important to student success. By emphasizing northern research, Aboriginal Languages, and student success, UCN will contribute to the social and economic development of northern Manitoba. As the University College of the North evolves, I believe it will be a unique, proud and independent institution, governed by Northerners for Northerners, but still with a distinctive role in our college-university system.

Please, today and tomorrow, tell us your UCN ideas—we need them if UCN is to reflect community and achieve its educational potential, now and for future generations. As for me, my colleague Steve Ashton tells that when UCN opens, he’s going to make me an honorary Northerner, I look forward to both: the opening of UCN and my honorary status. I’ll be there to celebrate with you. Thank you.

Opening Remarks: Lavina Gillespie

University College of the North: Past, Current, and Future Programming Discussions This presentation provided a perspective of the hearings that were held as part of the initial consultation process for UCN. With respect to programming, it was noted that there were Aboriginal, Non-Aboriginal, Northern, post-secondary, and professional recommendations as well as recommendations from Manitoba Hydro. Aboriginal recommendations included recognition of the Aboriginal reality, Aboriginal contribution to program development, maintenance of Language, Culture, and Oral Tradition, and a research component as a requirement for Masters Degrees complete with theses. Northerners identified a multiple level entry system with identified competencies at exit levels, providing academic upgrading to meet entry requirements for mature students who did not meet S4 requirements, no lower exit standards, and technology. Northern professionals urged the use of whatever programming has already been proven to work. They also recommended offering courses that enable Aboriginal women to move forward in management positions, that the piecemeal approach to post-secondary education be eliminated, and that research on Aboriginal topics would be essential. Manitoba Hydro and Post-secondary institutions recommended that close working relationships be established in order to attain positive outcomes and that the other universities and colleges in the province assist UCN by working together. It was agreed that UCN should offer college diplomas, certificates and university degrees. It was also noted that essential components for Aboriginal student success should include families, communities, faculty, and staff. The development process would require partnerships and infrastructure/technology. Distinctive features of UCN should include cultural concepts and family and community involvement.

Keynote Address: Dr. Rosalyn Ing Tansi–ki-na-nask-omit-an-ao kakinow anooch kakisikak. Elders of the North, President, Staff, Honoured Guests, and Students of KCC and UCN, I am honoured to greet you on such a special occasion. I want to thank you for asking me to be your speaker today. I give thanks to the Great Spirit for bringing you safely here. I pray that you will be blessed for your effort and commitment to this important task that you were called to engage in. Today’s celebration is about UCN/KCC and National Aboriginal Day, also referred to as Aboriginal Solidarity Day. Originally declared in 1982 by the Assembly of First Nations as an assertion of the right of Aboriginal Peoples to control their lands and resources, it is now an official holiday to honour and celebrate Aboriginal culture and heritage. It is usually celebrated on June 21st. Since there are no students at KCC then, it was decided that today would form part of that celebration. There are many ways to celebrate this special day. Some communities hold gatherings, pow-wows, and other events to commemorate solidarity. The KCC students will participate in a Pow-wow as part of their contribution to share this day and show pride in one area of their cultural legacy. We also remember all those who have gone on to the Spirit world. They struggled in their lifetime for social justice, equality, and human rights. They protested against the policy of assimilation through education, domination by society, and the colonialism that nearly destroyed most of our social institutions for us and the 7th generation. We, First Nations people, are taught to “consider carefully, the effects of our decisions on the seventh generation yet to come” (Hodgson, 1989, back cover). We will honour this ancient teaching. We will take our rightful place in society and we will do it through education, education that honours our values, beliefs, customs, traditions and spirituality (which is culturally). Students celebrate Aboriginal Solidarity Day with pride, we care about you, we want you to succeed and we love you. For many years the Aboriginal people of Northern Manitoba have had a vision for an Aboriginal controlled Northern University. Within this vision of a university the leadership would be Aboriginal and they would lead post-secondary education with programs and services that would effectively serve the Aboriginal and Northern people. They are prepared to take over a University College of the North because there are educated and committed Aboriginal leaders available to take on that responsibility. The time is NOW. The Opaskwayak Cree Nation has been a leader in Canada in the number of university graduates it has funded. There have been approximately 132 successful graduates’ since1973 with various Bachelors, Master and Ph.D. degrees. Other Aboriginal communities throughout the North also have university graduates. They are the new wave of scholars trained as leaders in education to take on this responsibility at UCN.

I want to share a tape recording with you. It’s appropriate since the theme of the symposium is Honouring the Voices of Northern Manitoba. It is the voice of an Elder from the past, he is my father, the late Senator and past Chief of OCN, John Young. He was present when Keewatin Community College became a reality for The Pas in 1969. Listen to it, first in Cree, and then an English translation by my sister, Doris Young, will follow. I apologize that only the English text is transcribed here:

An example of the good things that have happened is the event that took place here at KCC, Keewatin Community College. When it was completed I was sent for, I was the Chief of The Pas Reserve at the time. They came and asked me to speak at the opening ceremonies. When they laid the cornerstone we were asked to sit up on the stage, it was a very big room. There were a great many dignitaries there from Ottawa as well as the Province (Mb). I was the only Indian up there. I climbed up onto the stairs of the stage, I didn’t feel very good about myself. And the dignitaries started talking. Jack Carroll came and asked me if I would speak; I said I would. I went up to the podium and I spoke. I said I have seen a great many things and I have seen a great many changes within a short time. I started school here at The Pas when I was 7 years old at The Pas Public School. It was a red brick building. In those days there was nothing that was run by machines. There were also no airplanes for distraction. There was only the horse. Everything was done by the horses, they delivered things, and they delivered everything within the town. The town was quite small at the time. And now today everywhere you look there are vehicles, and there is also a lot of noise. You look up in the air you see airplanes. I am very glad that this school has been built here. This is the place where the young people will be able to learn, to make a living and they will also learn about life and how to making a living using all the machines around today. They will have to learn how to live in this modern age with all the technology that is available to them. It was not long ago when there was nothing available in technology; there were only horses and dogs. After my presentation everybody jumped up quickly, clapped their hands, and gave me a standing ovation. They took my picture with a Polaroid camera. Duff Roblin, who was Premier of Manitoba at the time, came and congratulated me and they took a picture of me with Premier Roblin. These pictures and our presentations were sealed in the cornerstone of the Keewatin Community College They told us that these presentations and pictures would be sealed for

100 years and after the100 years it will be opened. Your grandchildren and perhaps your great grandchildren will be able to see the picture and also hear the words.

As you heard, my father was the only “Indian” delegate invited and present at the KCC opening ceremony. He said he was proud to be part of this new era in education. He supported KCC and he had a bold vision. Later, other Aboriginal leaders wanted to play a bigger role in the direction that the college might take. They did in fact live up to that commitment. Aboriginal leaders have kept this college alive. The student population of KCC is now mainly aboriginal and has been for many years as Aboriginal parents chose to send their children here. In many ways, their children were ‘short-changed’ as their education did not include their way of life and consequently when they returned to their own communities they had to transcribe all that Western knowledge so it would be meaningful to the people they serve. The commitment for higher education in the North is still a bright vision. Aboriginal parents more than ever want the very best education for their children and they want that education to be provided in the North with relevant programs and services for their children. The dream is that these programs will strengthen the identity of Aboriginal students as they learn about their culture within the institution. They will be the future leaders of their communities and knowledge must be relevant. You are now witnessing the dream come true, a vision fulfilled. The vision of our elders’ wisdom guided your planning and hard work. Through that hard work and cooperation the dream has become a reality for all Northerners. This creation has involved expertise from local, regional, Northern and Southern minds. A University College of the North! A place where Aboriginal culture will be respected and where cultures of both non-Aboriginal and Aboriginal will thrive through mutual understanding. Both cultures will share knowledge with one another and help to develop this institution into one of the best learning environments in Northern Manitoba. All Northerners are stakeholders in this endeavour. You are being challenged to succeed in this onerous task. Some key issues must be considered to ensure success in your new institution. Recruitment is necessary; you want to promote your institution as an attractive place to study; however, since you will have a captured audience-that is, students who live in the North-you will need to focus on the retention of these students. You want students to succeed. You measure success by the number of students who graduate each year. If more students are recruited than are graduating then, the institution has failed in its mission. Let’s review the Mission Statement [as proposed in the University College of the North: Recommendations and Action Plan, Report of the Consultation on Post-Secondary Education in Northern Manitoba, March 2003]. It says, “The new institution is dedicated to providing lifelong learning opportunities that are consistent with living in northern Manitoba. It will embody the cultural values and

traditions of Aboriginal people and celebrate the cultural diversity of the North. The institution is dedicated to ensuring that Aboriginal and northern peoples are provided with a wide array of programs that will give them the credentials required to participate fully in the social, economic, political and educational advancement of their people and communities” (p.3). UCN has a big responsibility to fulfil this mission.

To ensure success for students essential services must be provided that support and enhance the learning experiences. There are already some good support services in place and I know they will continue. I have a few to add that were fundamental services for student success at the University of British Columbia (UBC). 1) You must continue to employ Elders to provide spiritual guidance and

advice, using interventions such as the sweat lodge and talking circles, plus a spiritual lodge for meditation for those who need it. Counselling services must consider both Aboriginal and Western intervention so that all students have a choice.

2) Aboriginal professors and instructors are critical. They understand the struggles and experiences of Aboriginal people. They also serve as role models. I mentioned that the OCN is a leader in its number of successful university graduates. Invite these scholars to apply for teaching positions.

3) Mentoring should be incorporated into professional and trades or vocational programs. This is a good way for instructors, professors, or those in the field to share their experiences and help inspire confidence in the students’ ability.

4) Tutoring should be introduced early in each program, particularly in mathematics (Math), English and science. Math is a rigorously precise language; like all languages Math must be mastered; once you master the language one can excel in acquiring the skill. English is fundamental to success in higher education. One can only assess how you think through writing. Writing requires commitment to reading. It starts in the home. Parents should read to their young children. Where are all those children whose parents read to them when they were young? They are in our colleges and universities, according to a US study. Students must read required readings to help them in their writing. It is important to assign readings that are appropriate and relevant to the learners’ stage of comprehension. Introduce critical thinking skills in writing through reading assignments. As much as possible the reading assignments should be relevant to the students’ lived experiences. The Recommendations and Action Plan (p.3) says, “UCN should be learner-centered-it will place the interests of the students above all others- in order to support their growth through life’s journey.” The life’s journey includes formal education.

5) Time management, budgeting, study skills and academic writing workshops should be available. We should stop assuming that students come prepared to university or college with knowledge of academic writing, using citations and references or a solid base of basic grammar. Develop a course that specifically incorporates the requirements of an academic paper and lead students through the process in the first year of their program.

6) In time, you should consider adding a physical facility on campus to enhance access and support services for Aboriginal students, including an Elder’s lounge, making it a “home away from home”, similar to the Longhouse at UBC where cultural heritage and values are the focus. The architecture should be symbolic of the culture.

7) A wish list of most students with children is a Day Care centre, managed by trained people of their own community.

8) A staffed computer lab and individual study corrals. 9) Of course, a Library with a collection that includes a wide range of

Aboriginal resources, tapes in the Cree and other Aboriginal languages, access to historical documents, plus an archival and research area with a local and provincial focus.

10) In order to accommodate the students who live in remote communities, family housing should be considered immediately.

In and of themselves these few support services will not help with retention of students without a welcoming, safe and nurturing atmosphere in the institution, both in the classroom and out. We must never forget that we are employed because of the students we serve. The majority of post-secondary students in the North are Aboriginal and growing. Enhancing the knowledge the students bring and incorporating it in support services and in their studies is vital to ensuring success. This university can become the leading edge in two-way learning by developing learning strategies. Do not duplicate lecture-style strategies. These are not conducive to success for most Aboriginal learners as it a one-way system. If no interactive learning is happening, it is definitely not promoting cooperative learning. I equate lecturing to what Paulo Freire (1970), describes in Pedagogy of the Oppressed, as a banking concept of education (p. 58). I explain it only briefly. Freire calls this banking concept of education as narration. The teacher as narrator, turns students into receptacles that need filling, therefore education “becomes an act of depositing” [as a bank], and “knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing”. This is not 2-way learning or true learning. True learning must honour the knowledge that the students bring, let them express themselves in ways that they know in what they know. Be flexible in the methods of teaching and use techniques that create enthusiasm among learners.

Many of you here were involved in the consultation of establishing the UCN. You are familiar with the work in which the mandate of the Steering Committee continues to complete so I will not dwell on that part of the Report of the Consultation on Post-Secondary Education in Northern Manitoba. Instead I will focus on two of the recommendations of establishing a Centre for Aboriginal Studies and research, and a Bachelor of Northern and Aboriginal Studies. I believe that legislation in the Manitoba Legislature is currently at the 2nd Reading stage giving UCN authority to be a degree granting institution. This is a major victory because the credentials will be recognized and respected by society. Full degrees will be awarded, not just Associate Degrees, Diplomas or Certificates. For the students here today, you will discover that there is nothing more satisfying than completing a degree. The degree will be more meaningful because your identity has been strengthened with knowledge that honours your culture. In the Recommendations and Action Plan (p.6) a quote by Charlotte Ross explains, “Aboriginal students want to build on their cultural knowledge. [Therefore], Contemporary and traditional [knowledge] must be taught.” The Centre for Aboriginal Studies and Research should be a symbolic place that will serve as a home centre for the administration of UCN. It will be responsible, dynamic and capable of this task. The South no longer has to be involved in consultation and approval of projects. This in itself is a major breakthrough for Northern education. Its most important role will be the teaching and preservation of the Aboriginal languages, but specifically in the North, it will be Cree and Dene. In a study conducted on the extinction of languages, it was found that only three Aboriginal languages will survive - Cree, Ojibway, and Inuktituk. This is based on the fact that there are still over 5000 speakers. UCN will have a big responsibility in this role because the Cree speakers are mostly Northerners. In the Centre of Aboriginal Languages, the North will save the South in this respect - preserving the language. You may also consider developing a Summer Language Institute that runs every year and structured in such a way that children and adults of all Northerners will learn a language and grow to appreciate Aboriginal culture together “thereby safeguarding the crucial link between language and culture” (Recommendations and Action Plan, p.7). This will also help to foster cultural understanding and give a sense of a strengthened community. The Bachelor of Northern and Aboriginal Studies should be so structured that courses give all Northern students unique knowledge and skills that will serve as intellectual tools. An Aboriginal is defined in the Canadian Constitution 1982 as status and non-status Indians, Métis, and Inuit. Under the Indian Act there is a further definition of who is an Indian. After the repatriation of the Constitution, the Native Indian Brotherhood was

renamed the Assembly of First Nations, and so First Nations were politicized. Therefore, an appropriate name for the centre could be First Nations, Métis, and Inuit Studies to reflect these definitions. This is one example of ‘intellectual tools’ - giving students, both Aboriginal and non-Aboriginal, knowledge to build understanding and avoid further confusion in relationships. The Recommendations and Action Plan, the Report of the Consultation on Post-Secondary Education in Northern Manitoba, has mentioned “courses pertaining to the history, traditions, colonization, socialization, resistance, revitalization, world-view [includes both cosmology and epistemology], languages and contemporary issues, of the northern Aboriginal peoples of Manitoba and Indigenous peoples throughout the world” (p.6). When developing curriculum these courses should form the core content. Here we can be very bold in mapping our traditional legacies and become knowledgeable about historic movements and learn and use our language at the same time. The same model would also apply to Aboriginal Institutes in Justice and Fine Arts. Both of these are of tremendous importance to the Aboriginal people of the region. Knowledge about Aboriginal governments and Aboriginal law are critical to the future of our people. These foundational courses will be an integral part of the UCN. The structure will be very different from current programs on these disciplines because in justice we can learn about our own Aboriginal law based on traditions and ancient teachings (which is knowledge) that makes sense only to us. This does not mean the learning is not academic and cannot be understood by others. We wish to learn and share the knowledge to build better relationships. Our goal is to be self-governing communities, with strong independent thinkers, confident in their ability to embrace the future. In Fine Arts we must promote our own gifts and talents. Artists have a role to play in our communities. Louis Riel said, “Our people have been sleeping for 100 years and an artist is going to wake them up” (Interview with W. McKenzie, March 19, 2003). Creativity was nearly destroyed through legislation. Songs, dances, drums, and other artistic symbols were always a part of Aboriginal culture. They were abolished and criminalized in the Indian Act. I learned my history from those who sought to destroy my culture. We can re-learn our own stories and use our drawings (or images) to tell our history. The historical image that we present will be accurate and reflect a kinder approach that will inspire pride and not shame. My father said on the tape that machines were taking over our way of living and knowledge is needed to accommodate this change. Yes, we have a different kind of machinery that’s empowering us and inspiring us to new heights - a vision of education that is to “be characterized by a

culture of respect, openness, inclusiveness and tolerance” (Recommendations and Action Plan, p.3). To use a metaphor, the new ‘machine’ is UCN. Its energy will come from those who are dedicated and committed to quality education. And it will benefit those who have the most to gain - Aboriginal and Northern people. UCN, we put our trust in your ability to live up to this responsibility. Dr. Verna Kirkness was deeply involved throughout the process of establishing UCN. (She is here in spirit). Verna is considered an eminent scholar and the foremost leader in First Nations education. In 1972 she developed the policy paper, Indian Control of Indian Education, in which she proposed two tenants of Indian Education, Local Control and Parental Involvement. She has many other achievements for which she has been recognized and honoured. She is a Cree from Fisher River who became a teacher. She taught in Fisher River as a young warrior and in Norway House, where she was Principal at the same time. Much later in her career she became the Director of the Native Indian Teacher Education Program (NITEP) and eventually Director of the First Nations House of Learning at UBC. Parents who are here today are carrying out her dream of successful education. Parents and relatives, your involvement in children’s education is fundamental to their success and self-esteem. Dr. Verna Kirkness wrote in the book, The First Nations Longhouse: Our Home Away from Home, “When something significant happens in our lives, the presence of family and friends is vitally important” (2001, p. 21). This day marks the beginning of a significant journey. As a way to honour Dr. Kirkness for her leadership and role modeling these many years, as I consider her my mentor and friend, I want to close with words from her book. She spearheaded the Longhouse Project. I would like to compare the completion of the UBC Longhouse to completing the vision of UCN. I’m sure she said it better when she described how she felt in 1993. In the Opening Ceremony she said before many witnesses that we have a place [meaning the Longhouse] ”where our heritage would be respected and where our cultures could thrive...we could share knowledge and cultures with one another...with the university community and with the larger society. Today, we gather to celebrate a dream come true, a vision to benefit those with us now and those children who are yet unborn” (p. 5). In 2004 the University College of the North is those dreams come true. All My Relations. Ekosi. Kakinow nee wego mak inak.

Student Panel Marie McGregor, Department Head of Business and Aboriginal Studies at KCC, introduced the panellists and noted the importance of hearing and listening to students’ visions of “What UCN could be?” Leslie Cashman, a student with the Business Administration Program at KCC in Thompson, spoke on the importance of having educational opportunities in the north. To continue her studies beyond the diploma level, she noted, would require her to move from the north, uprooting her family along with her. More programs delivered in the north, such as a Business Administration degree, would certainly be beneficial to her. Jenny Duncan, a student in the Bachelor of Nursing Program and a member of the Student Association Council at KCC in Thompson spoke about the importance of developing relationships in the learning process. She also expressed concern regarding the use of technology as a means for distance delivery. While acknowledging the importance of technology, she also emphasized the importance of person-to-person contact, and that there needs to be a balance between both delivery and programming.

Workshops

Greg Fidler: Incorporating Northern and Aboriginal Perspectives This presentation provided an overview of the University of Manitoba’s Faculty of Social Work Program in Thompson. This program is designed to increase the educational opportunities of disadvantaged people residing in rural and isolated communities throughout Northern Manitoba. One objective of the program is to provide educational opportunities to those people who have an aptitude and commitment to undertake a university program, but who would be unable to enter and succeed at the University’s main Fort Garry campus because of a lack of prerequisite academic preparation, financial resources, geographic circumstances, or because they come from a traditionally disadvantaged cultural minority. Another objective includes providing opportunities for human resource development by admitting only northern students in order to increase the likelihood of graduates remaining and practising in the north. One observation from an instructor in the program is that students become more involved in their learning when they can relate personally to the course material. An hypothesis for this involvement is that students are becoming more successful at completing their post-secondary education because they can relate to the course content and how this content will help them become effective practitioners.

Doris Young: Roundtable This session addressed various issues related to programming. Such topics as Adult Literacy, entrance requirements, language/cultural requirements, writing/reading skills, satellite programs, student supports, and library resources were discussed.

Sandra Barber: Arts and Language UCN curriculum should include but should also go beyond instruction in “conversational Cree” to ensure that the language is studied at the most serious level, to preserve the integrity of the language and to ensure that the culture embodied in it can be communicated precisely, in all its subtlety and complexity. “Arts and Language” curriculum should be seen as an intrinsic part of preparation for participation in economic development. UCN curriculum should include “Arts” curriculum, in the humanities as well as the social sciences, in both college programs (those geared directly toward training for employment) and in university (degree) programs. Such curriculum will ensure that graduates have the necessary breadth of understanding and appreciation of “context” to make fully-informed choices and decisions about economic development that will contribute to overall quality of life in Northern Manitoba.

The new University College of the North must reflect each of the three words in its name. As a “university” it must take its place in the national and international community of scholarship, in an atmosphere of free inquiry; as a “college” it must provide training for entry into the job market; as an institution in the “north” it must reflect the particular community, both physical and social/cultural, in which it is located. To avoid isolation and to be taken seriously, UCN must look outward as well as inward, and must connect to the provincial, national and international community of post-secondary educational institutions. Its stakeholders owe future generations an insistence on excellence and on full participation in the world community of scholarship.

Dave Buck: Economic Development (Report not available)

Moneca Sinclaire: Indigenous Knowledge

Indigenous knowledge (IK), also known as ‘local’, ‘traditional’ or ‘Rural People’s’ knowledge is not easily or simply defined. It is a term which has been employed in recent years in such a way as to become value laden, and has gained meaning beyond its mere semantics. The ability of IK to encompass (and lend itself to) other streams of knowledge and technologies clearly pertains to the issues in this paper. The term IK can mean the knowledge that has been passed from one generation to the next through the oral or written traditions. All cultures have traditional knowledge. For example, Aboriginal traditional knowledge refers to aspects of traditional Aboriginal life, such as knowledge of the land and its resources, or traditional spirituality and medicine. However, all cultures change, and as they do new knowledge is added and some knowledge is lost. This means that traditional knowledge changes over time.

The research I am conducting is to document Atchanookewina (the stories) of diabetes by urban Aboriginal peoples using an oral format. In order to honour our oral traditions the ‘stories’ will be presented as a radio documentary since radio has been called the most grassroots of all news… it is well adapted to oral cultures-particularly what has been labelled “talk radio” - provides a forum for social and political dialogue, especially in areas where people are often scattered. As an Aboriginal person working with Aboriginal peoples I believe our oral traditions are an expression of our sovereignty in matters of culture and beliefs, encapsulating the totality of its understanding of life and living. Through conducting research in this new format I have begun to use our knowledge of oral traditions and storytelling with a new format that is using radio to transpire IK.

Thomas Henley: Environment

Implementation of programming at University College of the North will provide an excellent opportunity for students in Manitoba to develop the technical and professional skills associated with resources and environmental management practice. Northern Manitoba, as a region, is a place where resources-based development such as mining, forestry, fishing, hydroelectricity, parks and tourism, intersect with traditional activities related to renewable resources harvesting. Regulatory process, in turn, requires assessment of environmental, economic and social effects. Tens of millions of dollars are expended annually on related expertise, most often sourced from experts and firms external to the region. Further, at the heart of the regulatory process is Western Science and Aboriginal knowledge that are increasingly required for a full understanding of project development impacts and associated costs and benefits. University College of the North programming may provide an opportunity to make Northern Manitoba a centre of excellence in several areas of resources and environmental management studies associated with both industrial and traditional renewable resources development. The linkage of western science and traditional knowledge and western science, impact assessment, GIS based mapping, environmental and social equity issues, and community-based approaches are but some examples of possible environmental programming at both the technical and professional levels. Equally important is the opportunity for Aboriginal and non-Aboriginal students to learn together in an institution whose mandate is the critical-thinking associated with long-term sustainability.

John Burelle: Roundtable This session raised several issues related to the establishment of UCN. These issues included UCN course offerings, a Ph.D. cohort program for faculty, structure, funding, community partnerships, KCC/UCN integration, accreditation, library resources, entrance requirements, and adult learning centres.

Connie Pringle: Economic Development It is exciting and exhilarating to realize that the University College of the North will be right in the North, close to home, not hundreds of kilometres away and perfectly positioned to play a key role in the development of the Northern Manitoba economy. But what role? Where do we start to develop this brand new relationship between economy, the people and UCN? Current economic/business/management development knowledge has been developed in the context of what can be called mainstream society. The basic principles as they are known so far may be universal. They may be applicable to

all economic development or business situations. Then again, do we really know that? Are there different ways of doing business, different principles, different business or economic development models involved when working in the northern and Aboriginal cultural context? As there is a shortage of research in this field, today we can only make assumptions one way or the other in answering these questions. The business education textbooks currently used in the classroom do not fully reflect the reality of our ways of living, of doing business, of how our organizations are shaped to fit the reality of the North. Research done under the umbrella of UCN will be able to shed light on these matters. Some observations may be useful in initiating discussion to determine the breadth and depth of what we may be talking about in economic/business/management education in a northern Aboriginal context. For instance, the elders tell us that there are concepts, relationships and ways of understanding that can be expressed in the Cree language but that cannot be expressed in English. They lose their meaning in the translation. Therefore, can we assume that knowledge or models developed in mainstream society and in the English language are adequate for business education within the Cree culture? We need someone to determine through scholarly research the answer to this question. Looking at it from another perspective, we must acknowledge that there are some specific fields within economic development, business and management in First Nations that are not included in the existing textbooks. The Indian Act impacts on business financing and financial management, on business law, and on human resource management. It even impacts on accounting when one considers how land and ownership of land are treated on a balance sheet. For the most part students in our northern classrooms today learn none of these things. When they graduate from our programs and go out to start a business on First Nation land, they have to research it on their own. With research and course development in UCN we can ensure that students’ education is more comprehensive in this regard and provide them with a more complete set of tools with which to go out and develop the economy. Yet another place for spirited discussion will be to what extent business education should incorporate the realities of the Indian Act and of doing business in First Nations communities. What will be the balance between the above-noted enrichments to business education programs and the existing mainstream curriculum to ensure there is no “watering-down” but rather a strengthening of curriculum? UCN graduates from First Nations and other northern communities must be as competitive, as technologically advanced, as knowledgeable about business as are any other graduates. When graduates leave UCN programs, they must be able to do business not only in the north, but also be able to develop and operate businesses which can compete globally.

No doubt the topics for debate outlined herein are just the beginning, just the “tip of the iceberg,” in engaging in debate and discussion about how UCN will support and enhance the northern Manitoba economy. As northern community-based research into economic, business and management development begins to provide material for enriched and cutting edge programming at UCN, UCN in turn will be able to produce business and economic leaders who will enrich the northern economy. And the really special thing about it is that this relationship is starting now, as we begin to talk about it. Feast and Entertainment

Blessing – Elder John Martin Master of Ceremonies – William Dumas Special Presentation to Honoured Guests from Nicola Valley Institute of Technology, Merritt, B.C. (Elders Lottie Lindley and May Moses and Counselling and Cultural Coordinator, Faye Ahdamar) Entertainment MMF Fiddlers – Jordon Jackson

- Desirea Barker - Robin Koshowski - Sydney Koshowski - Nicole Allen - Danielle Nabess - Brooke Wilson - Robert Isfeld (Instructor)

Muilenburg Dancers

– Lovely Jebb - Brandee Fleury - Madison Gamache - Kaylan Sanderson - Amanda Forbes - Elizabeth Miller - Catryna Muilenburg - Cherilyn Muilenburg

Dene Drummers (Lac Brochet)

- Simon Samuel - Paul Tssessaze

- Leon Tssessaze Traci Bone (vocalist)

Wednesday, March 24, 2004 Elders’ Panel

• Lottie Lindley • May Moses • Faye Ahdamar • Ted Chartrand • Jo Lutley • Stella Neff • Nick Halcrow

The Elders’ Panel brought discussions and understandings related to Aboriginal Education to the forefront of the Symposium. The presence of the Elders also helped to create an environment that was inclusive and respectful of Aboriginal ways of knowing. The Elders’ Panel provided the opportunity for the Elders to share their life and educational experiences and to express their vision of the possibilities of UCN. What follows are some of the major themes that emerged from the presentations made by the panellists.

• Building UCN is like building a community, and just like a family, everyone has a place in the family; and the family is kept alive by the kindness and direction of our Elders;

• It’s only twelve inches from our head to our heart, and we need to remember to use both;

• We need to go carefully, to go slowly, and to be wary; • People need to have the freedom to speak, to hear lessons and stories

and teachings, as that will lead to understanding and respect for all; • We have a lot to learn. The Elders can lead the way and guide us to a

new future; • We need to look after our Elders (both Aboriginal and non-Aboriginal) and

it is very important to create a space for them and articulate the essential role they can play within the institution.

Workshops

Gina Larock: Bachelor’s Degree Programs This workshop was done from the personal perspective of an adult learner. Gina Larock shared her personal experiences from the time she first began her university education in 1993. She discussed the fact that she had a home university - U of M - and began by taking First Year Distance Education courses and then moved on to the Community Wellness Diploma Program in Thompson Manitoba. In 2000, she indicated that she had over 30 credit hours, and applied then to the Faculty of Social Work and also began to take distance education courses. Today in 2004, she has three courses left to complete her degree and expects to graduate in October, 2004. One of the main points she touched on was the importance of the opportunity to stay in the community with her family and also be able to continue her employment as a result of pursuing her education through distance education. She felt that this was also an important opportunity related to the development of the University College of the North. She also stressed the fact that students who access education through distance education courses and programs, had to be self-motivating and that there were challenges associated with distance education. These included lack of face-to-face contact, the length of time between completion of assignments and feedback from the instructor, and the importance of thoroughly researching each university, what they offer and how transferable their courses and programs were. These were seen as potential difficulties which must be considered during development and that access to a mentor or role model would be essential for future students no matter what type of programming they chose to take part in. She also felt it was important that careful consideration go into the University College of the North as it develops. Students need to feel that their education is quality education and that all courses are accredited courses as, in her experience, this has not necessarily been the case in the north in the past.

Burton Blacksmith: Certificate/Diploma Programs This presentation focused on the struggles and challenges the presenter had coming from a small northern reserve and completing a college diploma. Burton Blacksmith was asked to share his experiences living in the north and receiving an education there. He began by getting the audience to introduce themselves

to be more acquainted and comfortable. He then introduced himself, indicated where he was from, where his family was from, and where he grew up. He also spoke about where he received his high school education, and how he felt it was not at a level that prepared him adequately to move on to a university or a college. Some of the topics he expanded on were the consequences of leaving home at a young age to further his education, why it was important to stay in the North, why he focused on accessing his education in The Pas, and why in particular KCC. He also shared his emotional, social, and mental struggles during this time. Further areas he shared with the audience included his employment history, hobbies, and lifestyle and how it corresponded to his choices in education. He also shared his excitement over the development of UCN and the fact that it will be in the North to give Aboriginal and Non-aboriginal people the opportunity to receive and further their education while still having the supports from home. He explained how it was important to getting help early in the areas he found himself struggling with. Other areas he felt should be considered included assessment and evaluation of students including potential placement testing in order to benefit the students in terms of a successful start. Further discussion in this area indicated that the audience agreed with what was being suggested and spoke about the transition year programs currently in northern communities that were used to both upgrade and support students to “get ready” for post-secondary education. Burton received very good feedback from the session with a lot of encouragement to consider teaching as a career option.

Esther Sanderson: Research This session focused on research and attempted to answer the following questions: Why should Aboriginal students learn to research? Why is it difficult for Aboriginal students to do research? Were our ancestors researchers? Is research important for Aboriginal communities? Who should be doing the research? How should that research be done in our communities? Esther Sanderson presented a model of research that showed how Aboriginal people using traditional knowledge were researchers and then compared it to a western academic model of research. She emphasized this model will help to begin to demystify the process of research for Aboriginal students. She then provided examples of two types of research that are required in a western academic institution. The first, for undergraduate students and the second was research required for graduate students. She also discussed what tools students require to become successful researchers.

Dean Head: Professional Programs The emphasis in this session related the history of professional programs. Some of the major challenges to professional programs in the changeover from KCC to UCN were also discussed. One of the issues facing UCN that was discussed was the concern that big changes were happening in a short time-frame and although there is an opportunity to create a unique and specialized university college for northerners and northern Aboriginals, they could in fact be lost in the shuffle, if UCN is not attentive to this. The potential for UCN to take the philosophies, programs and traditions from southern regions and push them into the North was raised. This is particularly of concern given the timeline and the fact that there has not yet been enough time spent on planning innovative programs. People where also reminded that many UCN programs will share structural similarities (ie. course requirements, timelines, etc) with current southern programs and that this does not necessarily mean it will lack Northern perspectives but that UCN wants students to have a degree that will have validity and credibility with other existing institutions as well. Further discussion included the fact that, although UCN may appear to have been quickly implemented, the reality is that people have been talking and working on an idea like UCN for a long time (for example, the AJI, RCAP). Finally, discussion occurred on the potential difficulty of getting Aboriginal professors in place fairly quickly, particularly because it is in the north. It was also pointed out that as UCN develops, an integral part of university experiences should include the opportunity to move away and experience new things.

Laara Fitznor: Graduate Studies Programs Graduate Studies is a level of university education where students can pursue their study and/or research interests in a more concentrated and focused manner. Aboriginal and Indigenous education specialization is an area where some graduate studies faculties are supporting and advancing the field. In this session Dr. Fitznor outlined the path of graduate studies and the contributions to respectful fields of studies to which students can contribute. She also outlined the struggles and triumphs of graduate studies from her own personal perspective.

Michael Hart: Graduate Studies (Report not available)

Ray Berthelette: Bachelor’s Degree Programs (Report not available)

John Erickson: Certificate/Diploma Programs John Erickson emphasized during his session that there are opportunities to advance beyond trades and certificate credentials and that the idea of pairing college and university programming (2 + 2 or laddering approach) was desirable. He felt that this approach crated the opportunity to support a diversity of experiences and courses which make people more flexible and that flexibility/adaptability are important skills in the north. He also stressed that ongoing education is important and will be promoted by UCN programs. Questions focussed on such issues as community-based programming, laddering within UCN and other institutions for program delivery, and innovative programming.

Peter Geller: Roundtable In this session, participants focussed on a range of topics related to UCN programming, including distance learning, Indigenous Knowledge, incorporation of Aboriginal content, course options and requirements, and mature student programming.

Closing Remarks: Veronica Dyck and Linda Melnick Thank you Darcy Moose. Veronica and I have been asked to listen to what’s been talked about over the last few days, and to share some of the key messages that we’ve heard. We’ll also be mindful of the time, and the travel arrangements people have made – so we’ll keep it brief. We started with a reminder of what’s been shared before in northern Manitoba:

• That the vision for UCN must be in synch for all northern peoples; • That we need to look outside the box, to explore innovative learning

trends; • That programming needs to be relevant and meaningful; it needs to look,

smell and feel ‘northern’; • We heard of the urgency to retain the languages; • And we heard of the need for technology to reach all northern

communities. We thank LaVina Gillespie for sharing those words and her vision. Dr. Ing reminded us that UCN is the fulfillment of the elders’ vision. She cautioned us that we need to carefully consider our actions and the effects on the seventh generation. She reminded us that Aboriginal knowledge needs to be respected, but we do need to understand that both cultures – Aboriginal and non-Aboriginal – will thrive through mutual understanding. We also heard from Dr. Ing that UCN needs to concentrate on strong essential services for students, including:

• Elders, who carry knowledge of the past and who will guide us to a new future;

• Mentoring and tutoring services; • And other strategies to promote a welcoming and safe atmosphere for all

who attend. From our youth, we heard how important it was for students to be able to stay at home. How being supported by family, friends, and community was key to being successful and that they saw UCN as a great opportunity for this to happen. They also expressed concern regarding the use of technology for delivery. They felt that technology is important, but that person-to-person contact is also essential and that there needs to be a balance between both in the delivery of programming. There were many questions, comments, and suggestions shared through the various workshops related to how UCN will come into being and what this new institution will bring. We appreciate people sharing their thoughts and ideas with

us; they are essential to the ongoing development of UCN as you, the people of northern Manitoba, are the future of this institution. The transition period will be ongoing and many of the questions that arose will be addressed throughout that period. We see the transition occurring over a longer period of time. We were reminded of this in one of the sessions where we were cautioned on the potential difficulties of quick transitioning or ‘borrowing’ professional programs from the south. If legislation is passed, UCN will become an institution July 1, 2004, but the actual transition and developmental planning will be ongoing and will come from within UCN. There were many opportunities for the future shared during the various sessions as well. Understanding the strengths currently within KCC and how they can be built on is an important aspect of how we move forward. There are existing programs that can be further developed into a university stream, like the IUN courses and the Campus Manitoba courses which can be transferable to UCN immediately. The idea of having an institution which could support the laddering of college and university programs was seen as very exciting. Having students graduate with both diploma and degree credentials was seen as tremendous opportunity not only for the students as they pursued their careers, but also for the institution in terms of attracting new students. Another opportunity was the ability to advance education and increase job opportunities through a skilled and diverse workforce that lives in the north. Understanding the important links between UCN and the community and strengthening and expanding them were seen as not only essential but also as an opportunity to ensure that the institution is indeed responsive to the needs of the north. We were cautioned on the need to address existing barriers for students. Ensuring that basic living requirements are met such as housing and daycare was a message communicated many times. The importance of academic preparedness and essential student supports within the institution was stressed by many individuals. Another area which generated discussion was the area of technology. It was felt that communities need to be linked and that technology creates the ability to connect globally, but we must also recognize that there are issues with distance education that need to be addressed. Throughout the two days, in almost every session, including the keynote speakers and the panels, the importance of Language and the Arts was a common message. The need to understanding that language is more than concrete words, that it embodies a whole culture and is a tool for healing and transformation was shared in many different ways. The reality that language and arts are essential in the overall development of a person was threaded

throughout the symposium. Additionally, the need to ensure a long-term vision for regional sustainability, which is linked to the environment and the land, is an important aspect of UCN. There were various sessions that spoke to the area of Aboriginal Education. Sessions specific to Aboriginal philosophies, Indigenous Knowledge, and the Elders’ panel brought discussions and understandings related to Aboriginal Education to the forefront of the symposium. Additionally, having Elders participate throughout the two days created an opportunity and environment that was inclusive and respectful of Aboriginal ways of knowing. There were many words of wisdom we heard from our Elders:

• We heard that building UCN is like building a community, and just like a family, everyone has a place in the family; and the family is kept alive by the kindness and direction of our Elders;

• We heard that it’s only twelve inches from our head to our heart, and that we need to remember to use both;

• We heard that we need to go carefully, to go slowly, and to be wary; • And, we heard that people need to have the freedom to speak, to hear

lessons and stories and teachings, as that will lead to understanding and respect for all.

We were also reminded that we have a lot to learn. The Elders can lead the way and guide us to a new future. We heard very clearly, though, that we need to look after our Elders, Aboriginal and non-Aboriginal, and that it is very important to create a space for them and articulate the essential role they can play within the institution. The lessons of the past are important to our future and we need to ensure they are incorporated as we move forward. This can be done through the concept of corrective history but it must be incorporated within UCN and it is often our Elders who carry that knowledge. This knowledge is only just beginning to be written, so accessing oral history and ensuring that the supports are in place to capture and communicate it will be key to further developing an accurate historical context within northern Manitoba. Finally, we would like to thank everyone for sharing their thoughts and words with us. How UCN develops and evolves will be up to northern Manitobans. We will table a report and offer recommendations but our involvement as the Implementation Team is one small part of the overall development of the university college. It began many years ago in the hearts of many people, voiced in many different venues. Leaders have emerged at different times to participate in activities that brought the concept closer to a reality. Our efforts continue to bring the reality of the existence of a university college in northern Manitoba that much closer. The passage of the legislation will make UCN a legal entity, but it will be an institution that will evolve over time, further developed and guided by

the leadership and people of northern Manitoba. Your involvement and commitment to establishing an institution that is second to none, that serves the needs of the people and communities of the north, that achieves the vision of empowerment that so many people have had for so long, is key to what UCN will be. Ekosani, thank you and travel safe.

Appendix D University College of the North Act

C H A P T E R 16 THE UNIVERSITY COLLEGE OF THE NORTH ACT

C H A P I T R E 16 LOI SUR LE COLLÈGE UNIVERSITAIRE DU NORD

TABLE OF CONTENTS

TABLE DES MATIÈRES

Section

Article

DEFINITIONS 1 Definitions

DÉFINITIONS 1 Définitions

UNIVERSITY COLLEGE OF THE NORTH ESTABLISHED

CONSTITUTION DU COLLÈGE UNIVERSITAIRE DU NORD

2 Establishment

2 Constitution

PURPOSES AND POWERS

OBJECTIFS ET POUVOIRS

3 Purposes 4 Powers

3 Objectifs 4 Pouvoirs

GOVERNING COUNCIL

CONSEIL D'ADMINISTRATION

5 Governing Council 6 Term of office 7 Vacancies 8 Filling vacancies 9 Chair and vice-chair 10 Role of the Governing Council 11 By-laws 12 Duties of the Governing Council

5 Conseil d'administration 6 Mandat 7 Vacance 8 Remplaçant 9 Président et vice-président 10 Rôle du conseil d'administration 11 Règlements administratifs 12 Fonctions du conseil d'administration

LEARNING COUNCIL

CONSEIL D'APPRENTISSAGE

13 Learning Council 14 Role of the Learning Council 15 Operations of Learning Council

13 Conseil d'apprentissage 14 Rôle du conseil d'apprentissage 15 Activités du conseil d'apprentissage

COUNCIL OF ELDERS

CONSEIL DES SAGES

16 Council of Elders

16 Conseil des sages

CHANCELLOR

CHANCELIER

17 Chancellor 18 Vice-chancellor 19 Duties of chancellor

17 Chancelier 18 Recteur et vice-chancelier 19 Fonctions du chancelier

PRESIDENT

RECTEUR

20 President

20 Recteur

MINISTER MINISTRE

21 Role of the minister 21 Rôle du ministre

COLLÈGE UNIVERSITAIRE DU NORDL.M. 2004, c. 16

GENERAL PROVISIONS

DISPOSITIONS GÉNÉRALES

22 Expenses 23 Fiscal year 24 Audit 25 Language of examinations 26 Protection from liability 27 Employees within Civil Service

Superannuation Act 28 Application of Labour Relations Act

22 Dépenses 23 Exercice 24 Vérification 25 Langue des examens 26 Immunité 27 Loi sur la pension de la fonction publique 28 Loi sur les relations du travail

CONTINUATION OF KEEWATIN COMMUNITY COLLEGE

MAINTIEN DU COLLÈGE COMMUNAUTAIRE KEEWATIN

29 Continuation of Keewatin Community College

29 Maintien du Collège communautaire Keewatin

TRANSITIONAL — INTERIM COUNCIL

DISPOSITIONS TRANSITOIRES — CONSEIL INTÉRIMAIRE

30 Interim Council 31 President is a member 32 Powers and duties of interim council 33 Duration of interim council limited 34 KCC certificates and diplomas

30 Conseil intérimaire 31 Recteur 32 Attributions du conseil intérimaire 33 Dissolution du conseil intérimaire 34 Certificats et diplômes du Collège

communautaire Keewatin

CONSEQUENTIAL AMENDMENTS

MODIFICATIONS CORRÉLATIVES

35-47 Consequential amendments

35-47 Modifications corrélatives

CITATION AND COMING INTO FORCE

CODIFICATION PERMANENTE ET ENTRÉE EN VIGUEUR

48 C.C.S.M. reference 49 Coming into force

48 Codification permanente 49 Entrée en vigueur

C H A P T E R 16

C H A P I T R E 16

THE UNIVERSITY COLLEGE OF THE NORTH ACT

LOI SUR LE COLLÈGE UNIVERSITAIRE DU NORD

(Assented to June 10, 2004)

(Date de sanction : 10 juin 2004)

WHEREAS an integrated college and universityapproach offers northern Manitoba greater access to thebreadth of post-secondary education programming; AND WHEREAS providing post-secondary education ina culturally sensitive and collaborative manner isfundamental to the social and economic development ofnorthern Manitoba; AND WHEREAS post-secondary education in northernManitoba should be learner and community centred andcharacterized by a culture of openness, inclusiveness andtolerance and respectful of Aboriginal and northernvalues and beliefs; AND WHEREAS elders have a unique role in fosteringthat environment;

Attendu :

que la création d'un établissement collégial et universitaire permettra aux habitants du nord du Manitoba d'avoir accès à une vaste gamme de programmes d'enseignement postsecondaire;

qu'on se doit d'offrir une éducation postsecondaire adaptée à la culture locale et reposant sur la collaboration afin d'assurer le développement social et économique du nord du Manitoba;

que l'éducation postsecondaire offerte dans le nord de la province devrait être axée sur l'apprenant et la collectivité et être caractérisée par un milieu où l'on préconise l'ouverture, l'inclusivité ainsi que la tolérance et où l'on respecte les valeurs et les croyances des Autochtones et des habitants du Nord;

que les sages ont un rôle unique à jouer pour favoriser la création d'un tel milieu,

THEREFORE HER MAJESTY, by and with the adviceand consent of the Legislative Assembly of Manitoba,enacts as follows:

SA MAJESTÉ, sur l'avis et avec le consentement de l'Assemblée législative du Manitoba, édicte :

DEFINITIONS

DÉFINITIONS

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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Definitions 1 The following definitions apply in this Act.

"minister" means the minister appointed by theLieutenant Governor in Council to administer thisAct. (« ministre »)

"teaching staff" means persons who teach or giveinstruction at the university college, and includes anyother persons designated as teaching staff in theby-laws of the Governing Council. (« personnel enseignant »)

"university college" means the corporationestablished by section 2. (« Collège universitaire »)

Définitions 1 Les définitions qui suivent s'appliquent à la présente loi.

« Collège universitaire » La personne morale constituée en application de l'article 2. ("university college")

« ministre » Le ministre chargé par le lieutenant-gouverneur en conseil de l'application de la présente loi. ("minister")

« personnel enseignant » Personnel qui enseigne ou donne de la formation au Collège universitaire. Sont incluses dans la présente définition les autres personnes désignées à titre de membres du personnel enseignant dans les règlements administratifs du conseil d'administration. ("teaching staff")

UNIVERSITY COLLEGE OF THE NORTH ESTABLISHED

CONSTITUTION DU COLLÈGE UNIVERSITAIRE DU NORD

Establishment 2(1) The "University College of the North" isestablished as a corporation without share capital, consisting of the members of its Governing Council.

Constitution 2(1) Le Collège universitaire du Nord est constitué à titre de personne morale sans capital social, composée des membres de son conseil d'administration.

COLLÈGE UNIVERSITAIRE DU NORD L.M. 2004, c. 16

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Corporations Act not to apply 2(2) The Corporations Act does not apply to theuniversity college.

Non-application de la Loi sur les corporations 2(2) La Loi sur les corporations ne s'applique pas au Collège universitaire.

PURPOSES AND POWERS

OBJECTIFS ET POUVOIRS

Purposes 3 The purposes of the university college are

(a) to serve the educational needs of Aboriginal andnorthern Manitobans; and

(b) to enhance the economic and social well-being of northern Manitoba;

by providing a broad range of educational opportunities.

Objectifs 3 En offrant une vaste gamme de possibilités en matière d'éducation, le Collège universitaire a pour objectifs :

a) de répondre aux besoins des Autochtones et des habitants du nord du Manitoba au chapitre de l'éducation;

b) d'accroître le bien-être sur le plan économique et social dans le nord du Manitoba.

Powers 4(1) For its purposes, the university college may

(a) provide post-secondary instruction and training;

(b) facilitate the creation and sharing of knowledge inan atmosphere of open and critical thought;

(c) grant degrees, honorary degrees, certificates anddiplomas;

(d) provide career counselling, basic educationupgrading and literacy programs, as well aspost-secondary transition and preparation programsfor under-prepared students;

(e) develop and deliver joint academic programs inconjunction with a university, another universitycollege, a college or another accreditedpost-secondary institution; and

(f) generally promote and carry out the work of aneducational institution in northern Manitoba.

Pouvoirs 4(1) Afin de réaliser ses objectifs, le Collège universitaire peut :

a) offrir de l'enseignement et de la formation postsecondaires;

b) faciliter l'acquisition et le partage de connaissances dans un milieu où l'on favorise l'ouverture et la pensée critique;

c) conférer des grades, des grades honorifiques, des certificats et des diplômes;

d) offrir de l'orientation professionnelle, des cours de rattrapage scolaire et des programmes d'alphabétisation de même que des programmes de préparation et de transition à l'intention des étudiants qui n'ont pas les connaissances voulues et qui veulent obtenir une formation postsecondaire;

e) créer et offrir, de concert avec une université, un autre collège universitaire, un collège ou tout autre établissement postsecondaire agréé, des programmes mixtes de formation scolaire;

f) de manière générale, promouvoir et mener à bien les activités d'un établissement d'enseignement du nord du Manitoba.

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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Capacity 4(2) The university college has the capacity,rights and powers of a natural person for carrying out itspurposes.

Capacité 4(2) Pour réaliser ses objectifs, le Collège universitaire a la capacité, les droits et les pouvoirs d'une personne physique.

GOVERNING COUNCIL

CONSEIL D'ADMINISTRATION

Governing Council 5(1) There is to be a Governing Council of theuniversity college, consisting of not morethan 20 members, as follows:

(a) by virtue of office,

(i) the chancellor, who is a non-voting member,

(ii) the president, and

(iii) a student of the university college selectedby the students' association of the universitycollege;

(b) a representative of the Learning Council,appointed by that council;

(c) a representative of the Council of Elders, appointed by that council;

(d) up to three employees of the university college,elected in accordance with a by-law made undersubsection 11(1);

(e) one or two persons who are not employees orstudents of the university college, appointed by theGoverning Council;

(f) up to 10 persons appointed by the LieutenantGovernor in Council, at least two of whom must bestudents of the university college.

Conseil d'administration 5(1) Le conseil d'administration du Collège universitaire est composé d'au plus 20 membres, comme suit :

a) en raison de leur charge :

(i) le chancelier, qui est membre sans droit de vote,

(ii) le recteur,

(iii) un étudiant du Collège choisi par l'association des étudiants de celui-ci;

b) un représentant du conseil d'apprentissage, nommé par celui-ci;

c) un représentant du conseil des sages, nommé par celui-ci;

d) un maximum de trois employés du Collège universitaire, élus conformément au règlement administratif pris en application du paragraphe 11(1);

e) une ou deux personnes qui ne sont pas employées ni étudiantes du Collège universitaire, nommées par le conseil d'administration;

f) un maximum de 10 personnes nommées par le lieutenant-gouverneur en conseil, dont au moins deux sont étudiantes au Collège universitaire.

Aboriginal representation 5(2) The Lieutenant Governor in Council mustgive due regard to the Aboriginal composition of northern Manitoba when appointing members underclause (1)(f).

Représentation autochtone 5(2) Au moment de la nomination de membres en application de l'alinéa (1)f), le lieutenant-gouverneur en conseil tient compte de la présence des Autochtones dans le nord du Manitoba.

COLLÈGE UNIVERSITAIRE DU NORD L.M. 2004, c. 16

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Term of office 6(1) A member of the Governing Councilelected or appointed under clauses 5(1)(b) to (e) is tohold office for a term to be determined by by-law of the Governing Council, which may not exceed three years.

Mandat 6(1) Le conseil d'administration fixe, par règlement administratif, le mandat de ses membres nommés ou élus en application des alinéas 5(1)b) à e). Le mandat ne peut excéder trois ans.

Term of L.G. in C. appointees 6(2) A member of the Governing Council appointed by the Lieutenant Governor in Council is tohold office for up to three years, and continues to holdoffice until a successor is appointed.

Nominations par le lieutenant-gouverneur en conseil6(2) Le mandat des membres du conseil d'administration nommés par le lieutenant-gouverneur en conseil est d'au plus trois ans. Leur mandat se poursuit toutefois tant qu'un successeur n'a pas été nommé.

Term of student members 6(3) Despite subsection (2), a member of theGoverning Council who is a student of the universitycollege is to hold office for one year.

Mandat des étudiants 6(3) Malgré le paragraphe (2), le mandat des étudiants du Collège universitaire faisant partie du conseil d'administration est de un an.

Further terms 6(4) Each member of the Governing Council iseligible to hold office for a second term, but not for afurther term until at least one year has elapsed since theend of his or her second term.

Autres mandats 6(4) Les membres du conseil d'administration peuvent exercer un deuxième mandat. Ils ne peuvent toutefois par la suite siéger de nouveau que s'ils ont été absents du conseil pendant au moins un an.

Vacancies 7(1) The Governing Council must declare avacancy on the council when

(a) a member dies or resigns;

(b) a member, other than a member described inclause 5(1)(a), fails to attend three consecutivemeetings without the Governing Council'spermission, which may be given retroactively; or

(c) a membership is terminated under subsection (2) or (3).

Vacance 7(1) Le conseil d'administration déclare une vacance en son sein :

a) lorsqu'un membre décède ou démissionne;

b) lorsqu'un membre, à l'exception d'un membre visé à l'alinéa 5(1)a), est absent lors de trois réunions consécutives sans avoir obtenu sa permission, qui peut être accordée de façon rétroactive;

c) lorsqu'il y a cessation de mandat en vertu du paragraphe (2) ou (3).

Vacancy if member incapable 7(2) If an elected or appointed member of theGoverning Council becomes incapable of acting as amember, the Governing Council may so advise the bodythat elected or appointed the member, and that body maythen terminate the membership and advise the GoverningCouncil and the member that it has done so.

Empêchement 7(2) En cas d'empêchement d'un de ses membres élus ou nommés, le conseil d'administration peut aviser de l'empêchement l'entité ayant nommé ou élu le membre. Celle-ci peut annuler la nomination ou l'élection du membre et en aviser le conseil et le membre lui-même.

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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Vacancy if electing or appointing body terminates 7(3) A body that has elected or appointed amember of the Governing Council may terminate themembership at any time by giving written notice to themember and to the Governing Council.

Vacance — annulation d'élection ou de nomination 7(3) L'entité qui a élu ou nommé un membre du conseil d'administration peut annuler la nomination ou l'élection en faisant parvenir un avis écrit en ce sens au membre et au conseil.

Filling vacancies 8(1) When an elected or appointed member'sposition on the Governing Council is vacant, theGoverning Council must notify the body that elected orappointed the member of the vacancy, and that bodymust promptly elect or appoint a successor to hold officefor the remainder of the term.

Remplaçant 8(1) L'entité qui a élu ou nommé un membre au conseil d'administration procède rapidement à la nomination ou à l'élection d'un remplaçant après que le conseil l'a avisée de toute vacance du poste. Le remplaçant occupe le poste jusqu'à la fin du mandat initial.

If new appointment not made 8(2) If the body does not elect or appoint asuccessor within 90 days after the Governing Councilgives it notice, the Governing Council may itself appoint a successor, except where the member was appointed bythe Lieutenant Governor in Council.

Absence de remplaçant 8(2) Le conseil d'administration peut nommer un successeur si l'entité ne l'a pas fait dans les 90 jours suivant l'avis de vacance au conseil, sauf dans le cas où le membre a été nommé par le lieutenant-gouverneur en conseil.

Remainder of term 8(3) A successor's completion of anothermember's term shall not be considered a term of officefor the purpose of subsection 6(4) (further terms).

Mandat de remplaçant 8(3) Pour l'application du paragraphe 6(4), le mandat d'un membre remplaçant n'est pas considéré comme un mandat.

Chair and vice-chair 9(1) The chair of the Governing Council is to beselected by the minister, and the members of theGoverning Council are to select a member to serve asvice-chair.

Président et vice-président 9(1) Le ministre choisit le président du conseil d'administration et le conseil choisit en son sein un vice-président.

Duties of vice-chair 9(2) If the chair is absent or unable to act, thevice-chair has the powers and may perform the duties ofthe chair.

Absence ou empêchement du président 9(2) En cas d'absence ou d'empêchement du président, le vice-président exerce les attributions de celui-ci.

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Role of the Governing Council 10(1) The Governing Council is responsible forgoverning and managing the affairs of the universitycollege, and may

(a) determine the mission, vision and values of theuniversity college, in accordance with section 3;

(b) appoint the president and determine his or herterm of office and remuneration;

(c) engage teaching and other staff as required, anddetermine their duties, conditions of employment, andsalaries and honoraria;

(d) determine the administrative and academicorganization of the university college;

(e) determine which courses or programs are to beoffered by the university college, subject to anydirectives issued under section 21;

Rôle du conseil d'administration 10(1) Le conseil d'administration est chargé de la gestion des activités du Collège universitaire et peut :

a) définir la mission, la vision et les valeurs de celui-ci conformément à l'article 3;

b) nommer le recteur ainsi que fixer son mandat et son traitement;

c) engager le personnel nécessaire, notamment le personnel enseignant, décider de ses fonctions et de ses conditions d'emploi ainsi que fixer son salaire et ses honoraires;

d) établir le fonctionnement administratif et scolaire du Collège universitaire;

e) déterminer les cours et les programmes qu'offrira le Collège universitaire, sous réserve des directives données en vertu de l'article 21;

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(f) in accordance with the criteria established by theLearning Council,

(i) determine all questions relating toqualifications for admission, and

(ii) approve the granting of degrees, honorarydegrees, certificates and diplomas by the university college;

(g) exercise internal disciplinary jurisdiction over thenon-academic conduct of students, including thepower to expel or suspend for cause;

(h) regulate the conduct of staff and other personswho use the property of the university college,including denying any person access to the property;

(i) borrow, in any fiscal year, money required to meetordinary expenditures until the revenues for thatfiscal year are available, and, with the approval of the Lieutenant Governor in Council, borrow money forany other purpose;

(j) subject to the limitations imposed by any trust,invest money belonging to the university college, orheld by it in trust, in any kind of property, whetherreal, personal or mixed, but in doing so, it mustexercise the judgement and care that a person ofprudence, discretion and intelligence would exercisein administering the property of others;

(k) enter into agreements to further the universitycollege's purposes, including agreements to developand deliver joint academic programs described inclause 4(1)(e);

(l) establish and collect fees and charges for tuition,and for other services that may be offered by theuniversity college or that may be approved by theGoverning Council on behalf of the student'sassociation, or any organization or group of theuniversity college; and

(m) generally, do anything else that the GoverningCouncil considers necessary or advisable to carry out the purposes of the university college.

f) conformément aux critères établis par le conseil d'apprentissage :

(i) trancher les questions qui ont trait aux critères d'admission,

(ii) approuver l'octroi de grades, de grades honorifiques, de certificats et de diplômes par le Collège universitaire;

g) prendre des mesures disciplinaires internes à l'égard des activités non scolaires des étudiants, y compris expulser ou suspendre ceux-ci pour un motif valable;

h) régir la conduite des personnes qui utilisent les biens du Collège universitaire, y compris le personnel, notamment en leur refusant l'accès aux biens en question;

i) au cours d'un exercice, emprunter les sommes qui peuvent être nécessaires pour faire face aux dépenses courantes du Collège universitaire jusqu'à ce que les recettes pour cet exercice soient disponibles et, avec le consentement du lieutenant-gouverneur en conseil, emprunter à toute autre fin;

j) sous réserve des restrictions d'une fiducie, placer des sommes qui appartiennent au Collège universitaire ou que celui-ci détient en fiducie dans des biens, qu'ils soient réels, personnels ou mixtes, en faisant preuve du jugement et de la diligence dont ferait normalement preuve toute personne qui administre les biens d'autrui;

k) conclure des accords permettant de tendre vers les objectifs du Collège universitaire, y compris des accords en vue de créer et d'offrir les programmes mixtes de formation scolaire visés à l'alinéa 4(1)e);

l) fixer et percevoir, au nom de l'association des étudiants ou d'autres organismes ou groupes du Collège universitaire, les frais de scolarité et les frais afférents à d'autres services qu'il peut approuver ou que peut offrir le Collège;

m) de manière générale, prendre les autres mesures qu'il juge nécessaires ou utiles à la réalisation des objectifs du Collège universitaire.

Delegation 10(2) The Governing Council may delegate anyof its powers or duties — except the power or duty tomake a by-law — to any committee of the GoverningCouncil or any person.

Délégation 10(2) Le conseil d'administration peut déléguer ses attributions à un de ses comités ou à une personne, à l'exception des attributions ayant trait à la prise de règlements administratifs.

Investments donated to the university college Placements donnés au Collège universitaire

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10(3) Clause (1)(j) (power to invest money) doesnot preclude the university college from holding any typeof security donated to it, or from carrying out the termsof a deed of trust.

10(3) L'alinéa (1)j) n'empêche en rien le Collège universitaire d'être titulaire de titres qui lui ont été donnés ni de réaliser les conditions d'un acte de fiducie.

By-law — elections to Governing Council 11(1) The Governing Council must by by-law determine the procedure for electing the members of theGoverning Council described in clause 5(1)(d), including

(a) establishing constituencies for each of the three positions; and

(b) for each constituency, establishing eligibilityrequirements for voting in, and being elected by, thatconstituency.

Règlement administratif concernant les élections 11(1) Le conseil d'administration fixe, par règlement administratif, le mécanisme d'élection de ses membres visés à l'alinéa 5(1)d). À cette fin, il établit notamment :

a) des groupes pour chacun des trois postes;

b) pour chaque groupe, les critères d'éligibilité et les conditions afférentes au droit de vote.

By-laws — general 11(2) The Governing Council may make by-laws respecting the calling of its meetings and regulating theconduct of business at them, and generally, regulating theconduct of its business and affairs.

Règlements administratifs — généralités 11(2) Le conseil d'administration peut, par règlement administratif, prendre des mesures concernant la convocation de ses réunions et leur déroulement et, de manière générale, régir ses activités.

By-laws — electronic meetings 11(3) The Governing Council may make by-laws respecting the holding of its meetings by electronicmeans, including providing that a member whoparticipates in a regular meeting of the GoverningCouncil through electronic means is deemed to bepresent at the meeting for the purposes of this Act.

Moyens de communication électroniques 11(3) Le conseil d'administration peut, par règlement administratif, prendre des mesures concernant la tenue de ses réunions par des moyens de communication électroniques et notamment prévoir qu'un membre qui participe à une réunion ordinaire d'une telle façon est réputé y être présent pour l'application de la présente loi.

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By-laws to be available 11(4) The Governing Council must ensure theby-laws of the university college are available tomembers of the public during the normal business hoursof the university college.

Consultation des règlements administratifs 11(4) Le conseil d'administration fait en sorte que le public puisse consulter les règlements administratifs du Collège universitaire pendant les heures normales de bureau de celui-ci.

Duties of the Governing Council 12 The Governing Council must

(a) provide for the retention and control of alluniversity college records;

(b) ensure that directives issued under section 21 are complied with;

(c) publish an annual academic report that includesaggregate information respecting enrolment, attrition,graduation and graduate employment placement, inaccordance with guidelines provided by the minister;and

(d) conduct an operational and organizational reviewat least every five years, in accordance withguidelines provided by the minister.

Fonctions du conseil d'administration 12 Le conseil d'administration :

a) est chargé de la garde et de la surveillance des dossiers du Collège universitaire;

b) veille au respect des directives données en vertu de l'article 21;

c) publie tous les ans, conformément aux lignes directrices du ministre, un rapport annuel comprenant des renseignements généraux au sujet des inscriptions, de la déperdition des effectifs scolaires, de la collation des grades et du placement des diplômés;

d) conformément aux lignes directrices du ministre, procède au moins tous les cinq ans à un examen des opérations et de l'organisation.

LEARNING COUNCIL

CONSEIL D'APPRENTISSAGE

Learning Council 13(1) The Learning Council of the universitycollege is established.

Conseil d'apprentissage 13(1) Est constitué le conseil d'apprentissage du Collège universitaire.

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Members 13(2) The members of the Learning Council are

(a) the chancellor and the president;

(b) a member of the Governing Council, appointed by that council;

(c) a member of the Council of Elders, appointed bythat council; and

(d) other members provided for by by-law under subsection (3), who may be teaching staff, students,educational administrators and support staff of the university college.

Membres 13(2) Le conseil d'apprentissage est composé des membres suivants :

a) le chancelier et le recteur;

b) un membre du conseil d'administration, nommé par celui-ci;

c) un membre du conseil des sages, nommé par celui-ci;

d) les autres membres que vise le règlement administratif prévu au paragraphe (3), qu'il s'agisse de membres du personnel enseignant, d'étudiants, d'administrateurs de l'enseignement ou de membres du personnel de soutien du Collège universitaire.

By-laws 13(3) The Governing Council must by by-law

(a) determine the size and composition of theLearning Council and the terms of office for membersother than the chancellor and president;

(b) for members who are to be elected, provide forthe way in which they are to be elected, which mayinclude establishing constituencies, and for eachconstituency, establishing eligibility requirements forvoting and being elected; and

(c) determine the way in which the Learning Councilis to give advice to the Governing Council.

Règlement administratif 13(3) Par règlement administratif, le conseil d'administration :

a) fixe la taille et la composition du conseil d'apprentissage et le mandat de ses membres, à l'exception de celui du chancelier et du recteur;

b) dans le cas des membres élus, détermine le mécanisme d'élection, qui peut comprendre la constitution de groupes et, pour chacun de ces groupes, les critères d'éligibilité et les conditions afférentes au droit de vote;

c) détermine comment le conseil d'apprentissage avise le conseil d'administration.

Majority must be teaching staff 13(4) A majority of the members of the LearningCouncil must be teaching staff.

Membres du personnel enseignant 13(4) Le conseil d'apprentissage est composé en majorité de membres du personnel enseignant.

Selecting chair and member of Governing Council 13(5) The Learning Council must select one of its members as chair, and must appoint the chair or anothermember to serve on the Governing Council.

Choix du président et d'un membre 13(5) Le conseil d'apprentissage choisit en son sein un président et nomme celui-ci ou un autre membre au conseil d'administration.

General advisory role of the Learning Council 14(1) The Learning Council may give advice tothe Governing Council on any matter that the LearningCouncil considers relevant to the purposes of theuniversity college.

Rôle du conseil d'apprentissage 14(1) Le conseil d'apprentissage peut aviser le conseil d'administration sur les questions qui sont liées, selon lui, à la réalisation des objectifs du Collège universitaire.

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Advice on academic matters 14(2) The Learning Council is to advise the Governing Council, and the Governing Council mustseek advice from the Learning Council, about thefollowing matters:

(a) the mission, vision and values of the universitycollege;

(b) the courses or programs to be offered, other than those programs directed under section 21, and the evaluation of existing courses or programs;

(c) the degrees, honorary degrees, certificates anddiplomas to be granted by the university college;

(d) policies on the qualifications of teaching staff;

(e) the terms of an agreement to develop and deliverjoint academic programs.

Avis sur les questions de nature scolaire 14(2) Le conseil d'apprentissage avise le conseil d'administration sur les questions suivantes et celui-ci sollicite des avis sur ces questions :

a) la mission, la vision et les valeurs du Collège universitaire;

b) les cours ou les programmes qui seront offerts, outre les programmes qui sont visés à l'article 21, et l'évaluation des cours ou des programmes existants;

c) les grades, les grades honorifiques, les certificats et les diplômes qui seront décernés par le Collège universitaire;

d) les lignes directrices en ce qui concerne les compétences du personnel enseignant;

e) les conditions d'un accord visant la création et la prestation de programmes scolaires mixtes.

Duties re academic matters 14(3) The Learning Council is to

(a) set criteria concerning

(i) qualifications for admission,

(ii) examinations and evaluations of studentperformance,

(iii) requirements for graduation, and

(iv) awards recognizing academic excellence;

(b) exercise internal disciplinary jurisdiction over theacademic conduct of students, including the power toexpel or suspend for cause;

(c) make rules and establish procedures for appealsby students on admissions and academic matters, andto establish a final appeal tribunal for these appeals;and

(d) determine curriculum content for courses leadingto degrees, certificates and diplomas.

Fonctions — questions de nature scolaire 14(3) Le conseil d'apprentissage :

a) établit les critères d'admission ainsi que ceux qui se rapportent aux examens, à l'évaluation des étudiants, à la collation des grades et à l'octroi de prix aux étudiants qui excellent;

b) prend des mesures disciplinaires internes à l'égard des activités scolaires des étudiants, y compris expulser ou suspendre ceux-ci pour un motif valable;

c) fixe des règles et une marche à suivre en cas d'appels interjetés par les étudiants à la suite de décisions prises en matière d'admission et concernant les questions de nature scolaire et établit un tribunal de dernière instance chargé d'entendre ces appels;

d) fixe le programme d'études des cours menant à l'obtention de grades, de certificats et de diplômes.

Operations of Learning Council 15 The Learning Council

(a) must at least annually determine the times andplaces for its regular meetings, and a procedure forcalling special meetings;

(b) may make rules governing its practice andprocedure;

Activités du conseil d'apprentissage 15 Le conseil d'apprentissage :

a) au moins une fois l'an, fixe l'heure, la date et le lieu de ses réunions ordinaires et adopte un mécanisme en vue de la convocation de réunions extraordinaires;

b) peut adopter des règles régissant son fonctionnement;

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(c) may appoint any standing and other committeesthat it considers necessary; and

(d) may delegate to any of its committees the powerto investigate and report on any matter for which theLearning Council has responsibility.

c) peut nommer les comités qu'il juge nécessaires, notamment des comités permanents;

d) peut déléguer à un de ses comités le pouvoir d'enquêter et de faire rapport sur toute question qui relève de lui.

COUNCIL OF ELDERS

CONSEIL DES SAGES

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Council of Elders 16(1) The Council of Elders is established.

Conseil des sages 16(1) Est constitué le conseil des sages.

Role of Council of Elders 16(2) The Council of Elders is to promote an environment at the university college that respects andembraces Aboriginal and northern cultures and values.The Council of Elders is also to promote anunderstanding of the role of elders within the universitycollege.

Rôle du conseil des sages 16(2) Le conseil des sages a pour mission de favoriser au Collège universitaire un milieu où l'on respecte et où l'on valorise les cultures et les valeurs des Autochtones et des habitants du Nord. Il met également en valeur le rôle que jouent les sages au sein du Collège.

By-law 16(3) The Governing Council must by by-law determine

(a) the duties of the Council of Elders;

(b) the number of members of the Council of Elders,the method of selecting them, and their terms ofoffice; and

(c) whether there are to be membership requirementsrelating to geographic representation, and if so, whatthose requirements are.

Règlement administratif 16(3) Le conseil d'administration détermine, par règlement administratif :

a) les fonctions du conseil des sages;

b) le nombre de membres du conseil des sages, la méthode utilisée pour choisir ces membres et leur mandat;

c) s'il fixe ou non des exigences en matière de représentation géographique et, le cas échéant, la nature exacte de ces exigences.

Selection process to be established 16(4) The Council of Elders must establish aprocess for appointing one of its members to serve on theGoverning Council and the same or another member toserve on the Learning Council.

Processus de sélection 16(4) Le conseil des sages établit le mécanisme de nomination d'un de ses membres au conseil d'administration et au conseil d'apprentissage. Il peut s'agir ou non du même membre dans les deux cas.

CHANCELLOR

CHANCELIER

Chancellor 17(1) There is to be a chancellor of the universitycollege elected by the Governing Council, the LearningCouncil and the Council of Elders at a joint meetingconvened by the chair of the Governing Council.

Chancelier 17(1) Au cours d'une réunion mixte convoquée par le président du conseil d'administration, ce conseil de même que le conseil d'apprentissage et le conseil des sages élisent le chancelier du Collège universitaire.

Term of office and re-election 17(2) The chancellor is to hold office for threeyears, and thereafter until a successor is elected. Thechancellor may be re-elected.

Mandat et réélection 17(2) Le mandat du chancelier est de trois ans mais il continue à exercer ses fonctions tant qu'un successeur n'est pas élu. Le chancelier peut être réélu.

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Vacancy 17(3) If a vacancy occurs in the office ofchancellor before the end of the term, a successor is to beelected to hold office for the remainder of the term.

Vacance 17(3) En cas de vacance du poste de chancelier avant la fin du mandat, le successeur élu termine le mandat.

President is vice-chancellor 18(1) The president is the vice-chancellor of theuniversity college.

Recteur et vice-chancelier 18(1) Le recteur est le vice-chancelier du Collège universitaire.

Vice-chancellor 18(2) If the chancellor is absent or unable to actor if the office is vacant, the vice-chancellor has thepowers and may perform the duties of the chancellor.

Vice-chancelier 18(2) En cas d'absence ou d'empêchement du chancelier ou de vacance de son poste, le vice-chancelier exerce les attributions de celui-ci.

Duties of chancellor 19 The chancellor is the titular head of theuniversity college and is responsible for conferring alldegrees, honorary degrees, certificates and diplomas onbehalf of the university college.

Fonctions du chancelier 19 Le chancelier est le chef nominal du Collège universitaire. Il confère tous les grades, les grades honorifiques, les certificats et les diplômes au nom du Collège universitaire.

PRESIDENT

RECTEUR

President 20(1) The Governing Council must appoint apresident of the university college.

Recteur 20(1) Le conseil d'administration nomme le recteur du Collège universitaire.

Term of office and re-appointment 20(2) The president is to be appointed for a termof up to five years, and is eligible for re-appointment.

Mandat et reconduction 20(2) Le recteur est nommé pour un mandat d'au plus cinq ans. Ce mandat peut être reconduit.

Role of the president 20(3) The president is the chief executive officerof the university college and is to supervise and direct theacademic and general administration of the universitycollege, its students, teaching staff and other employees,and has any other powers and duties that may beconferred on or assigned to the president by theGoverning Council.

Attributions du recteur 20(3) Le recteur est le premier dirigeant du Collège universitaire. Il dirige la gestion du Collège, au niveau général et scolaire, ainsi que ses étudiants et son personnel enseignant et autre. Par ailleurs, il exerce les attributions que lui confie le conseil d'administration.

MINISTER

MINISTRE

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Role of the minister 21(1) The minister may issue

(a) directives respecting the programs to be offeredby the university college, but in doing so, may notinterfere with the university college's right toformulate its academic policies and standards,independently fix its standards of admission andgraduation, or appoint staff; and

Rôle du ministre 21(1) Le ministre peut : a) donner des directives concernant les programmes devant être offerts au Collège universitaire sans toutefois porter atteinte au droit du Collège universitaire de fixer ses normes et lignes directrices sur le plan scolaire, d'établir de manière indépendante ses normes d'admission et de collation des grades et de nommer les membres de son personnel;

(b) guidelines respecting the university college'sannual academic report and the review of itsoperation and organization.

b) imposer des lignes directrices concernant le rapport annuel sur les activités scolaires du Collège et l'examen de ses opérations et de son organisation.

Delegation 21(2) The minister may delegate the issuance ofdirectives or guidelines under subsection (1) to the Council on Post-Secondary Education or to any otherperson.

Délégation 21(2) Le ministre peut déléguer au Conseil de l'enseignement postsecondaire ou à une autre personne les pouvoirs visés au paragraphe (1).

GENERAL PROVISIONS

DISPOSITIONS GÉNÉRALES

Expenses 22(1) Members of the Governing Council,Learning Council and Council of Elders may bereimbursed for their expenses incurred in dischargingtheir duties.

Dépenses 22(1) Les dépenses que les membres du conseil d'administration, du conseil d'apprentissage et du conseil des sages font dans l'exercice de leurs fonctions peuvent leur être remboursées.

Remuneration 22(2) Subject to a maximum amount establishedby the Lieutenant Governor in Council, members of theGoverning Council appointed under clauses 5(1)(e) and (f) and members of the Council of Elders may bepaid, as remuneration for services, amounts fixed byby-law of the Governing Council.

Rémunération 22(2) Sous réserve du maximum que fixe le lieutenant-gouverneur en conseil, les membres du conseil d'administration nommés en application des alinéas 5(1)e) et f) ainsi que les membres du conseil des sages peuvent recevoir, en guise de rémunération pour leurs services, les montants que détermine le conseil d'administration par règlement administratif.

Payment 22(3) Payment of expenses and remunerationunder this section must be made out of the funds of theuniversity college.

Paiement 22(3) Les dépenses et la rémunération visées au présent article sont payées sur les fonds du Collège universitaire.

Fiscal year 23 The fiscal year of the university collegeends on June 30 of each year.

Exercice 23 L'exercice du Collège universitaire se termine le 30 juin.

Audit 24 The Auditor General, or another auditorappointed by the Lieutenant Governor in Council, mustaudit the accounts of the university college at least once ayear and make a written report on the audit to theGoverning Council and to the Lieutenant Governor in

Vérification24 Le vérificateur général ou un autre vérificateur que nomme le lieutenant-gouverneur en conseil vérifie les comptes du Collège universitaire au moins une fois par année et présente un rapport écrit à ce sujet au conseil d'administration et au

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Council.

lieutenant-gouverneur en conseil.

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Language of examinations 25 An examination for a degree, certificate ordiploma to be conferred by the university college may beanswered by the candidate in the English language, the French language or an Aboriginal language that has beenspecified by the Governing Council.

Langue des examens 25 Les candidats qui passent des examens en vue de l'obtention d'un grade, d'un certificat ou d'un diplôme du Collège universitaire peuvent le faire en français, en anglais ou dans une langue autochtone qu'a précisée le conseil d'administration.

Protection from liability 26(1) No action or proceeding may be broughtagainst the minister, a member of the Governing Council,the Learning Council or the Council of Elders, or anyofficer or employee of the university college for anythingdone or not done, or for any neglect,

(a) in the performance or intended performance of aduty under this Act or a by-law made under this Act;or

(b) in the exercise or intended exercise of a powerunder this Act or a by-law made under this Act;

unless the person was acting in bad faith.

Immunité 26(1) Bénéficient de l'immunité le ministre, les membres du conseil d'administration, du conseil d'apprentissage ou du conseil des anciens ainsi que les dirigeants ou les employés du Collège universitaire pour les actes accomplis de bonne foi ou les omissions ou manquements commis non intentionnellement dans l'exercice effectif ou censé tel des attributions qui leur sont conférées en vertu de la présente loi ou d'un règlement administratif pris sous le régime de celle-ci.

No liability for actions of students 26(2) No action or proceeding may be broughtagainst the minister, the university college, a member ofthe Governing Council, the Learning Council or theCouncil of Elders, or any officer or employee of theuniversity college for anything done or not done, or forany neglect, by any of them with respect to the activity ofa student, or by reason of anything done or not done, orfor any neglect, by a student.

Immunité à l'égard des étudiants 26(2) Bénéficient de l'immunité le ministre, le Collège universitaire, les membres du conseil d'administration, du conseil d'apprentissage ou du conseil des anciens ainsi que les dirigeants ou les employés du Collège universitaire pour les actes qu'ils ont accomplis ou les omissions ou manquements qu'ils ont commis à l'égard des activités des étudiants ou pour les actes, les omissions ou les manquements de ceux-ci.

Employees within Civil Service Superannuation Act27 The employees of the university college areemployees within the meaning of The Civil ServiceSuperannuation Act.

Loi sur la pension de la fonction publique 27 Les employés du Collège universitaire sont des employés au sens de la Loi sur la pension de la fonction publique.

Application of Labour Relations Act 28 Section 59 of The Labour Relations Actrelating to common control or direction of associated orrelated activities or businesses does not apply to theGoverning Council or to the university collegeestablished under this Act or to the Crown in right ofManitoba.

Loi sur les relations du travail 28 L'article 59 de la Loi sur les relations du travail, qui porte sur la direction ou le contrôle commun d'activités ou d'entreprises associées ou liées, ne s'applique pas au conseil d'administration et au Collège universitaire constitués en application de la présente loi ni à la Couronne du chef du Manitoba.

CONTINUATION OF KEEWATIN COMMUNITY COLLEGE

MAINTIEN DU COLLÈGE COMMUNAUTAIRE KEEWATIN

Continuation of Keewatin Community College 29(1) Keewatin Community College, asestablished by section 2 of the Colleges EstablishmentRegulation, Manitoba Regulation 39/93, is continued asthe university college.

Maintien du Collège communautaire Keewatin 29(1) Le Collège communautaire Keewatin, fondé en application de l'article 2 du Règlement sur la fondation des collèges, R.M. 39/93, est maintenu sous le nom de Collège universitaire du Nord.

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University College assumes place of KCC 29(2) On the coming into force of this Act,

(a) every employee of Keewatin Community Collegeis continued as an employee of the university college;

(b) all property, and interests in property, ofKeewatin Community College is vested in theuniversity college and may be dealt with by theuniversity college in its own name, subject to anytrusts or other conditions applicable to the property;

(c) all other assets, liabilities, rights, agreements,duties, functions and obligations of KeewatinCommunity College are vested in the universitycollege, and the university college may deal withthem in its own name;

(d) a by-law or resolution of Keewatin CommunityCollege that the university college has the authorityto make is continued with the same effect as if it hadbeen made under this Act; and

(e) all rights of action and actions by or againstKeewatin Community College may be continued or maintained by or against the university college.

Remplacement du Collège communautaire Keewatin 29(2) Au moment de l'entrée en vigueur de la présente loi :

a) les employés du Collège communautaire Keewatin demeurent en poste à titre d'employés du Collège universitaire;

b) les biens du Collège communautaire Keewatin et les droits y afférents sont dévolus au Collège universitaire et celui-ci peut prendre à leur égard des mesures en son nom, sous réserve des fiducies ouautres conditions applicables à ces biens;

c) les autres biens, les éléments de passif, les droits, les conventions, les attributions et les obligations du Collège communautaire Keewatin sont cédés au Collège universitaire, celui-ci pouvant prendre à leur égard des mesures en son nom;

d) les règlements administratifs ou les résolutions du Collège communautaire Keewatin que le Collège universitaire peut prendre demeurent en vigueur comme s'ils avaient été pris en vertu de la présente loi;

e) les droits d'action et les poursuites intentées par le Collège communautaire Keewatin ou contre celui-ci peuvent être maintenus par le Collège universitaire ou contre celui-ci.

Bequests to KCC 29(3) Wherever "Keewatin Community College" is named as a beneficiary in a will, codicil, trustindenture, instrument or gift or other document,regardless of when it was made or when effective, it is tobe read as a reference to the university college.

Legs au Collège communautaire Keewatin 29(3) Mention du Collège communautaire Keewatin, à titre de bénéficiaire, dans un document, notamment dans un testament, un codicille, un acte de fiducie, un instrument ou une donation, vaut mention du Collège universitaire, quelle que soit la date d'établissement ou de prise d'effet du document.

Students' association continued 29(4) On the coming into force of this Act, The Keewatin Community College Student Association Inc.is continued as the students' association of the universitycollege.

Maintien de l'association des étudiants 29(4) Au moment de l'entrée en vigueur de la présente loi, l'association appelée « The Keewatin Community College Student Association Inc. » est maintenue à titre d'association des étudiants du Collège universitaire.

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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Dissolution of KCC board 29(5) On the coming into force of this Act, theboard of Keewatin Community College established undersection 8 of The Colleges Act is dissolved.

Dissolution du conseil 29(5) Au moment de l'entrée en vigueur de la présente loi, le conseil du Collège communautaire Keewatin constitué en application de l'article 8 de la Loi sur les collèges est dissous.

TRANSITIONAL — INTERIM COUNCIL

DISPOSITIONS TRANSITOIRES — CONSEIL INTÉRIMAIRE

Interim Council 30(1) An Interim Council of the university collegeis established, consisting of up to 15 members.

Conseil intérimaire 30(1) Est constitué le conseil intérimaire du Collège universitaire, composé d'au plus 15 membres.

L.G. in C. to appoint members of interim council 30(2) The Lieutenant Governor in Council is toappoint up to 12 members of the interim council,including a person to chair the interim council.

Nomination par le lieutenant-gouverneur en conseil 30(2) Le lieutenant-gouverneur en conseil nomme au plus 12 des membres du conseil intérimaire, y compris le président.

Appointments by interim council 30(3) By resolution, the interim council

(a) must appoint the president — for a term of up tofive years — as soon as practicable; and

(b) may appoint one or two more members to theinterim council.

Nomination par le conseil intérimaire 30(3) Par résolution, le conseil intérimaire :

a) nomme dès que possible et pour un mandat maximal de cinq ans le recteur du Collège universitaire;

b) peut nommer un ou deux autres membres.

President is a member 31 The president, upon being appointed, is amember of the interim council and remains on it for aslong as he or she holds office.

Recteur 31 À compter de sa nomination, le recteur est membre du conseil intérimaire et le demeure tant qu'il exerce ses fonctions.

Powers and duties of interim council 32(1) The interim council has the duties and mayexercise the powers of the Governing Council and the Learning Council set out in this Act.

Attributions du conseil intérimaire 32(1) Le conseil intérimaire exerce les attributions que la présente loi confère au conseil d'administration et au conseil d'apprentissage.

Application of sections 22 and 26 32(2) Sections 22 and 26 apply, with necessarychanges, to the interim council and its members.

Application des articles 22 et 26 32(2) Les articles 22 et 26 s'appliquent, avec les adaptations nécessaires, au conseil intérimaire et à ses membres.

COLLÈGE UNIVERSITAIRE DU NORD L.M. 2004, c. 16

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Duration of interim council limited 33 On the coming into force of the sections setout in subsection 49(2), the interim council is dissolvedand the term of each of its members ends.

Dissolution du conseil intérimaire 33 Au moment de l'entrée en vigueur des articles mentionnés au paragraphe 49(2), le conseil intérimaire est dissous et le mandat de ses membres prend fin.

KCC certificates and diplomas 34 Despite section 29, a student who becomesentitled to receive a certificate or diploma in a program in which he or she is enrolled at Keewatin CommunityCollege before the coming into force of this Act may electto receive the certificate or diploma from KeewatinCommunity College, and, for that purpose, the universitycollege may issue certificates or diplomas to suchstudents in the name of Keewatin Community College.

Certificats et diplômes du Collège communautaire Keewatin 34 Malgré l'article 29, les étudiants qui ont le droit de recevoir un certificat ou un diplôme après avoir suivi un programme à l'égard duquel ils se sont inscrits au Collège communautaire Keewatin avant l'entrée en vigueur de la présente loi peuvent choisir de recevoir ce grade de ce collège. À cette fin, le Collège universitaire peut décerner des diplômes ou des certificats au nom du Collège communautaire Keewatin.

CONSEQUENTIAL AMENDMENTS

MODIFICATIONS CORRÉLATIVES

The Colleges Act

Loi sur les collèges

C.C.S.M. c. C150.1 amended 35 The definition "university" in section 1 of The Colleges Act is amended by adding ", University College of the North" after "Brandon University".

Modification du c. C150.1 de la C.P.L.M. 35 La définition de « université », à l'article 1 de la Loi sur les collèges, est modifiée par adjonction, après « l'Université de Brandon », de « , le Collège universitaire du Nord ».

The Council on Post-Secondary Education Act

Loi sur le Conseil de l'enseignement postsecondaire

C.C.S.M. c. C235 amended 36 The definition "university" in section 1 of The Council on Post-Secondary Education Act is amended by striking out "and" at the end of clause (d) and adding the following after clause (d):

(d.1) University College of the North, and

Modification du c. C235 de la C.P.L.M. 36 La définition de « université », à l'article 1 de la Loi sur le Conseil de l'enseignement postsecondaire, est modifiée par adjonction, après l'alinéa d), de ce qui suit :

d.1) le Collège universitaire du Nord;

The Manitoba Foundation Act

Loi sur la Fondation du manitoba

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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C.C.S.M. c. F155 amended 37 The definition "educational institution" insection 1 of The Manitoba Foundation Act is amended by striking out "or" at the end of clause (b) and addingthe following after clause (b):

(b.1) University College of the North, or

Modification du c. F155 de la C.P.L.M. 37 La définition de « établissement scolaire », à l'article 1 de la Loi sur la Fondation du Manitoba, est modifiée par adjonction, après « les collèges affiliés à l'une de ces universités », de « , le Collège universitaire du Nord ».

The Freedom of Information and Protection of Privacy Act

Loi sur l'accès à l'information et la protection de la vie privée

C.C.S.M. c. F175 amended 38 The definition "educational body" insection 1 of The Freedom of Information andProtection of Privacy Act is amended by adding the following after clause (c.1):

(c.2) University College of the North,

Modification du c. F175 de la C.P.L.M. 38 La définition de « organisme d'éducation », à l'article 1 de la Loi sur l'accès à l'information et la protection de la vie privée, est modifiée par adjonction, après l'alinéa c.1), de ce qui suit :

c.2) le Collège universitaire du Nord;

The Manitoba Investment Pool Authority Act

Loi sur l'Office manitobain de mise en commun des placements

C.C.S.M. c. I100 amended 39 The definition "public body" in section 1 of The Manitoba Investment Pool Authority Act is amended by adding the following after clause (d):

(d.1) University College of the North,

Modification du c. I100 de la C.P.L.M. 39 La définition de « organisme public », à l'article 1 de la Loi sur l'Office manitobain de mise en commun des placements, est modifiée par adjonction, après l'alinéa d), de ce qui suit :

d.1) du Collège universitaire du Nord;

The Labour Relations Act

Loi sur les relations du travail

C.C.S.M. c. L10 amended 40 Subsection 4(3) of The Labour RelationsAct is amended by adding the following after clause (e):

(e.1) section 29 of The University College of theNorth Act;

Modification du c. L10 de la C.P.L.M. 40 Le paragraphe 4(3) de la Loi sur les relations du travail est modifié par adjonction, après l'alinéa e), de ce qui suit :

e.1) à l'article 29 de la Loi sur le Collège universitaire du Nord;

The Municipal Act

Loi sur les municipalités

COLLÈGE UNIVERSITAIRE DU NORD L.M. 2004, c. 16

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C.C.S.M. c. M225 amended 41(1) The Municipal Act is amended by thissection.

Modification du c. M225 de la C.P.L.M. 41(1) Le présent article modifie la Loi sur les municipalités.

41(2) The definition "institutional lands" insection 334 is amended in subclause (a)(ii) by strikingout "or Brandon University," and substituting ", Brandon University or the University College of the North,".

41(2) Le sous-alinéa a)(ii) de la définition de «terrains d'établissements d'enseignement », à l'article 334, est modifié par substitution, à « l'Université de Brandon », de « l'Université de Brandon, le Collège universitaire du Nord ».

41(3) Clause 335(2)(a) is amended by striking outeverything after "Le Collège de Saint-Boniface" and substituting ", Brandon University or University Collegeof the North, or a college established under The CollegesAct, by that body; and".

41(3) L'alinéa 335(2)a) est modifié par substitution, au passage qui suit « l'Université de Brandon », de « , le Collège universitaire du Nord ou un collège fondé en vertu de la Loi sur les collèges, par l'établissement en question; ».

The Municipal Assessment Act

Loi sur l'évaluation municipale

C.C.S.M. c. M226 amended 42 The Municipal Assessment Act is amended by adding the following after clause 22(1)(b.1):

(b.2) is owned or used by, or is held for use by,University College of the North as established in The University College of the North Act;

Modification du c. M226 de la C.P.L.M. 42 La Loi sur l'évaluation municipale est modifiée par adjonction, après l'alinéa 22(1)b.1), de ce qui suit :

b.2) ils appartiennent au Collège universitaire du Nord, fondé en application de la Loi sur le Collège universitaire du Nord, ou sont utilisés ou sont détenus aux fins de leur utilisation par le Collège;

The Pay Equity Act

Loi sur l'égalité des salaires

C.C.S.M. c. P13 amended 43(1) The Pay Equity Act is amended by thissection.

Modification du c. P13 de la C.P.L.M. 43(1) Le présent article modifie la Loi sur l'égalité des salaires.

43(2) The definition "external agency" insection 1 is amended in clause (a) by striking out"University" and substituting "Post-Secondary Educational Institution".

43(2) L'alinéa a) de la définition de « agence extérieure », à l'article 1, est modifié par substitution, à « université », de « d'enseignement postsecondaire ».

UNIVERSITY COLLEGE OF THE NORTH S.M. 2004, c. 16

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43(3) Schedule A is amended

(a) by striking out the heading "Universities" and substituting "Post-Secondary EducationalInstitution"; and

43(3) L'annexe A est modifiée :

a) par substitution, à la rubrique « Universités », de « Établissements d'enseignement postsecondaire »;

(b) by adding the following item at the end:

5. University College of the North

b) par adjonction, à la fin, de qui suit :

5. Collège universitaire du Nord

The Private Vocational Institutions Act

Loi sur les établissements d'enseignement professionnel privés

C.C.S.M. c. P137 amended 44 The definition "private vocationalinstitution" in section 1 of The Private VocationalInstitutions Act is amended by replacing clause (a) with the following:

(a) a university or college, as those terms are definedin The Council on Post-Secondary Education Act;

Modification du c. P137 de la C.P.L.M. 44 L'alinéa a) de la définition de «établissement d'enseignement professionnel privé », à l'article 1 de la Loi sur les établissements d'enseignement professionnel privés, est remplacé par ce qui suit :

a) les universités ou les collèges, au sens de la Loi sur le Conseil de l'enseignement postsecondaire;

The Public Sector Compensation Disclosure Act

Loi sur la divulgation de la rémunération dans le secteur public

C.C.S.M. c. P265 amended 45 The Schedule to The Public SectorCompensation Disclosure Act is amended by adding thefollowing after clause (g):

(g.1) the University College of the North,

Modification du c. P265 de la C.P.L.M. 45 L'annexe de la Loi sur la divulgation de la rémunération dans le secteur public est modifiée par adjonction, après l'alinéa g), de ce qui suit :

g.1) le Collège universitaire du Nord;

The Retail Sales Tax Act

Loi de la taxe sur les ventes au détail

C.C.S.M. c. R130 amended 46 The following is added aftersubsection 3(29) of The Retail Sales Tax Act:

Modification du c. R130 de la C.P.L.M. 46 Il est ajouté, après le paragraphe 3(29) de la Loi de la taxe sur les ventes au détail, ce qui suit :

COLLÈGE UNIVERSITAIRE DU NORD L.M. 2004, c. 16

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University college included in "university" 3(29.1) For the purpose of clause 3(29)(b), a universitycollege established by an Act is a university.

Collège universitaire 3(29.1) Pour l'application de l'alinéa 3(29)b), un collège universitaire constitué en application d'une loi est une université.

The University of Manitoba Act

Loi sur l'Université du Manitoba

C.C.S.M. c. U60 amended 47 Subsection 63(1) of The University ofManitoba Act is amended by adding ", the UniversityCollege of the North" after "Brandon University".

Modification du c. U60 de la C.P.L.M. 47 Le paragraphe 63(1) de la Loi sur l'Université du Manitoba est modifié :

a) dans la version française, par substitution, à « le mot « université », seul », de « le mot « université » ou ses dérivés, seuls »;

b) par substitution, au passage qui suit « Le présent paragraphe ne s'applique pas à l'Université de Winnipeg, », de « à l'Université de Brandon, au Collège universitaire du Nord ni à la corporation établie en application de la Loi sur la Fédération des collèges mennonites. »

CITATION AND COMING INTO FORCE

CODIFICATION PERMANENTE ET ENTRÉE EN VIGUEUR

C.C.S.M. reference 48 This Act may be referred to as chapter U55of the Continuing Consolidation of the Statutes ofManitoba.

Codification permanente 48 La présente loi constitue le chapitre U55 de la Codification permanente des lois du Manitoba.

Coming into force 49(1) Subject to subsection (2), this Act comesinto force on July 1, 2004.

Entrée en vigueur 49(1) Sous réserve du paragraphe (2), la présente loi entre en vigueur le 1er juillet 2004.

Coming into force: certain provisions 49(2) Sections 5 to 9, 13 and 16 come into forceon a day to be fixed by proclamation or on July 1, 2006,whichever occurs first.

Entrée en vigueur — dispositions diverses 49(2) Les articles 5 à 9 ainsi que 13 et 16 entrent en vigueur à la date fixée par proclamation ou le 1er juillet 2006, si cette date est antérieure.

Appendix E Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions

Governance Models of Selected Non-Aboriginal

and Aboriginal Post-Secondary Education

Institutions

The University College of the North Implementation Team August 12, 2003

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Table of Contents

Non-Aboriginal 1. Okanagan University College, Kelowna, B.C. 1 2. Malaspina University College, Nanaimo, B.C. 4 3. University of Northern B.C., Prince George, B.C. 5 4. Athabasca University, Athabasca, Alberta 6 5. University of the Arctic, Rovaniemi, Finland 7 Aboriginal 6. Maskwachees Cultural College, Hobbema Alberta 10 7. Red Crow Community College, Cardston, Alberta 13 8. Dine College (formerly Navajo Community College), Tsaile, Arizona 15 9. First Nations University of Canada (formerly Saskatchewan Indian Federated College), Regina, Saskatchewan 16 10. Nicola Valley Institute of Technology, Merritt, B.C. 18 11. Blue Quills First Nations College, St. Paul, Alberta 21 12. Nunavut Arctic College, Iqaluit, NT 23 13. At-a-Glance Features of Selected Aboriginal and Non-Aboriginal Post-Secondary Education Institutions

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Non-Aboriginal Post-Secondary Institutions Okanagan University College (Kelowna, B.C.) History Okanagan University College (OUC) has been governed by a Board and Education Council since1995. Although established in 1965 as Okanagan College, its mandate was expanded in 1989 to provide baccalaureate degrees in partnership with the University of British Columbia (Arts and Science) and the University of Victoria (Education and Nursing) and its name was changed in 1992 to Okanagan University College. In 1994, the provincial government of British Columbia introduced Bill 22, the College and Institute Amendment Act. This legislation became effective January 15, 1995 and was aimed at:

• giving university colleges and provincial institutes the power to grant baccalaureate and honourary degrees;

• including internal institution members on the boards of colleges, university colleges, and institutes;

• creating an educational council within each institution A bicameral governance system similar to the type found in Canadian universities was subsequently established with the creation of boards and education councils. The powers and duties as well as the areas of joint authority of the two governing bodies are defined in Bill 22. The designation of Okanagan University College was made by Order of the Lieutenant-Governor-in-Council on January 15, 1995. A separate Order in Council came into effect on January 15, 1995 which granted OUC the authority to grant the following degrees in its own name: Bachelor of Arts, Bachelor of Education, Bachelor of Fine Arts, Bachelor of Science, Bachelor of Science in Nursing, Bachelor of Social Work, Honourary Doctor of Laws, Honourary Doctor of Letters, and Honourary Doctor of Technology. Board of Governors Under the provisions of the College and Institute Act of British Columbia (the Act), OUC is a corporation consisting of the members appointed to its Board. The powers and duties of Boards are defined in section 19 of the Act as follows: 1. A board must do the following:

a. manage, administer and direct the affairs of the institution; b. establish committees it considers necessary and advisable;

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c. make bylaws for the orderly conduct of its affairs; d. determine courses or programs to be offered or cancelled at the

institution. 2. Subject to this Act, the board must manage, administer and control the

property, revenue, expenditure, business and other affairs of the institution. 3. The board may pay to a municipality incorporated by or under an Act a grant

in a year not exceeding the lesser of: a. the amount that would be payable as general municipal taxes in the year

on the property of the institution within the municipality if the property were not exempt from these taxes, and

b. the amount specified by the minister or calculated in the manner specified by the minister.

4. The board has the power and duty to do the following:

a. administer funds, grants, fees, endowments and other assets of the institution;

b. manage and promote the educational or training programs offered at the institution;

c. determine all questions relating to the qualifications for admission; d. prepare and submit budgets, financial statements and other reports as

required by the minister; e. make bylaws for the orderly conduct of its affairs about the:

i. duties of members of the board or committees of the board in conflict of interest situations,

ii. powers, duties and benefits of the president as chief executive officer of the institution,

iii. fees and charges to be paid to the institution by students, and iv. reimbursement by the institution to members of its board for

travelling and out of pocket expenses necessarily incurred by them in the discharge of their duties;

f. approve diplomas, certificates, associate degrees and baccalaureate degrees to be awarded by the institution on completion of instruction by a student;

g. approve honourary degrees to be awarded by the institution; h. accept and disburse grants, gifts and bequests to the institution and

payments for services and research; i. provide for the conservation of any heritage property that is owned by,

assigned to or in the possession of the institution; j. establish and administer trust funds for scholarships, fellowships,

exhibitions, bursaries, prizes and student loans out of money donated or made available for that purpose;

k. perform other functions consistent with this Act that the board considers advisable for the proper administration and advancement of the institution.

5. The Board must hold regular meetings at intervals of not more than 3 months.

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On a number of matters identified in section 23 of the Act, the Board must seek advice from the Education Council. Other matters require joint approval of the Board and Education Council. These matters are identified in section 25 of the Act. The Chair and Vice-Chair of the Board are elected annually at the January meeting of the Board.

Board Role Statement 1. The Board of OCU shall set the direction of the institution by establishing the

vision mission, and goals for the provision of post-secondary educational programs in the University College region through consultation with the various University College communities and the public.

2. The Board shall put in place institution-wide policies to guide the President, faculty and staff in the realization of the vision and the goals.

3. The Board shall monitor the progress made towards the attainment of the goals, as well as the quality and effectiveness of the educational programs and services that are provided.

4. The Board shall ensure that an effective advocacy program is in place to develop support and understanding from both thee public and government about the needs of post-secondary education in the University College region.

Education Council Elections were held on January 31, 1995 and the Council’s first meeting was held on February 8, 1995. Since then, it has met on a monthly basis excepting the month of July and August. It has the responsibility for dealing with a wide range of educational issues and it has also established a number of standing committees, most of which also meet monthly. When first established, the Council was required to have 20 voting members (10 faculty, 4 students, 4 educational administrators, and 2 support staff). Each member is elected by his/her constituency except the educational administrators who are appointed by the president. The president is a non-voting member of the Education Council and in addition, the Board of Governors may appoint one person to be a non-voting member. There are provisions in the Act for the Council to increase or decrease its size and this occurred in June, 1998 when it was increased to 34 voting members (18 faculty, 9 educational administrators, 5 students, and 2 support staff). Faculty, staff and administrators are elected for two-year terms. Elections are regulated and conducted by the Registrar.

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The powers and duties of the Council are specified in 3 sections 23, 24 and 25 of the Act. Section 23 covers those matters for which the Council must advise the Board and the Board must seek advice from the Council. These matters generally cover broad institutional issues such as educational goals and strategies, proposals regarding program priorities, evaluation of programs, admission policies, etc. Section 24 lists the exclusive powers of the Council. These include items such as examinations, academic standing, academic standards, student awards, student appeals, and the setting of curriculum content. Section 25 deals with articulation matters, both within the institution and with other institutions. These items must have joint approval of both the Council and the Board. Nearly all of the above-mentioned items have been placed within the mandate of one or more of the Council’s standing committees.

Education Council and Board of Governors The operational relationship between the Council and the Board is not very clearly spelled out in the Act. Most of the interplay between the 2 governing bodies is specified in section 23, the “advisory role of Education Council”. Generally, the Board is responsible for the financial management of the institution and the Council is responsible for the educational management of the institution. However, there is considerable overlap and interplay between these two roles. While the Council has final authority on the curriculum content of courses, many other matters of an educational nature come under the “advisory” section of the Act. At the same time, many decisions of the Council such as the setting of priorities regarding programs, involve budgetary considerations. Malaspina University-College (Nanaimo, British Columbia) Malaspina University-College (MUC) was established in 1969 as Malaspina College. It was designated as a university-college in 1989 and has been offering its own degrees since the proclamation of Bill 22 (the British Columbia College and Institute Amendment Act, 1994). The purpose of this legislation was also to increase participation by students, staff, faculty and administrators in the governance of the institution. The Board The Board is empowered by the College and Institute Act of British Columbia to manage, administer, and direct the affairs of the institution in the areas of property, revenue, expenditure, business and other matters within the context of process and duties accorded it. Board membership is composed of: • Eight or more persons appointed by the Lieutenant-Governor in Council;

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• One person on the faculty of the institution and elected by the faculty members;

• Two students elected by the students; • One person who is part of the support staff and elected by the support staff; • The president, and; • The chair of the Education Council. The Education Council The College and Institute Amendment Act, 1994 describes three types of roles and responsibilities for the Education Council (the Council) related to democratically developing and reviewing policy affecting teaching, learning and support of these two primary purposes at MUC: • As an advisor to inform decisions made by the MUC Board; • As a partner in joint approval processes with the MUC Board; • As the sole source of certain policies and procedures. The details of how the Council fulfills its roles and responsibilities are spelled out in the Terms of Reference of its Standing Committees. These committees make recommendations only to the Council but they may be forwarded to the MUC Board or Executive for ratification or implementation. The Council has an advisory role to the Board, joint powers with the Board, and statutory powers. Communication between MUC and the Ministry of Advanced Education The level of responsibility and authority of each employee will be well defined in instruments such as the Collective Agreement, Contract of Employment and in the MUC Policy Manual. In addition to the foregoing, all communication with the Ministry of Advanced Education will be reported to the President by way of copy or covering memo or other means. In matters of a serious or significant nature, the President will be consulted before communication is made with the Ministry. The President will keep the MUC Board informed of communications of a serious or significant nature and will consult with the Chair in advance when the situation warrants.

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University of Northern British Columbia (Prince George, B.C.) History The University of Northern British Columbia (UNBC) was established in 1990 by The University of Northern British Columbia Act. This legislation established the Interim Governing Council (later, a separate Board of Governors and Senate) to oversee the initial development of UNBC. However, classes on the Prince George campus did not commence until September, 1994. UNBC has a mandate to pay particular attention to the needs of northern British Columbia, and the university’s programs and research are designed so that they are of particular relevance to the region. Governance On July 16, 2002 UNBC ceased to operate under the UNBC Act and began to be governed by the University Act of British Columbia, the same legislation that governs UBC, SFU, and UVic. It provides for a bi-cameral governing system consisting of two distinct bodies – a Senate and a Board of Governors. The Board of Governors is comprised of 15 members, including 8 who are appointed by the Lieutenant-Governor of British Columbia. The 45-member Senate is the primary body for academic governance while the Board of Governors is responsible for the university’s financial and administrative operations. The Board of Governors includes the chancellor, the president, 2 faculty members elected by the faculty members, 8 persons (4 of whom must be resident in the region) appointed by the Lieutenant-Governor In Council, 2 full-time students elected by the student body, and 1 non-faculty university employees elected by and from university employees. The Senate includes the chancellor, the president (chair), 2 senior academic administrators appointed by the president, 4 full-time students elected by the students, 4 persons (3 of whom must be resident of the region) appointed by the Lieutenant-Governor in Council, and 8 faculty members. Athabasca University (Athabasca, Alberta) History Athabasca University (AU) was created in 1970 by an order-in-council of the Government of Alberta. A pilot project was initiated (1972-75) to establish a distance learning centre that would specialize in the delivery of distance education courses and programs.

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In 1978, AU’s future was ensured when a revision of the Alberta Universities Act granted the University permanent, self-governing status. In 1984, AU moved its location from Edmonton to the town of Athabasca, 145 kilometres north. Satellite learning centres were then established in Calgary, Edmonton, and Fort McMurray. They provide another educational link to students by offering many services including counselling and advising. Governance AU is a publicly funded institution of the Province of Alberta that reports through to the government through the Minister of Advanced Education and career Development. Through the Universities Act, the government authorizes AU Governing Council to grant degrees and govern its own affairs. Members of AU Governing Council are appointed under orders in council of the Lieutenant-Governor of Alberta. AU operates with a unicameral governance system. AU Governing Council incorporates the full responsibilities of a traditional board of governors (the overall policy committee), a general faculties council (responsible for academic policy), and a senate (fulfills the role of community liaison). AU Governing Council members are appointed by the Government of Alberta. Its membership consists of one chairperson, up to 8 public members, 2 academic staff, one tutor, and one non-academic staff. The president of the University is ex officio a member of the Governing Council. The structure of AU is the same as any other university except that it mainly delivers via distance education. Its faculty members are comprised of Professors, Assistant Professors, and Instructors who teach and design the courses in the various programs. Students are also assigned a tutor to provide academic counselling. There are Deans who are responsible for both major programs and the professors in that program. Au has become one of Canada’s most innovative universities, delivering almost all courses through distance education and online learning technologies. Several distance learning delivery modes are utilized. Individualized study is the primary delivery mode where students receive a course package with all learning material. They can communicate with instructors and tutors through e-mail and toll-free telephone. Grouped study employs electronic media and/or classroom instruction at regional learning centres in Alberta and elsewhere. AU offers nearly 160 courses over the Internet using a variety of methods suited to individual subject areas.

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University of the Arctic (Rovaniemi, Finland) History The University of the Arctic (UArctic) was officially launched in Rovaniemi, Finland on June 12, 2001. This marked the shift from planning governance structures and programs to the implementation of programs. Mission Statement According to its mission statement, UArctic is a decentralized university without walls that mounts programs of higher education and research, builds local and regional educational capacity, and stimulates cooperation among participating institutions. Goals The goals of UArctic state that it seeks to empower the residents of the Circumpolar North by building human capital through higher education. They also seek to reduce barriers to higher education in the North in order to provide increased opportunities for northerners. They seek to develop initiatives in partnership with its community that are responsive to their needs and support their aspirations. They are aimed at creating shared knowledge and provide for quality discussion on contemporary issues related to the Circumpolar North. The goals also focus on building a shared regional identity, while valuing inclusiveness and respect for diversity across the region. Finally, they seek to strengthen the Circumpolar North’s role in the world by increasing knowledge about Arctic issues. Board of Governors The Board of Governors (Board) is the highest governing body of UArctic, and has general responsibility for its strategic development and setting main priorities. The Board consists of a group of up to 11 individuals who serve in their personal capacities and who act on behalf of the UArctic. The Board has the authority and primary responsibility for: • Strategic planning and setting institutional priorities • Organizational development and institutional accountability • Fundraising, finances, and budgeting (including personnel) • Public and external relations

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The Board works with the Council of the UArctic and Administration on relevant issues, and for their practical implementation. The Board may delegate specific tasks on the understanding that the Board maintains ultimate control over and responsibility for these functions. The members of the Board are elected by the Council of the University of the Arctic from slates of nominees prepared by a nominating committee. Council of the University of the Arctic The Council of the University of the Arctic (Council) directs program development and delivery. The Council acts as a forum of consultation and cooperation for the implementation of UArctic programs through member institutions. The Council has the authority and primary responsibility for: • Initiating and overseeing program development and delivery • Prioritizing academic programs within the approved program structure • Representing UArctic’s members in its overall governance, including the

authority to elect members of the Board The Council consists of representatives of Members. It is composed of both institutions of higher education and other organizations concerned with higher education and research in the circumpolar North. Institutions of higher education are independent universities, colleges and other institutions of higher education having their own registered students. Their primary role is to develop and deliver UArctic academic programs. They have the right to participate in UArctic academic programs according to the principles and procedures determined by the Council. All members have equal representation on Council, but differ in their role in the development and delivery of UArctic programs. The primary role of other organizations is to provide important expertise, different kinds of resources, and consultative links to key constituencies. They do not normally deliver UArctic academic programs, but do contribute to their development. They include research centres, educational associations, consortia/networks of higher education institutions, research and policy networks, and indigenous peoples organizations represented in the Arctic Council as permanent participant organizations. Organizations desiring to become members submit written applications to the Council, which acts on any application received at its next regular meeting. Officers of the Council include the Chair, Vice-Chair, and Secretary. Membership in the Council is subject to review and renewal every 5 years.

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Membership on the Council grew to a total of 46 higher institutions and other organizations at the end of 2002. It continues to be growing and diverse Friends of the University of the Arctic The Board and the Council, acting together may invite distinguished individuals to serve as ‘Friends of the University of the Arctic’. There are no fixed terms of office for these positions as their function is advisory. All participants in UArctic activities welcome the advice of the Friends on any matter pertaining to the University, but they are not responsible individually or collectively for the operation of the University. Friends of the University of the Arctic may be asked to serve as a special advisor for program areas where their special competence may be relevant. Administration UArctic administrative functions are handled on a decentralized basis. UArctic seeks a stable funding base for its administration through the combined resources of member contributions (in kind), program overheads and direct support and external funding (public and private). Director The Director serves as the chief executive officer of the UArctic and is responsible for its overall administration and the development and delivery of its programs. The Director is appointed by the Board for a three-year (renewable) term and is accountable to the Board for the administration of the University. The UArctic International Secretariat This body is responsible for the day-to-day administrative activities of the University. It works closely with the Director on all matters pertaining to the UArctic administration, and the head of the Secretariat is accountable to the Director. It oversees preparations for Council and Board meetings and is ordinarily represented at meetings of these bodies. An important function of this office is its primary responsibility for information and communication for the UArctic network, maintaining the general UArctic website, internal and external e-mail lists, and publishing the Shared Voices newsletter as well as several international publications that are also available on its website. The location of the Secretariat’s operations may shift from time to time.

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Other Administrative Arrangements Additional administrative capacity is overseen by the Director, in consultation with the Council and Board, and does not require a revision to the governance system of the College.

Aboriginal Post-Secondary Institutions Maskwachees Cultural College (Hobbema, Alberta) History Maskwachees Culltural College (MCC) was established in the early 1970’s as a unique institution for the development and preservation of the Plains Cree culture. Under the guidance of of a Council of Cree Elders and community leaders of the Four Nations of Hobbema (Samson, Ermineskin, Louis Bull, and Montana) quickly became an integral part of the life of the community, providing a variety of learning opportunities. By 1986, it was clear that the College was ideally situated to respond to the pressing higher education needs of the people of the Four Nations by broadening its mandate and the range of services provided. With the assistance of the Chiefs of the Four Nations, the College Board outlined a broader mandate for the College and began seeking private College status. This materialized in July, 1988 with the passing of the Maskwachees Cultural College Act by the Legislative Assembly of Alberta. Today, the College offers a wide array of programs all aimed at increasing the academic and technical abilities of its Aboriginal students. This legislation authorized the College to act as a credit-granting, post-secondary institution, offering one-year certificate and two-year diploma programs. In addition, the College offers literacy and high-school courses, as well as various training programs requested by the employers of the Four Nations. In the end, a student may leave the general diploma program with his or her first two years of university complete, but more importantly, the student departs with a well-developed sense of identity and self-worth, better able to contribute to society as a whole. Mission Statement The mission of MCC is to promote and to assist in the realization of self-determination as a cultural entity for First Nations peoples and, from there, to

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assist with the development of effective interaction between First Nations and other societies. The College provides its services primarily to Indian and other Native people and, where opportunity permits, to non-Native people. Philosophy While the College is committed to excellence in all of its work, it recognizes and strives to be true to the Cree Way of human development; a way that seeks harmony and balance of the physical, emotional, and spiritual being of the person. In partnership with the four Plains Cree Nations of Hobbema, MCC is dedicated to this holistic approach to development for all First Nations peoples. While we are committed to academic excellence, we recognize an even older tradition, the Cree Way, and we strive to be true to that Way in all things, seeking harmony and balance as the children of Mother Earth. We are dedicated to this holistic path to “true learning”, a journey with four dimensions: mental, physical, emotional, and spiritual. The commitment to this philosophy is apparen in all programs offered through the College. Four common features exist in all our programs: the integration of Elders and Cree language and cultural studies, the nurturing of a developmental learning process, the integration of new knowledge with past educational and life experiences, and a team approach. Goals 1. To assist First Nations members to further develop their abilities to participate

effectively in and contribute to their own communities. 2. To assist First Nations members to further develop their abilities to participate

effectively and contribute to the broader Canadian and global communities. Objectives • To enhance the quality of life of First Nations peoples; • To preserve, protect and interpret the culture, language, and heritage of the

Plains Cree people; • To provide services appropriate to the needs of the Plains Cree in particular

and to all First Nations in general; • To provide opportunities for quality education and training for First Nations

people and, where opportunity permits, to society in general; • To promote effective communication links between First Nations peoples and

members of other societies. Governance It should be noted at the time of writing that MCC was in the process of undergoing a series of revisions in the information that was available to the public, including revisions to its website which is temporarily inoperative.

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MCC is governed by a Board of Governors and a Management Team of 3. The Board consists of 12 members, including the 4 Chiefs from the Four Nations of Hobbema and 2 representatives from each of the Four Nations of Hobbema who are either appointed by their respective Chiefs or elected at the College’s Annual Meeting. The powers of the Board as outlined in the MCC Act are as follows: The conduct, management and control of the College and its property, revenues, business and affairs are vested in the Board and the Board has all the powers necessary or convenient to perform its duties and achieve the objects and purposes of the College, including, without limiting the generality of the foregoing, the power: (a) to appoint and to remove and to fix the number, duties, salaries and other

emoluments of officers, teaching staff, administrative staff and other employees, servants or agents;

(b) to make rules governing the educational policy, the admission of students, the curriculum and any other matter whatsoever in connection with the operation of the College;

(c) to appoint an executive committee and such other committees of the Board as it deems advisable and to delegate to any such committee any of its powers;

(d) to enact such by-laws, regulations and orders as are deemed necessary for the management of the affairs of the College and from time to time to amend, alter or repeal any by-law, regulation or order.

Red Crow Community College (Cardston, Alberta) History and Governance Red Crow Community College (RCCC) was founded in 1986 as a response to employment opportunities both on and off the Blood Reserve and the realization of the importance of a high school and post-secondary education to gain employment. Initially, the College was placed under the direction of the Blood Tribe Education Committee and it began as an adult education centre, providing quality educational training opportunities to students of the Blood Tribe. Initial courses consisted of two high school courses and a study skills component. With the rapid growth of RCCC, it was necessary to employ the services of a President in 1992 to coordinate the inception of new programs and maintain existing ones. In March, 1995, RCCC became the first Tribal College in Canada. The Blood Tribe Chief and Council officially sanctioned the RCCC Board of Governors. This

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was the most significant development for RCCC. It signified the transfer of governance for adult, post-secondary, continuing community, vocational and technical education from the Kainaiwa Board of Education to the RCCC Board of Governors. A component of this transfer is the management of the Blood Tribe Post-Secondary Student Support Program and the Kainai Community learning Partnership Program. The Board of Governors is comprised of Chair, Chief and Council Representative, Elders Advisory Council Representative, Student Representative, and Kainai Board of Education Representative. Since its inception, RCCC has evolved into a complete post-secondary institution, now offering diploma and degree programs in partnership with Mount Royal College in Calgary and the University of Lethbridge. Adult upgrading, continuing, and community education still remain a critical focus of the curriculum. From its humble beginnings, RCCC has grown from a single classroom to being the first tribally controlled Community College in Canada. Other Aboriginal controlled colleges have either sought provincial legislation for recognition as private colleges or legal status as societies under provincial provisions. The establishment of RCCC by Blood Tribe Bylaw makes it a public college of the Blood Tribe and extends the legal authority of the Chief and Council to the Board of Governors, as a legitimate entity of the Blood Tribe. Elders Advisory Committee The Elders Advisory Committee is a very important part of the success of RCCC. It continues to be a valuable resource for RCCC and its students. Members meet every month on the second Tuesday of the month. The Elders have a significant commitment to knowledge and appreciation of the history, customs, traditions, culture, language, and lifestyles of Kainaiwa. They are the role models, teachers, counsellors, friends, family, and support to all staff and students. RCCC utilizes the wisdom of the Elders – their intellectual and experiential insights into the workings of nature and into proper human relationships with the natural world. Each Elder shares his or her worldviews of Kainaiwa’s tribal culture. The Elders critique and seriously challenge the Westernized concept of education. RCCC requires input from the Elders Advisory Council in the development of programs that reflect the Blood Tribe cultural traditions. These are recorded both orally and in writing, thereby reflecting a dual Aboriginal and Euro-Canadian history of education. One member of the Advisory Council is selected every year by the group to represent them on the RCCC Board of Governors.

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The Elders Advisory Council participation also includes workshop presentations at local, national, and international conferences such as the American Indian Higher Education Consortium, holiday and social activities, and traditional religious activities. Mission Statement The Mission of the RCCC Board of Governors is to provide quality educational/training opportunities to adult native and non-Native residents and employees of the Blood Reserve and surrounding areas. The curriculum will reflect identified needs and interests of these residents by providing adult basic education, vocational education, academic, cultural and community interest programs, courses, seminars, workshops, activities, and events. Assistance will be provided to tribal institutions and departments in staff, planning and research, and evaluation services according to identified needs. The educational/training system will provide opportunities for individual self-improvement for survival in a rapidly changing and technological world, and yet maintain the integrity of the Blood people. Goals • To provide adult education and post-secondary educational opportunities for

Native and non-native residents of the Blood Reserve and the surrounding areas .

• To measure the needs, talents and aspirations of the residents of the Blood Reserve and surrounding areas to provide a comprehensive a comprehensive educational program in recognition of the desires of the Blood Reserve Community.

• To assist with the community development needs of the Blood Reserve. • To provide culturally relevant pre- and in-service training for professionals

working with First Nations people. Objectives To provide Community-based “Blood Reserve Classrooms” which extend the functional boundaries of Red Crow society beyond the structure of a single facility, and which engender a sense of identity for all on the Blood Reserve by: • Preparing educational/training action plans and identifying personnel and

resources to enhance First Nations peoples’ self-respect, self-esteem, and pride.

• Assisting all First Nations people on the Blood Reserve to trust in their personal and collective abilities to plan, implement and manage tribal determination in education on the Blood Reserve.

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• Developing networks of First Nation’s personnel and resources to plan, manage and administer an adult/post-secondary education/training network under tribal determination.

• Promoting First Nations peoples’ life-long holistic personal growth and development.

• Fashioning a functional prototype for accomplishing the proposed mission statement of the Red Crow Society.

• Employing the socio-cultural context and the Blackfoot language to instill hope in Blood Tribe members.

• Increasing First Nations parental choice and involvement in shared family, community and education/training endeavours.

• Acquiring information from all facets of the community on the Blood Reserve and incorporating this data into the planning phase.

• Providing linkages between/among First Nations schools, families and Reserve members, and off-reserve communities.

• Providing an adult/post-secondary system to meet First Nations educational/training needs “on demand”.

• Constructing a plan of action to provide shared experiences between/among diverse groups on the Blood Reserve and surrounding communities.

Dine College (formerly Navajo Community College), Tsaile, Arizona History Dine College was established in 1968 as the first tribally-controlled community college in the United States. It was originally named Navajo Community College until 1994 when it was renamed Dine which means “the people” in the Navajo language. This was when it became a land-grant college following 1994 federal mandates. In creating an institution of higher education, the Navajo Nation sought to encourage youth to become contributing members of the Navajo Nation and the world society. As a post-secondary educational institution, it awards Associate degrees and Technical Certificates in areas important to the economic and social development of the Navajo Nation. In complying with the College mission, personalized instruction is guaranteed to each student because of the low student-faculty ratio. The College works with the University of Arizona and several other universities through a Memorandum of Understanding (MOU).

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Governance Under the direction of a ten-member Board of Regents confirmed by the Navajo Nation Council, Dine College has the responsibility to serve residents of the 26,000 square-mile Navajo Nation which spans into the states of Arizona, New Mexico, and Utah. Philosophy The College integrates a traditional Navajo philosophy with Western teaching methods. It has adopted a community-oriented attitude. The College’s educational philosophy encompasses the traditional Navajo living system, which places human life in harmony with the natural world and universe.

First Nations University of Canada (formerly Saskatchewan Indian Federated College), Regina, Saskatchewan Please Note: Although this institution has officially undergone a name change in 2003, its governance and administrative structure shall remain unchanged until 2004. History In May 1976, the Federation of Saskatchewan Indian Nations entered into a federation with the University of Regina, creating the Saskatchewan Indian Federated College (SIFC). The Agreement provides for an independantly administered university-college, the mission of which is to serve the academic, cultural and spiritual needs of First Nations students. SIFC has been a member of the Association of Universities and Colleges of Canada (AUCC) since 1994. It administers the same university regulations with respect to admissions and the development of new programs as other universities. When SIFC first opened its doors in the fall of 1976, it had 9 students and offered programs in Indian Studies, Indian Languages, Indian Teacher education, Social Work, Fine Arts, and Social Sciences. Since 1976, SIFC enrollment has steadily grown to a point where it now maintains an average annual enrollment over 1200. Its alumni base has grown to over 2500.

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Saskatchewan Indian Federated College/ First Nations University of Canada (SIFC/FNUC) offers its programs and services on three campuses: Regina, Saskatoon, and Prince Albert (Northern Campus). Within SIFC/FNUC, there are 10 academic departments and/or schools that offer a variety of programs and courses. The Northern Campus maintains the responsibility of coordinating and delivering community based and distance education programs. The SIFC Indigenous Centre for International Development (ICID) maintains its international partnerships with other countries for university programming. SIFC/FNUC has increasingly moved into higher cost professional programs in health and science. These have developed in consultation with First Nation communities who identify areas of demand. The programs have often involved close collaboration with academic and government partners. The National School of Dental Therapy program became a part of SIFC in 1996. More recently, , SIFC has delivered the post-RN nursing programs in advanced practice primary care nursing and the First Nation community nursing program. SIFC/FNUC has also begun to expand its range of graduate programs. This includes a special case Masters program in Arts and Science, a First Nation Masters in Business Administration and a Masters of Aboriginal Social Work Program in Aboriginal Therapy. Since 1983, SIFC/FNUC has entered into over 25 agreements with Indigenous peoples’ institutions in Canada, South and Central America, and Asia. The College has also signed agreements with academic institutions in Siberia (Russia), Inner Mongolia (China), and Tanzania (Africa). Governance The Saskatchewan Indian Federated College Act of the Legislative Assembly of the Federation of Saskatchewan Indian Nations (FSIN) establishes the Saskatchewan Indian Federated College (SIFC) as an autonomous degree-granting university college. The SIFC Act specifies the composition and responsibilities of the SIFC Board of Governors. Two members of the Board are appointed directly by the FSIN. Other members are appointed by Senate of the FSIN, the Agency/Tribal Councils of Saskatchewan; Saskatchewan Universities; Department of Indian and Northern Affairs Canada; Saskatchewan Department of Learning; SIFC Faculty; and SIFC Students’ Association.

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Nicola Valley Institute of Technology (Merritt, B.C.) History Nicola Valley Institute of Technology (NVIT) is an Aboriginal governed post-secondary institute that was originally formed as a private institution in 1983 by the Coldwater, Shackan, Nooaitch, Upper Nicola, and Lower Nicola Bands of the Nicola Valley. The NVIT was started in response to the need for quality post-secondary education for First Nations people in an environment that promotes traditional ways and fosters student success. During its first year of operation, NVIT was housed in a basement with an enrolment of 13 students. It has since developed into a $9 million new campus featuring state of the art teaching facilities, 6 different programs, 21 instructors, and 230 students. It is publicly funded, fully accredited, and boasts a student body that is 84% First Nations. Vision/Philosophy NVIT offers programs in the areas of College Readiness, Business Administration, Academic/Indigenous Studies, Natural Resource Technology, and Social Work. These programs are guided by the commitment and vision of the Nicola Valley’s local bands. This vision encompasses and honours First Nations traditional culture and values, and recognizes to balance these within the educational goals of NVIT’s curriculum. NVIT believes in a holistic approach to education whereby the knowledge base of the students is enhanced by those values unique to First Nations culture. NVIT addresses the need within First Nations communities for individuals who work to preserve traditional culture, and who nurture a connection between these communities and future development and education. Students at NVIT have the opportunity to develop skills to manage the natural environment, deliver effective social services, and maintain a strong influence within the political and socio-economic arenas. The programs are designed as a tool to encourage ongoing education, to pull people forward for future challenges and opportunities both within and beyond their communities. NVIT believes in the right of Aboriginal people to determine their own future. NVIT is committed to ensuring that Aboriginal people have access to an education that is recognized in the mainstream and relevant to its communities. Transferability of Courses NVIT has successfully negotiated transferability of many of its courses with the University of British Columbia, Simon Fraser University, and the University of Northern British Columbia. These transfer agreements are in addition to those already in place with many of the province’s community colleges. Students can attend NVIT and earn credits toward a university degree in a variety of disciplines.

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Governance The Governance processes at NVIT are determined both by its identity as an Aboriginal educational institute and by the College and Institute Act. At NVIT the Elders provide guidance and support across the institution. The Board of Governors may consist of a maximum of 9 members appointed by the Province of British Columbia from nominations made by the Nicola Tribal Association and 4 elected positions, two from the students and two from faculty and staff of the NVIT. The Board sets the mission, values, and vision, provides overall direction, and maintains the primary link with the communities. The Board also has authorities and responsibilities determined by provincial legislation. The Offices of the President and Bursar support the Board. The Education Council is primarily responsible for academic matters. This 20-member body is elected from staff and students as required by legislation. It has co-governance responsibilities with the Board of Governors. The Council meets on a monthly basis and is supported by sub-committees as well as the Academic Dean’s office. Board Governance Policies Board leadership requires, above all, that the Board provide vision for the College. To do so, the Board must have an adequate vision of its own job. The Policy Governance approach provides a powerful framework for structuring this task. Following this approach, the Board can free itself from unnecessary, time-consuming involvements and focus on the real business of governance: creating, sustaining, and fulfilling a vision. The Policy Governance model is explained fully in Boards That Make a Difference (Jossey-Bass, 1990). In brief, it reduces or eliminates meaningless Board and committee work, trivia, Board interference in administration, staff manipulation of the Board, unclear evaluation criteria and role confusion. Policy Governance emphasizes vision and values, the empowerment of both Board and staff, and the strategic ability to lead leaders. Because policies permeate and dominate all organizational life, they present the most powerful lever for exercising Board direction. Board policies can be designed as a total system to encompass all expressions of Board wisdom. There are only 4 categories of Board Policy: Ends, Executive Limitations, Board-President Relationship, and Governance Process.

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Ends The Board’s most important job is to devise a mission and mission-related statements which clearly set out what the desired results – the Ends – of the organization’s actions are to be. What human needs are to be met, for whom, and at what cost? How will the world be different as a result of the organization’s actions? Including, but not limited in the mission statement, Board-generated ends are further defined at all levels of the organization. They compose the organizational vision. The Board leaves it up to the staff to decide on the means by which to achieve these ends, and evaluates staff performance based on how well the results of the organization’s actions match the desired ends. To be effective in achieving its mission, NVIT needs to identify and pursue a set of core strategies. These are the things the institution considers it must address in order to move forward in the next few years. There are many specific tasks and activities which arise from the core strategies that are not included in this plan but which are addressed in annual operational planning. Executive Limitations While the Board prescribes what ends (what results, for whom, at what cost) it wants to achieve, it only sets limits on the means with which the staff operates. These limits are principles of prudence and ethics that form a boundary on staff practices, activities, circumstances and methods. In Executive Limitations policies, the Board states clearly what the Board will not allow, but it is otherwise silent regarding staff actions. This empowers the staff to use their full creative powers while at the same time safeguarding against potential abuses, enabling the Board to concentrate its energies on ends issues. The President shall not cause or allow any practice, activity, decision or organizational circumstance which is either illegal, imprudent or in violation of commonly accepted business and professional ethics. Board-President Relationship In addition to providing the organization with a vision and defining what constitutes inappropriate staff practices, the Board must set policies about how it relates to staff – for example, the Board’s approach to delegation, its views of the President’s role and how it will assess staff performance. The Policy Governance model envisions the President as the link between the Board and the staff. In essence, the President is the Board’s sole employee. The only specified duty of the President is to be accountable to the entire Board for the performance of the organization – on how well the Board’s ends are being met and on ensuring that the limitations are not violated. This maintains accountability while allowing the President a great deal of latitude to act and to empower others to act.

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With the exception of any roles, which may be required by legislation, the President is accountable to the Board acting as a body. The Board will instruct the president through written policies, delegating implementation to the President. The President may make any reasonable interpretation of Board policy, consistent with the Board’s Executive Limitations. All Board authority delegated to staff is delegated through the President, so that all authority and accountability o0f staff – as far as the Board is concerned – is considered to be the authority and accountability of the President. Governance Process The Board must also set policies for its own internal workings – how meetings will be conducted, what topics will be addressed, the role of officers and committees, how the Board will discipline itself. An effective design of Board process ensures that the Board fulfils its 3 primary responsibilities: 1. maintaining links to the community (NVIT’s “ownership”); 2. establishing the 4 categories of written policies; 3. assuring executive performance. These are areas in which the Board, and only the Board, must assume full responsibility. By setting clear Board process policies, the Board develops a consistent plan for how it will operate – compelling it to remain focused on the critical challenges of providing vision and leadership. Except for what belongs in Bylaws or enabling statutes, these categories of Board policy are exhaustive, that is, they contain everything the Board has to say about values and perspectives that underlie NVIT’s organizational decisions, activities, practices, budgets and goals. These policies are succinct and few.

Blue Quills First Nations College (St. Paul, Alberta) History Originally built in the early 1930’s, Blue Quills served as a mission residential school for First Nations children. In 1971, following a peaceful protest after the Department of Indian Affairs recommended closure of the school, management and control was assumed by the First Nations people of the region. In 2001, Blue Quills celebrated its 30th year as one of Canada’s first Aboriginal controlled education centres. With over 40 full-time staff, the majority of whom are members of local First Nations communities, Blue Quills now serves close to 500 students of all cultures and backgrounds.

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Governance Blue Quills is now governed by a Board of Governors comprised of 7 appointed members, each representing one of the 7 local First Nations communities, plus one Elder from the Saddle Lake First Nation. The 7 First Nations communities that own and operate Blue Quills, representing almost 13,000 people include: Beaver Lake, Cold Lake, Whitefish Lake, Heart Lake, Kehewin, and Saddle Lake. Mission Statement Blue Quills First Nations Board of Governors will address the spiritual, emotional, physical and mental needs of the 7 member First Nations through the delivery of quality education programs. The College is dedicated to increasing and accessing educational opportunities for students by empowering them to overcome barriers that restrict success in college and university settings. The College believes the maintenance and enhancement of culture contributes to positive self-esteem and, therefore, encourages participation in the learning environment. Vision Statement Our Spirit…Our Life…Our Way… Blue Quills First Nations College will continue to honour (the) Nistameymahkanak dreams and visions for generations yet unborn. Blue Quills, guided by the 7 member First Nations, will facilitate the process of pro-active change in learning. The College environment will reflect our cultures, values, ancestral knowledge, traditions and relationships, nurturing learners to achieve their individual goals and meet the collective need. Blue Quills will provide a meaningful and balanced curriculum, bringing the uniqueness of our culture into an education setting. Educational Philosophy At the core of the Blue Quills philosophy of education is the guidance of the Creator, our Mother Earth, our language and the Natural Law; Love, Honesty and Determination. Our Treaty Rights include a holistic education that nurtures the four dimensions of a healthy, whole, strong person: Mental, Spiritual, Physical and Emotional. Based on lifelong learning that is intergenerational, experiential process oriented, recognizing the gift, ability, knowledge, diversity, humour.

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This learning is facilitated in collaboration with the College and members of the 7 First Nations. Dependant, independent and interdependent learning.

Nunavut Arctic College (Iqaluit, NT) History In 1968, the Government of the Northwest Territories (GNWT) established the Adult Vocational Training Centre (AVTC) in Fort Smith, offering trades training and one of the first teacher education programs for Aboriginal peoples in North America. Some post-secondary programs were offered in the eastern Arctic during the 1970’s, but never on a regular basis, and eastern Arctic Inuit were forced to seek education in the western NWT. This contributed to low completion rates, and Inuit, in what is now Nunavut, began to demand educational opportunities closer to home. The first such opportunities, the Eastern Arctic Teacher Education Program (EATEP) and the Sanivik Housing Maintainer Program, oopened their doors in Iqaluit, known then as Frobisher Bay, in 1979. In 1982, the Special Committee on Education in the NWT, which had been struck by the Legislative Assembly, recommended the establishment of Arctic College. The College was formed in 1984 by amalgamating the existing post-secondary programs in Fort Smith and Iqaluit. Other campuses were to be added as resources became available. Demands for post-secondary programs were high and consequently, Arctic College grew quickly with the addition of several new certificate- and diploma-level programs at the Iqaluit Campus in 1987. In 1990, Arctic College assumed responsibility for the delivery of adult education programs from the divisional school boards. This gave the College a physical presence in every community through the community learning centres. The College moved quickly to begin to deliver an increasingly wide range of programs at the community level through its learning centres. This was followed by the opening of campuses in Cambridge Bay and Rankin Inlet in 1998, giving Arctic College a presence in each region in the eastern NWT. In anticipation of the creation of Nunavut territory with its own Department of Education, Nunavut Arctic College was established with the Government of Northwest Territories’ Public Colleges Act on January 1, 1995. This Act also split the former Arctic College into Nunavut Arctic College and Aurora College in the Western Arctic. Nunavut Arctic College and its Nunatta (Iqaluit), Kitikmeot

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(Cambridge Bay), and Kivalliq (Rankin Inlet) campuses and 24Community Learning Centres continued to grow and to offer programs to prepare residents for the challenges of the new Nunavut territory created on April 1, 1999. Mission Statement In its mission to meet the educational needs of Nunavut society, to strengthen the people and communities of Nunavut by advancing the lifelong learning of Northern adults, and to make the benefits of traditional practices and southern science more available. Nunavut Arctic College NAC) is guided by 11 core values that are at the root of all the decisions it makes. The College is committed to: • drawing on and contributing to strong communities; • creating a positive learning environment; • delivering culturally appropriate education to an 85% Inuit society; • establishing creative and constructive partnerships to make the best of

limited resources; • delivering quality programs and courses that are relevant to Nunavut’s

economic and cultural realities; • creating equitable and accessible programming regardless of gender, age,

beliefs, disability, ancestry, place of origin, financial circumstances or current geographic location;

• responsiveness to changes in the economic and social needs of Nunavut residents;

• ensuring an equal degree of affordability of post-secondary education for learners throughout the territory;

• research excellence in the fields of culture, language and history of the people of Nunavut, particularly through the work of the Nunavut Research Institute, in order to better identify the social and economic needs of residents, as well as possible solutions and opportunities;

• accountability to the public, government and other funding sources with regard to the effectiveness with which the College is meeting the needs of learners in Nunavut, and the economy with which it does so.

Governance The governing body of NAC is an 8-member Board of Governors comprised of representatives of its 3 regions (Kitikmeot,, Kivalliq, and Baffin), one Elder as well as one student representative and one staff representative. These members are appointed by the Minister of Education upon recommendation of the President of NAC and subsequent to a vigorous recruitment process. The Board of Governors meets 3 times per year and does so by teleconference due to geographical reasons. Meetings are open to the public.

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The Board of Governors continues to operate under the Government of Northwest Territories’ Public Colleges Act of 1995. The Board of Governors is assisted by 3 Program Policy Committees: Finance, Executive, and the Nunavut Research Institute. It should also be noted that NAC has an arm’s-length relationship with the Nunavut Research Institute. The Nunavut Research Institute The Nunavut Research Institute (NRI) is dedicated to forging connections among various groups within and outside Nunavut. The mission of the NRI is to extend the benefits of traditional and southern science and technology to individuals and communities. University Partnerships NAC has developed partnerships with many academic institutions in order to expand its course offerings. These initiatives include a human resource management certificate in conjunction with the University of Manitoba, Nunavut Teacher education with McGill University, a degree-level nursing program with Dalhousie University and BA course delivery at Nunatta Campus with Carleton University. In addition to these jointly delivered programs, there are also many transfer agreements in place which allow for credits earned in some programs to be transferred to apply towards an undergraduate degree at southern institutions.

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At- A-Glance Features of Selected Aboriginal and Non-Aboriginal Post-Secondary Education Institutions Appendix

Name of Institution

Aboriginal/Non-Aboriginal

Type of Governance

Governing Bodies Program Offerings Distinguishing Features

Okanagan University College

Non-Aboriginal Bicameral Board of Governors and Education Council

Diploma, Degree (Undergraduate), Certificate, and Adult Education

Power to grant Baccalaureate and Honourary Degrees

Malaspina University College

Non-Aboriginal Bicameral Board of Governors and Education Council

Diploma, Degree (Undergraduate), Certificate, and Adult Education

Power to grant Baccalaureate and Honourary Degrees

University of Northern B.C.

Non-Aboriginal Bicameral Board of Governors and Senate

Degrees (Graduate and Undergraduate)

Mandated to serve the needs of Northerners

Athabasca University Non-Aboriginal Unicameral Governing Council Degrees (Graduate and Undergraduate)

A distance learning centre without a campus specializing in delivering distance education courses and programs

University of the Arctic

Non-Aboriginal Bicameral Board of Governors and Council of University of the Arctic

Bachelor of Circumpolar Studies, Circumpolar Mobility Program, Ph.D. Networks

A decentralized university without walls

Maskwachees Cultural College

Aboriginal Bicameral Board of Governors and Management Team

UCEP Certificates and Diplomas Private college status under provincial legislation (Maskwachees Cultural College Act, 1988)

Red Crow Community College

Aboriginal Unicameral Board of Governors UCEP, Adult Upgrading, Degree Programs in partnership with Mount Royal College, University of Lethbridge, and University of Calgary, and Diplomas

The first Tribal College in Canada

Dine College Aboriginal Unicameral Board of Regents Associate Degrees and Technical Certificates

The first tribally-controlled community college in the U.S.A.

First Nations University of Canada

Aboriginal Unicameral Board of Governors Degrees (Undergraduate and Graduate)

An autonomous degree-granting First Nations University College

At- A-Glance Features of Selected Aboriginal and Non-Aboriginal Post-Secondary Education Institutions Appendix

Name of Institution

Aboriginal/Non-Aboriginal

Type of Governance

Governing Bodies Program Offerings Distinguishing Features

Nicola Valley Institute of Technology

Aboriginal Bicameral Board of Governors and Education Council

College Readiness, Diplomas and Certificates

Maintains Transfer Agreements with 3 BC universities and several BC community colleges

Blue Quills First Nations College

Aboriginal Unicameral Board of Governors Degrees partnered with various universities and Certificates

One of Canada’s first Aboriginally-controlled education institutions

Nunavut Arctic College

Aboriginal Unicameral Board of Governors Certificates, Diplomas, and Degrees in partnership with various institutions

Maintains an arm’s length relationship with Nunavut Research Institute

Appendix F Facilities Development Summary University College of the North Implementation Team

Facilities Development Summary

University College of the North Implementation Team June 2004

Table of Contents

Introduction ...........................................................................................................4

Facility Needs: Thompson and The Pas ...............................................................4

Facility Issues: Community-Based Sites ...............................................................7

Electronic Infrastructure ......................................................................................10

Conclusion: Priority Infrastructure Development.................................................13

Introduction This Report is organized around the objectives identified in the UCN Work Plan, as follows: To consider facilities development for UCN, with particular attention to: 1. needs of Thompson and The Pas; 2. needs of UCN’s community-based operations; 3. an appropriate electronic infrastructure that will be required to integrate a

decentralized institution. The Report draws together the results of site visits, meetings, information provided by Keewatin Community College (KCC) personnel, and background research regarding facilities issues for the University College of the North.

Facility Needs: Thompson and The Pas Given that UCN will build upon existing post-secondary educational institutions in northern Manitoba, in particular Keewatin Community College, a starting point for UCN needs is an assessment of current KCC facilities. In this regard, a detailed Keewatin Community College Facilities Assessment was undertaken by Corbett Cibinel Architects for Manitoba Transportation and Government Services (MTGS) and presented in June 2003. The purpose of the report was to assess the architectural, structural, mechanical and electrical condition and Building Code compliance of the KCC facilities in Thompson and The Pas. While a formal response was not prepared by KCC, KCC administration has expressed agreement with the overall recommendations of the Assessment. The Pas The KCC Pas Campus building is assessed as being in good physical condition and continuing to function in the manner for which it was designed. According to the Assessment, both the building structure and available space at the existing site allow for future expansion as necessary. Two areas of need have been identified:

A. Student accommodations: while there are currently residence facilities as

part of the KCC Pas Campus, they only serve single students. Thus the current residence accommodations do not serve the needs of families (students with children and/or partners. This situation is exacerbated by the extremely low vacancy rate in The Pas (approximately 0% in the late fall of 2003).

B. Day care: There are limited daycare spaces in The Pas, and there is currently

no daycare centre located on or adjacent to The KCC Pas Campus. There have been ongoing discussions over this issue for a number of years; current ideas include partnering with the provincial government in the construction of

a new daycare facility. Given the high percentage of students who have young children, this is a priority area for UCN. See also Student Services section.

Thompson In terms of the KCC Thompson Campus, the Facilities Assessment details a wide range of deficiencies in the areas of architectural, structural, mechanical and electrical conditions and lack of Building Code compliance. Due to the scope of work required to bring these buildings and grounds to an acceptable standard for a college facility, coupled with the limitations of expansion to existing facilities, the Assessment recommends that a new facility is required. It is also recommended that corrective measures be undertaken on the existing facilities in order to ensure safe operation and habitation while a new facility is being designed and built. KCC is currently dealing with these on-going facility issues, in cooperation with the Province. In particular, mould and asbestos removal is currently underway. Several issues arise in terms of the current state of KCC facilities in Thompson and the findings of the Facilities Assessment: A. Facilities for Vocational Training: Trades training in Thompson currently

takes place at Severn, facilities leased by KCC in the industrial area of the city. No assessment of the Severn facilities is provided in the Facilities Assessment. They are also physically separated from the rest of the campus, resulting in the isolation of trades-based programming from other KCC programming and trades students from other KCC students.

B. Limited space for studying, gathering and campus activities: There are

currently no recreational facilities, extremely limited study and library space, and no central meeting place to accommodate larger groups in the Thompson KCC facilities. Learning activities (such as KCC’s Tradition and Change course), meetings and conferences are held in halls in Thompson which are not suitable for educational purposes; this also adds costs to the operations.

C. Lack of space for program expansion: In terms of classroom space, there

is currently not any room for expansion of programming. In fact, two trailers have been utilized since the winter of 2002 to accommodate current programming (and it should be noted, these trailers do not have washroom facilities).

D. Student accommodations: The Assessment does not address the issues of

student housing and residences. There are currently student residences at KCC Thompson, which are well utilized, however they only serve single students. In terms of rental accommodations, vacancy rates in Thompson are extremely low (figures ranged between 2.25% to 4% in late fall of 2003).

While some renovations are occurring, this will result in buildings being released from rent control.

E. Daycare: There is a currently a non-profit daycare on-site, which receives

space rent-free from KCC, and includes a KCC staff member on the Board of Directors. Spaces are reserved exclusively for KCC students (with several spaces for KCC staff). Culturally relevant programming is provided by the daycare. This service is used to capacity, with lengthy waiting lists at all times. Support for the daycare should be solidified and recognized as an essential service provided for KCC students in a manner that is meeting their needs. Opportunities for expansion of daycare spaces should be considered in any facilities planning.

F. Perceptions of current KCC Thompson facilities: KCC staff, faculty and

students in Thompson view the facilities issue as a major concern. Health and safety issues and the effect on overall morale of staff and students are raised regularly. There is a perception both within KCC and in the general community that the KCC facilities in Thompson are sub-standard, and therefore reflect a lack of commitment to post-secondary education in the north.

Strategy 1: Student Housing: The Pas and Thompson

KCC currently has singles residences in Thompson and The Pas, yet many students are parents and partners, needing family housing. Affordable, available housing is a key factor in ensuring student success, and thus a key issue facing UCN. UCN will work towards providing solutions to meet this important need. A multi-pronged approach to student housing can include: 1. Maintain a housing registry (on-line as well as in the offices of student services). 2. Building of new units or conversion of existing units to family housing. Options include a private approach (such as Campus Living Centres) or a student housing co-operative.

Strategy 2: Daycare: The Pas and Thompson

Balancing academic demands and family life requires the availability of affordable, accessible, quality daycare for many UCN learners. The provision of daycare is an important priority for UCN. For The Pas, this requires operationalizing a plan for daycare facilities at or adjacent to the KCC Campus. For Thompson, opportunities for expansion of daycare spaces should be considered in any facilities planning.

Strategy 3: Development of UCN Campus facilities in Thompson Given the need for space in Thompson, facilities for UCN are essential. The future success of UCN as a quality and credible university college requires an investment in facilities development. Note: this is further developed in Conclusion: Priority Infrastructure Development section below.

Facility Issues: Community-Based Sites Background: KCC Regional Centre System As in the area of UCN facilities in Thompson and The Pas, the Regional Centre system developed by Keewatin Community College and supported by the Province of Manitoba (through the Council on Post-Secondary Education) provides the foundation for development in this area. Currently KCC has Regional Centres in 10 sites, providing various levels of programming depending on community need and community capacity. The sites are located as follows:

1. Churchill 2. Flin Flon 3. Swan River 4. Pimicikimak Cree Nation (Cross Lake) 5. Tataksweyak Cree Nation (Split Lake) 6. Nisichiwayasihk Cree Nation (Nelson House) 7. Pukatawagan 8. Chemawawin (Easterville) 9. Norway House Cree Nation 10. St. Theresa Point

The Centres can be divided into two types: the first three are in the “urban industrial centres” or non-First Nations communities and the following seven are located in First Nations communities. In terms of funding, COPSE provides core funding for the First Nations Regional Centre; for the non-First Nations centres, the funds come out of KCC’s internal budgeting process. The non-First Nations Regional Centres have Advisory Committees, which advise KCC as to the type of programming to be offered. The Centres in First Nations are a recent development and were developed as partnerships with the communities. Each Centre has a Board of Directors as the decision-making body, made up of KCC and community representatives. The number of representatives vary; in some cases there is an equal number of representatives from the community and KCC, in other cases the community has the majority representation. In terms of facilities for the Centres, KCC leases space for the Churchill and the Flin Flon sites; in Swan River space is shared with Assiniboine Community College utilizing the secondary school in the community. In the First Nations communities the provision of facilities is generally provided by the First Nation; KCC has provided support in this area in several instances when required. It should also be noted that facilities exist in other communities for the delivery of UCN programming. At War Lake First Nation (Ilford), for example, the Northern Lights Place of Learning (which is a partnership between War Lake First Nation and Awasis Training Agency) has hosted KCC and IUN programming in addition to other training. The centre includes teaching space, computer and audio-visual equipment, accommodation and dining facilities.

Strategy 4: UCN Community-based Campuses UCN community-based Campuses will be developed as an integral component of UCN’s regional post-secondary education system. As a starting point, this will involve utilizing existing community-based facilities. Facility Needs From information provided through sites visits and by KCC staff and community members, there is overall capacity at the 10 sites to house community-based programming as UCN Campuses. It should be recognized, however, that this needs to be assessed and approached individually for each community, as each community will have its own capacity, resources and priorities.

Strategy 5: UCN Community-based Campuses: Facility Needs Assessment

To assess future needs, UCN should be aware of community plans and assessments, in order to best meet the needs, in a collaborative way, of community-based UCN Campuses. In terms of specific issues, the following were identified: 1. Potential need for facilities In the communities of Chemawawin (Easterville), Pukatawagan, and Ste. Theresa Point there is no dedicated building or space for post-secondary programming. Opportunities do exist for these communities to leverage the COPSE Centre funding to secure a building. Thus, this may be an area of future need for these communities. 2. Potential for Regional Campus development KCC’s “Regional Centres” are in fact very locally focused. Perhaps a better descriptor would be “Community-based Centres” as they are focused on meeting community needs.1 In the current KCC system, it is The Pas and Thompson campuses that are the regional centres, attracting students who relocate from numerous communities to enroll in KCC programs. An opportunity for UCN is to reconceptualize all of these sites as UCN Campuses, with the potential of developing one or more “regional” Campuses in terms of serving students from the surrounding region or further afield. In this regard, there is opportunity for developing a third regional UCN Campus in a First Nations community. In this regard, two developments will be noted: Norway House Cree Nation is currently consolidating post-secondary education in the recently vacated high school (due to the building of a new high school). This will allow for an expansion of post-secondary programming. According to the community’s plans, accommodations will be available for students who relocate to the community. In addition, the winter road system may be further developed with the God’s Lake-Oxford House-Island Lake area. Nisichiwayasihk Cree Nation (Nelson House) has secured funding for construction of the Atoskewin Training and Education Centre (ATEC). The facility will include space for a teaching centre, student accommodations and day care. Thus there is the ability to accommodate a small number of students from other communities.

1 “Community-based” refers to development or activity that is rooted in the community, and that considers and meets community needs.

While the development of a third Regional UCN Campus requires adequate facilities it is about more than facilities; it is about the development of a UCN Campus system that meets both community and regional needs.

Strategy 6: UCN Campus System UCN, working in partnership with community-based UCN Campuses, will develop a UCN Campus system plan that meets community and regional needs of post-secondary education program development and delivery. In this regard, UCN will work to further develop the potential of regional campuses, which will provide programs and services to students from other communities. There is the opportunity for UCN to establish a third regional UCN Campus in a First Nations community. In this planning, consideration will need to be given to the availability and provision of daycare and student accommodations.

Electronic Infrastructure Keewatin Community College has put both human and capital resources into developing a functional information and communications technology (ICT) network. In addition to providing computer technology for classrooms, labs and administrative functions at the large campuses of Thompson and The Pas, KCC has faced the challenge of providing these services to all its centres, several of which are very remote. They are currently serviced by Information Technology personnel based in The Pas and Thompson, so extensive travel is necessary to the other communities. A second challenge is the linking of this network together, particularly in areas where there is extremely limited capacity for Internet connectivity. As KCC transforms into the University College of the North with a regional mandate for post-secondary education in northern Manitoba, there will be a continuing need for the ICT capacity to grow. A major component of this is building the infrastructure based on IP protocols (Internet) allowing for web-based transfer of information (including e-mail and most recently videoconferencing between Thompson and The Pas). This is crucial for the following key functions:

• teaching by technology (both for distance delivery and to augment on-site courses)

• research and library use (see UCN Library Plan for further discussion of this area)

• administration (student records; payroll) • communication among staff and faculty and students and between UCN

and its external partners

Strategy 7: UCN Electronic Infrastructure

UCN will continue to build its information and communication technology (ICT) system, recognizing the need for utilization of electronic technology for multiple uses, including teaching, research and library use, administration and communication. Given the increasing reliance on ICT, the ability to delivery programming and associated services to all UCN Campuses and to other sites in northern Manitoba is dependent on the existing and future infrastructure. Future issues include: 1. Upgrading the Internet links Within the current ICT environment, northern Manitoba as a whole is operating at a deficit in relation to the rest of the province. Within this context, a number of communities have extremely limited Internet connectivity. A number of potential solutions are on the horizon. These include: A. Manitoba Government Backbone Network Manitoba Tele-Health currently uses the Government’s backbone network to provide high quality secure videoconferencing to locations throughout the province. At these locations in northern Manitoba, most of the infrastructure required by UCN is in place and it may be possible to leverage that investment. In locations where Manitoba Tele-Health has not yet invested in the infrastructure, UCN may be able to partner with them in order to reduce the costs for both parties. B. Manitoba Hydro Manitoba Hydro is in the process of installing fiber along highway #6 from Winnipeg through Thompson to Gillam. This may result in the communities of Grand Rapids, Split Lake, Gillam and others getting high speed internet services. Other communities near the fiber cable may decide to run fiber from their location to the Manitoba Hydro fiber in order to obtain high speed Internet service. C. Manitoba Telephone System MTS has invested in high speed terrestrially based digital radio links between many communities in the north. The area around Thompson is currently served by this technology. These links can provide high speed IP based services. Manitoba Tele-Health makes use of this technology in Norway House. D. Broadband Communications North There are several initiatives to provide increased bandwidth to First Nations and communities in the north. These include AB-COM (which proposes to use satellite technology) and Nations Sphere (an Aboriginal owned company which

plans to utilize Manitoba Hydro’s fiber optic cable for high speed Internet usage as a third party). The most extensive plan is that of Broadband Communications North (BCN). Co-founded by Keewatin Tribal Council, BCN is a not-for-profit organization that was awarded implementation funding from the federal government’s Broadband for Rural and Northern Development program. BCN’s plans are to build a broadband network for 36 northern and Aboriginal communities.

Strategy 8: UCN Electronic Infrastructure: Regional Issues UCN will build and solidify partnerships with communities and other organizations in order to upgrade Internet links throughout northern Manitoba. As this is an issue that cuts across sectors (including education, health, economic development and government services) UCN will play a key role in planning and strategizing for regional broadband connectivity. 2. Teaching by Technology From an electronic infrastructure perspective, further developments are required to realize the potential of UCN offering academic programs and services by electronic format. Areas identified include:

1. projection systems in classrooms 2. laptop, tablet, or desktop PCs for Instructors with the appropriate software 3. Internet network speeds required to support the delivery of course

materials Just as crucial in this area is the development of the capacity for instructors to develop and deliver courses by electronic means and to consider the needs of UCN learners throughout the process. While a detailed discussion of this area is beyond the scope of a Facilities report, it is important to note that there is experience in developing, delivering and supporting learning technology in northern Manitoba, including the KCC/UM Nursing program, the Norway House Nursing program, Business Administration, and Campus Manitoba northern sites.

Strategy 9: UCN and Learning Technology

UCN will require further investments in electronic infrastructure in order to fully realize the potential of developing and delivering programming utilizing education technologies. At the same time, UCN will develop a Learning Technologies strategy that will recognize and build capacity for curriculum development and instruction in this area. In this regard UCN will:

A. Assess effectiveness of current approaches to electronic delivery in

northern Manitoba, including reviewing issues and best practices in educational technology, with reference to remote and northern distance education and Aboriginal learners

B. Dedicate resources to professional development of UCN faculty in the

area of educational technology.

Conclusion: Priority Infrastructure Development As UCN development and planning is being undertaken there are several underlying assumptions: • The foundation for UCN facilities and electronic infrastructure is the current

KCC infrastructure • An integrated and networked system of UCN Campuses throughout northern

Manitoba will be a key element of UCN’s success in developing an accessible post-secondary education system for northern Manitobans

• Community-based delivery of programs is widely recognized as a desired first option as it can increase opportunities for learner supports and builds on and develops capacity within communities

• Some programming needs are better met at larger regional campuses. Thompson and The Pas have, to varying degrees, served this need for KCC. While not all programming can be delivered in both locations, it is recognized that each of these centres has its own catchment area, and that further development of regional campuses will need to be developed in conjunction with UCN Campuses.

• Expanding program delivery through UCN will require space and resources. Priority 1: UCN Thompson Campus Given the state of current KCC facilities in Thompson, and the fact that they are unable to meet current needs let alone the needs of further program expansion, new facilities in Thompson will be crucial to UCN’s future success. This was a clear message from the Steering Committee throughout the UCN implementation phase, and was a concern expressed to the Implementation Team in numerous meetings and presentations. As noted in the report presented to the Minister of Advanced Education and Training by Verna Kirkness, University College of the North: Recommendations and Action Plan (March 2003), in regard to the need for a new UCN campus in Thompson:

Ideally, and without question a new campus would enhance opportunities for northern people.... A campus in Thompson would not diminish the need for community-based centres or campus-like centres in other communities. Rather, it would be a recognizable setting that would make a positive statement for northern people and also be better able to serve outlying communities…. Further to this, it would demonstrate Government’s commitment to higher education in the north and heed the sentiments of many northerners who say, “We are as deserving of new facilities as southerners.”

A new facility offers the added benefits (in terms of both costs and program efficiency) of amalgamating all post-secondary programs currently offered in Thompson in one facility. In addition, university degree programming require expanded library and information resources capacity. The teaching and research needs as developed in the UCN Five Year Plan include the establishment of the Centre for Aboriginal Studies and Research; these needs could best met by a new facility in Thompson. Further, as stated in Vision for Our Future: The University College of the North (September 2000):

The availability of a new facility in Thompson that celebrates, in its architectural design, the cultural history and the environmental aesthetics of northern Manitoba will express the sense of vision and hope that will underlie the creation of the University College of the North.

Thompson Campus Requirements Facility renewal for UCN Thompson Campus will need to consider the following requirements:

• space for all program areas, including cultural programming, classrooms and lecture halls

• student services • study space • library, archives and information resources • arts and culture exhibition and storage space • administration, including faculty offices • technology infrastructure • recreational facilities, • daycare • parking • food services

An option to be explored is retaining the current KCC facilities in Thompson, and expanding residence and daycare facilities at the Polaris location. This could provide the opportunity for developing family housing, which could include play

space and study areas and a clothing exchange and recreation programs. One possibility is to establish a co-op management structure for the residence if it is found that this will meet the needs of the residents.

Strategy 10: Development of UCN Campus facilities in Thompson UCN Campus development in Thompson is the main priority area for UCN capital development. Given the need for space in Thompson, facilities for UCN are essential. The future success of UCN as a quality and credible university college requires an investment in facilities development.

Thompson Campus Development Ideas Given the community interest in the need for UCN facilities development in Thompson, a number of options were identified to the Implementation Team. In meetings with the mayor of Thompson and other civic officials, there was interest in partnering to support any new facilities development. Two main sites were identified as potential areas for development:

1. Community Centre Complex: The City of Thompson is undertaking construction of a Community Centre complex, which will include both new development (a concourse and field house) and refurbishment of existing facilities; capital funding is from the City of Thompson, the Province of Manitoba and the Government of Canada. At the City’s request, a meeting was held with representatives from the City and the Community Centre Committee to discuss potential options with UCN. The City and the Community Centre Committee were very optimistic about fostering relationships with UCN and stressed the benefits of working in partnership to provide opportunities for post-secondary students and UCN in terms of recreational space and programming and meeting space in the new facility. In addition, the potential of shared space and the advantages of ongoing construction if a new facility were to be built were brought forward.

2. City Centre Mall site: The City of Thompson is planning to develop the

vacant site adjacent to the City Centre Mall in central Thompson. This was identified as a potential site for UCN Thompson Campus facilities.

Another option that was brought forward to the Implementation Team on several occasions was the opportunity of UCN partnering with a First Nations or Tribal Council in facilities development. Another issue raised in this regard was the desirability of having the facility on reserve land due to the tax implications for First Nations employees of UCN. It should be noted that there are on-going discussions between Nisichiwayasihk Cree Nation and the City of Thompson regarding the establishment of an urban reserve in Thompson. There is considerable support for the initiative among City Council and during Council

meetings in the fall of 2003 the urban reserve concept was endorsed by the Thompson Chamber Commerce, Aboriginal organizations including MKIO and KTC, and labour representatives, including the Steelworkers and The Thompson Labour Council.

Strategy 11: Development of UCN Campus facilities in Thompson UCN will engage in creative measures in pursuing the development of Thompson Campus facilities, including collaborating with the City of Thompson, First Nations governments, the provincial government, the federal government, the corporate sector and other partners with a vested interest in this development. Next Step: Visualizing the UCN Thompson Campus A next step in this development is to further conceptualize the UCN Thompson Campus requirements and to begin the capital planning process. The utilization of a consultative approach in the design process is recommended. Such an approach would allow for the consolidation of support by First Nations, municipal, provincial, and federal governments and could also form the basis of a capital campaign strategy.

Appendix G UCN Academic Plan: Degree Program Development

UCN Academic Plan: Degree Program

Development

University College of the North Implementation Team June 2004

Table of Contents

Bachelor of Arts at UCN and Aboriginal and Northern Studies......................4 Introduction ...........................................................................................................4 Interdisciplinarity and Holistic Programming .........................................................4 Determining Areas of Concentration .....................................................................5 BA-ANS Areas of Study, Disciplinary Concentrations and Other Degree Programs ..............................................................................................................5 Laddered Programs and Relationship to Concentrations......................................7 Development of BA-ANS Courses and Courses for Additional Areas of Concentrations......................................................................................................7 Degree Program Development: Business, Technology, Environment and Human Services ..................................................................................................9 Entry and Exit Points: Meeting Learners’ Needs...................................................9 Bachelor Degrees in Arts, Science and Business: Developing Program Areas ....9 Development of Degree Areas............................................................................10

Bachelor of Arts at UCN and Aboriginal and Northern Studies Introduction In keeping with the findings and recommendations which have been highlighted in the proposal for the establishment of the University College of the North (UCN) in University College of the North A Vision for our Future (2000) and through the community consultation process and report by Verna Kirkness, University College of the North: Recommendations and Action Plan (2003), the first degree offering envisioned for UCN will be a Bachelor of Arts in Aboriginal and Northern Studies (BA-ANS). In particular, as part of the planning and development of the University College of the North, the Implementation Team’s responsibilities included developing “a phased plan that will establish an Arts and Science program. Initially this program will offer a degree in Aboriginal and Northern Studies” (UCN Implementation Team’s Terms of Reference). The BA-ANS will be an important first step toward establishing the nature of the new institution and realizing its programming goals and, in particular, its role as a Northern and Aboriginal institution “embed[ding] Aboriginal and cultural values to serve a population that is primarily Aboriginal” as noted in the Recommendations and Action Plan. In addition to the centrality of this degree to the definition of UCN and the fulfillment of its unique mandate, the need for additional undergraduate degree offerings has been well documented. UCN has both the opportunity and the obligation to develop additional degree programs and areas of concentration which will strengthen its overall program offerings and the educational opportunities for students. This report identifies potential areas for concentration for the BA-ANS in relation to other degree programming, drawing on the results of Focus Group meetings, Elders’ Consultations, and research conducted by the Implementation Team. Interdisciplinarity and Holistic Programming While the value of interdisciplinary approaches and programs is increasingly recognized in post secondary education, traditional disciplinary boundaries continue to be a central organizing paradigm for degree programs. At UCN both the cultural orientation and the realities of student and faculty size should orient the institution toward interdisciplinary study and holistic programming, moving beyond the establishment of departmental structures that create a narrow academic focus. The BA-ANS is consistent with this approach. Nevertheless, students at UCN should be offered the opportunity to concentrate on areas of academic interest and to graduate with a Bachelor of Arts in a limited number of areas in addition to Aboriginal and Northern Studies. This will enhance their academic and professional career options and contribute to greater mobility and recognition between UCN and other post-secondary institutions. What is referred to here as areas of concentration would in effect be the major or minor in a BA program.

Determining Areas of Concentration In suggesting additional areas of concentration there must be a recognition that the areas would be limited and that UCN wishes to maintain an holistic vision of education through an essentially interdisciplinary approach, avoiding the establishment of rigid disciplinary boundaries within or between its programs and degree offerings. In order to be able to offer a BA with a major other than Aboriginal and Northern Studies, UCN would have to have a minimum of 5 courses (30 Credit Hours) at introductory through advanced levels (1st – 3rd years) in another area of concentration. In determining the areas of concentration (majors) for a Bachelor of Arts at UCN several factors should be taken into consideration. These include the following:

• Areas of concentration that flow from and support the BA-ANS. • Areas of concentration which would support future degree programs

(including Social Work, Nursing, and Education, including teachables for the Bachelor of Education that will be developed by UCN).

• Areas of interest and program need identified in UCN Focus Groups and UCN Elders’ Consultations.

• Existing program areas in which UCN may have expertise on which to draw.

• Areas that support the proposed and existing centres of study and research (Centre for Aboriginal Studies and Research, Centre for Aboriginal Languages, the Northern Forest Diversification Centre, and the Centre for the Advancement of Aboriginal Justice).

• Areas of concentration within the programs that will ladder into the BA-ANS (the diploma programs in Restorative Justice and Conflict Resolution and Aboriginal Self-Government and Administration).

BA-ANS Areas of Study, Disciplinary Concentrations and Other Degree Programs The following table sets out potential Bachelor of Arts in Aboriginal and Northern Studies areas of study, identifies the disciplinary focus of these areas, and also shows the relationship to other degree programs.

Potential BA-ANS areas Disciplinary Focus /

Concentrations Relation to Other Degree Programs

Self Government; Aboriginal forms of government and state relations

Political Sciences and Administration

Social Work – Social Policy

Community Development and Systems

Sociology Social Work Education Nursing • Each of these degree programs include introductory level sociology courses

Aboriginal History and World Views

History Education – teachable major Social Work Nursing

Physical and Environmental Systems of the North

Geography Education - teachable major Environmental Studies

Oral and Written Literature

Language/Literature

Education – teachable major

Cree, Dene, Oji-Cree and other Aboriginal Languages

Aboriginal Languages Education – teachable major

Table I: Disciplinary Areas of Concentration that may Flow form BA-ANS

and their relation to other Degree Programs Sociology, Political Science and Administration and Aboriginal Languages courses lend themselves to Social Work. Sociology, Geography, Oral and Written Language/Literature, History and Aboriginal Languages lend themselves to Education, as does the entire field of Aboriginal Studies. These areas also respond to the expressed interest of the Programming and Student Services Focus Group, the Centre for Aboriginal Studies and Research Focus Group, and Elders’ Consultations undertaken by UCN. It should also be noted that the concept of Aboriginal and Northern Studies as a whole also fits within the general orientation of professional programs in the North, in terms of engaging students in relevant issues and course content and building a knowledge base in the area of Aboriginal and Northern studies.

Laddered Programs and Relationship to Concentrations The following table illustrates the relationship of the 4 areas (which along with Geography and Aboriginal Languages - noted above - may be appropriate concentrations within the BA-ANS and for BA in other areas) to the Laddered programs offered by UCN. Written and Oral

Literature/ Communication

Political Science and Administration1

History Sociology

Aboriginal Self Government and Administration

• Communications 18 CH / 6 terms • Traditional Teachings 18 CH / 6 terms • Research Methods 18 CH / 6 terms

• Comparative Political Systems 18 CH / 6 terms • Principles of Finance and Management 18 CH / 6 terms • Research Methods 18 CH / 6 terms

• Aboriginal History 18 CH / 6 terms • Traditional Teachings 18 CH / 6 terms • Research Methods 18 CH / 6 terms

• Structure of Canadian Legal System 18 CH / 6 terms • Traditional Teachings 18 CH / 6 terms • Ethics 18 CH / 6 terms • Research Methods 18 CH / 6 terms

Restorative Justice and Conflict Resolution

• Personal Development Interpersonal Communication • Cultural Camp

• Program Development • Community Development • Organizational Conflict and Resolution

• Historical and contemporary context of Aboriginal People

• Community Development• Cultural Camp • Community Wellness

Table II: Relationship of Laddered Programs and Courses to Disciplinary

Concentrations in UCN

Development of BA-ANS Courses and Courses for Additional Areas of Concentrations The BA-ANS is an interdisciplinary area of study drawing on at least six disciplines. These would include: Political Science and Administration, 1 This concentration would include political science as well as elements of administration which would lend themselves to entry into graduate programs in Political Science, Public Administration or Business Admininstration or Masters of Social Work policy and administration streams.

Geography, Language/Literature (including oral and written forms), History, Sociology, and Aboriginal Languages. Courses developed should be applicable to other majors (areas of concentration). In turn, initial courses developed in these areas could be used as core foundational courses for the BA-ANS. This will allow for the concurrent development of BA concentrations (majors) in areas other than Aboriginal and Northern Studies. In order to have an adequate number of courses in an area of concentration other than BA-ANS (30 Credit Hours for a 3 year degree and 42 Credit Hours for a 4 year degree) UCN will need to develop additional courses along with the development of BA-ANS courses in the various disciplines. BA concentrations require the development of a minimum of 2 additional full courses (12 Credit Hours), assuming 3 full courses (18 Credit Hours) in each of the disciplinary areas in the BA-ANS. This would provide a minimum of 5 full courses (30 Credit Hours) for a concentration in a 3 year BA degree.

Degree Program Development: Business, Technology, Environment and Human Services

In recognition of the educational needs and opportunities in northern Manitoba and building on the experience and expertise from existing programming, UCN will develop degree programming consistent with the holistic Northern and Aboriginal focus of the institution. Initial consideration will be given to developing Bachelor degrees in Arts, Science, Business and Education. In addition, as UCN develops, consideration will be given to the Bachelor of Social Work and Bachelor of Nursing degrees. Entry and Exit Points: Meeting Learners’ Needs Students may enter directly upon high school completion or as Mature Students. In this regard UCN assessment and placement services will be important in assisting learners in their educational choices. In their initial year they will complete the First Year at UCN Program, including a minimum of 18 Credit Hours of First Year courses along with electives in the degree area. Students completing related certificate and diploma programs will also have the opportunity to ladder into degree programs wherever possible. One aspect of UCN degree development, including exploring the possibilities of offering Applied Degrees, will be the attempt to facilitate laddering opportunities. Students completing two years in applied programs will also have the option of early exit from the program with certificate or diploma accreditation in the related certificate or diploma program. Where they have not completed two years, they will have the option of transferring into the corresponding diploma or certificate program. Bachelor Degrees in Arts, Science and Business: Developing Program Areas In the identification of Bachelor of Arts and Bachelor of Science degree programs to be offered at UCN the following are critical considerations:

• Unnecessary duplication of post secondary programs should be avoided • Existing UCN programs and expertise should be utilized in the

development of degrees • Close attention must be paid to labour market needs in Manitoba in order

to maximize student career options • The developmental capacity and resources of UCN in the first years • Student numbers and demand for degrees • Their relation and cross referencing with other proposed UCN programs.

With these factors in mind the following program areas are recommended.

1. Business Administration and Management. This degree program should combine elements of private sector business administration and public management. It relates closely to existing college programs in Business Administration and the proposed program in Aboriginal Self-Government and Administration.

2. Computer Science Technology. This program would build on Computer

Systems Technology and/or IEET. It provides favourable employment opportunities, and could be structured in such a way as to emphasize and critically analyze the use of computer and electronic technology in the context of remote communities and their needs in a globalized world.2

3. Environmental Studies and Natural Resource Management. This program

will benefit from UCN experience in Natural Resource Management and from resources including the Northern Forest Diversification Centre and its Non-Timber Forest Products initiative.

4. Human Services. This applied degree program would encompass theory

and practice in a broad range of human service sectors with particular emphasis on child and youth care. Careful consideration should be given to its complementarity with the Northern Bachelor of Social Work program.

Development of Degree Areas The above should be considered as tentative degree areas subject to further labour market and student population surveys. It should be noted for example that in the case of Environmental and Resource Management current Manitoba job futures analysis suggests that employment opportunities are limited. 3 Careful analysis of these trends should precede a final decision. A further consideration that may be relevant in a final determination of degree offerings is the rate of Aboriginal and gender participation in these professional employment areas. Both the Human / Social Service and the Environmental Resource sectors have high rates of Aboriginal participation, and the former also has a high rate of female participation. Conversely, in the areas of Management and Computer and Electronic Technology both women and First Nations people are under-represented. Giving priority to these two areas, would contribute to UCN’s role in the promotion of educational and employment equity.

2 The importance of computer communications technology is highlighted in the analysis of the impact of globalization on indigenous communities throughout the world in Kunitz, Steven J. Globalization, States, and the Health of Indigenous People. American Journal of Public Health. October 2000, Vol. 90, Issue 10. This broader and global indigenous perspective should be an important part of the focus provided by UCN. 3Manitoba Job Futures, Human Resources and Skill Development, Canada and Manitoba Advanced Education and Training. http://mb.jobfutures.org/compare/compare.cfm?lang=en&site=graphic This analysis also suggests high levels of Aboriginal participation in environmental and resource management.

Courses for degrees will be developed one year in advance of delivery, with faculty members contracted for this purpose. A significant portion of the development of years 3 and 4 of the programs relates to field or work experience. Some students may wish their field experience to coincide with international education opportunities by completing a portion of it in another country or region of Canada. These opportunities should be encouraged. Consistent with the mandate of UCN, they will provide students with a broader educational experience and world vision that will enrich their contribution to and appreciation for their northern environment. They will, however, present special challenges in the development of field placement opportunities, which will require additional planning from the initial development stages.

Figure 1: Degree Development and Delivery4

YEAR DEVELOPMENT

PRIORITIES DELIVERY ENTRY / EXIT HUMAN RESOURCE

REQUIREMENTS 2004-05 During 04-05 UCN

priorities are with development of BA-ANS and First Year at UCN. However, during this period in-depth labour market analysis, field experience alternatives and inter-institutional coordination should take place in order to facilitate final decisions concerning degree areas.

NONE

NOT APPLICABLE

.25 staff year

2005-06 • Computer Technology – Year 1 Electives as part of First Year5

Bus. Admin and • Management – Year 1 Electives as part of First Year

NONE

NOT APPLICABLE

2 x 2 staff years

4 Degree areas noted in this chart are a product of community consultation and initial analysis of labour market and job futures as well as KCC areas of expertise. Nevertheless, as suggested under “Development 2004-05”, further in depth analysis should be completed prior to final decisions on the degree offerings. 5 The first year of each degree program will consist of the First Year at UCN (18 CH) plus electives in the degree program.

2006-07 • Computer

Technology – Year 2 Bus. Admin. and •

Management – Year 2 Human Services – •

Year 1 Electives as part of First Year

• Computer Technology – Year 1 Electives as part of First Year • Bus. Admin. and Management – Year 1 Electives as part of First Year

Direct Entry Entry from related KCC program areas

2 x 3 staff years

(delivery and development CT and

BAM)

1 x 2 staff year development of HS

2007-08 • Computer Technology – Year 3 • Bus. Admin. and Management – Year 3 • Human Services – Year 2 • Environmental

Studies and ResourceManagement – Year 1 Electives as part of First Year

• Computer Technology – Year 2 • Bus. Admin. and Management – Year 2 • Human Services – Year 1 Electives as part of First Year

Direct entry into Human Services Potential early exit to certificate accreditation in BAM or CT

3 x 3 staff years (delivery and

development CT and BAM and HS)

1 x 2 staff year

development of ESRM

2008-09 • Computer Technology – Year 4 • Bus. Admin. and Management – Year 4 • Human Services – Year 3 • Environmental Studies and Resource Management – Year 2

• Computer Technology – Year 3 • Bus. Admin. and Management – Year 3 • Human Services – Year 2 • Environmental Studies and Resource Management – Year 1 Electives as part of First Year

Direct entry into Resource Management

4 x 3 staff years (delivery and

development CT and BAM and HS and

ESRM)

2009-10 Human Services –

Environmental

Environmental

Entry from KCC 4 x 3 staff years • Year 4 • Studies and ResourceManagement – Year 3

• Computer Technology – Year 4 • Bus. Admin. and Management – Year 4 • Human Services – Year 3 • Studies and Resource Management – Year 2

Natural Resource Management Technology Diploma into ESRM

(delivery and development CT and

BAM and HS and ESRM)

Appendix H First Year Program at UCN

UCN Academic Plan: First Year Program at

UCN

University College of the North Implementation Team June 2004

Table of Contents

Introduction and Rationale ................................................................. 2 Student Retention and Success ......................................................... 2 First Year Purpose ............................................................................. 3 Student Body ...................................................................................... 4 First Year “Levels” / Testing and Placement ...................................... 4 Curriculum and Course Offerings ....................................................... 5 First Year Structure and Staffing within UCN ..................................... 6 Delivery Models .................................................................................. 6 Further Development of the First Year Program ................................ 6 Issues to be considered ..................................................................... 7 Developmental goal and time frame................................................... 7

The following is prepared as a discussion of some directions and issues for the development of a First Year Program (FY) within the University College of the North. Many of the areas identified here are questions that KCC, IUN and other northern institutions in Manitoba and elsewhere have some experience with. These experiences and the learning that has accompanied them, along with the guiding principles of UCN, will be an important part of the development of the FY. Introduction and Rationale UCN has a unique opportunity to contribute to the success of northern and Aboriginal Students through the design of an academic and culturally appropriate first year of study. Issues of student retention and success continue to be a major focus for Canadian post-secondary institutions at large and are particularly important for institutions serving northern and Aboriginal populations. In 2002 the Association of Universities and Colleges in Canada reported that 32% of Aboriginal post-secondary students complete their degree or certificate and diploma programs compared with 62% of the general population.1 A complex mix of socio-cultural and academic issues contributes to these lower success rates, and a central goal for the University College of the North should be to address these issues and increase student success and program relevance. The establishment of UCN provides a unique opportunity to accomplish this in a northern setting. The legacy of creative initiatives and programming bequeathed to it by KCC, IUN, BUNTEP and the Northern BSW Program should be considered a starting point for the development of student centred programs that build the knowledge and skills for success. The experiences and successes of these programs as well as the challenges they have faced will inform the development of the First Year at UCN. Student Retention and Success The First Year Program at UCN will be a core ingredient of a UCN Retention and Success strategy and should be both an academic curriculum and an integrated student support system. Academic and social integration are both important indicators of success.2 Growing consensus regarding retention strategies indicates the following:

1. Retention strategies should be multifaceted addressing the diverse components of a post-secondary student’s experience.

2. They should be adapted to the particular characteristics of the institution and based on sound and up to date understanding of student attrition.

1 Association of Universities and Colleges in Canada. “Aboriginal Access to Higher Education”. <http://www.aucc.ca/_ pdf/english/reports/2002/innovation/aboriginal_e.PDF> 2 While studies demonstrate the importance of “social integration” in student retention, they also not, surprisingly, indicate that it may be a less significant factor for mature students. Programs should take these factors into account. See Victor Day, “What is Known about Student Retention” (Dalhousie University Counselling Service, 2001). <http://www.dal.ca/~oia/Docs/StudentRetention.pdf)>

3. Early academic integration is essential and is achieved through successful experience in a small class with direct contact and participation with students and faculty.

4. The first term experience is pivotal. These findings are consistent with the experience of the KCC Transition Year Program (TYP) and reflect the comments of the UCN Student Services and Programming Focus Group and the holistic approach embodied in the Guiding Principles of UCN (Recommendations and Action Plan). The First Year should be viewed not merely as a set of academic courses and activities but as a multi-component first year experience for students, supporting academic and social integration, the development of support networks, and the acquisition of the knowledge, skills and attitudes necessary to contribute to a successful post-secondary experience. Not all students will have the same support needs. Within the first year at UCN some students will enter and take the First Year courses with little additional support, while others will enter into a “supported” program in which fewer academic credits will be taken is a more heavily supported or mentored program. First Year Purpose It should allow students to create the basis for their academic success. The overall purpose of the FY is to ensure that students develop the knowledge, skills, attitudes and the necessary support structures to successfully complete post-secondary study. Within the framework of UCN guiding principles the following objectives and criteria should guide the development of the First Year.

1. The FY will be available to students as a curriculum “mix” of essential courses.

2. The FY curriculum must be available to “supported” students in the form of a “Transition Year” with additional academic and social integration supports.

3. The FY should focus on essential knowledge, skills and attitudes. 4. The FY should provide a broad range of academic exposure. 5. Writing and research are central to success in academics and should have

a strong focus within the FY. 6. FY should provide students with the basic mathematics, numeracy and

computer skills to allow them to pursue science options. 7. The FY should help students integrate their life experiences with the

academic world and study through courses in northern and Aboriginal Studies.

8. The FY should contribute to the development of sound study skills and attitudes through supported and modeled or “guided study” classes.

9. The FY should provide students with the information necessary to plan their academic career.

10. Students should be supported in the development of social support networks and survival skills critical to academic success.

11. A central goal should be the development of cross cultural awareness and skills.

12. Students should be exposed to a wide range of contemporary social and political issues.

13. Students successfully completing a full time first year should gain a minimum of 18 university credits.3

Student Body The FY will need to address the needs of a diverse group of students. These will fall into three general categories.

1. Students who do not meet the general admission requirements. These students will, by definition, have gaps in their academic preparation and may also experience other barriers to their success including socio-cultural dislocation or economic concerns.

2. Students who meet the requirements for admission yet have identifiable academic weaknesses as well as potential social and or cultural and economic areas of risk.

3. Students who have the academic preparation and enjoy the social conditions and supports to succeed with minimal external support.

The FY must be able to address the needs of each of these groups. First Year “Levels” / Testing and Placement Appropriate placement and service provision will be critical to the success of the broader FY. At least two options need to be available within the “First Year”.

1. A “regular” option which allows students to take a full 30 credit hour option over a typical two semester calendar.

2. A “supported” option modeled on the current Transition Year Program and

Access program models which will provide fewer credit hours over an extended period of time with greater academic supports. “On-site” instructors will be essential for providing mentoring support to students in this model.

3 According to 2002-03 University of Manitoba data 50% of aboriginal students register for less than 18 credit hours and only 14% take 30 or more (University of Manitoba, Office of Institutional Analysis, “Profile of Canadian Aboriginal Students at the U of M”).

One of the central issues to be addressed in the development of the First Year will be the extent to which there are diverse program models and levels of support and the placement of students in each. Curriculum and Course Offerings The FY should provide a broad academic foundation for further study. The First Year curriculum should lay the basis for sound academic knowledge and skills for degree study, and courses should focus on the development of a broad academic base. It may offer both credit and non-credit course offerings. The Brandon University model of 090 courses is one that should be considered. The following suggested core course areas reflect the experiences of Transition Year and First Year program as well as consultations conducted to date. Core Course areas: Academic writing and research Minimum 3 credit hours Introduction to Northern and Aboriginal Studies Minimum 3 credit hours Essential mathematics/numeracy Minimum 3 credit hours Social Science requirement Minimum 3 credit hours Learning and Student Success 3 credit hours Computer literacy 3 credit hours Elective Course areas: Elective courses will allow students to explore other areas of interest and study, gain credits toward a determined degree or certificate program, or develop the skills and knowledge in specific academic fields or disciplines. Some of the areas in which elective courses should be offered include:

• Literature • Science • Social Science • Northern and Aboriginal Studies • Mathematics • Aboriginal languages (Cree) • Courses in current certificate and diploma programs (for example natural

resources, business, etc.)

Though elective courses in the First Year will be important for a limited number of students, it should be noted that the majority of students will have a full academic load with the 18 required course hours and the numbers and therefore options for additional electives will necessarily be somewhat limited, at least in the first years.

First Year Structure and Staffing within UCN The FY requires integrated services for students. While academic pursuits must remain the central focus of the First Year and all of UCN, the First Year should be seen as an integrated year in which both the academic and the socio-cultural lives of students are subjects in the learning process. As such the FY will require coordinated design and delivery and support by academic, counseling and learning support staff. The on-site instructor and “guided study model” that has been used in the TYP should be adopted as the basis for the “supported” stream within the First Year. Further consideration of this and other models will be an integral part of the FY development process. Delivery Models Both community-based and regional campus based delivery models should be considered. Though community-based models may offer fewer course options, they have proven to be successful in some communities and both models of delivery should be developed. Regional campus and community-based campus delivery models should both be used, building on the experiences of TYP and IUN first year programming. In both cases, full time on-site instructors should support the development of core skills. This issue needs to be given further consideration from an institutional perspective in consideration of the number of sites that can be supported.

Further Development of the First Year Program Optional Models Initial research for the First Year has identified various transitional programs. It is recommended that the full development of the First Year at UCN will consider the following programs:

• TYP model at University of Toronto • TYP at Dalhousie University (focus on Afro-Canadian, Aboriginal and

working class students) • First Nations House at UBC • University One at University of Manitoba • IUN Full Time First Year program • University of Manitoba Transition Year, Aboriginal Focus Programs,

Continuing Education Division Previous Studies In addition there have been two studies in the last number of years on post-secondary programming in northern Manitoba that will be considered. One of these is an evaluation of the TYP and IUN community-based programs and another is a study of the TYP presented at an Aboriginal education

conference at UNBC (RETAIN 2000). Both of these studies were locally developed and contain specific knowledge that should be considered in the development of the First Year.

Issues to be considered • First year requirements for different student groups. • Models for counseling and provision of extra curricular support. • Two streams: “Access” or “Supported” and Regular admission. • Level of support for “regular” students. • Evaluation and data collection and research on FY success. • Resource needs – including library. • Instructional needs. • On-site instructor model and guided study. • Staff and instructor recruitment and development. • Requirements in relation to other programs

o Elective areas and meeting needs for certificate/diploma programs. o In this regard the FY could be considered only for the degree side

although students could chose the certificate/diploma route after the FY.

o FY in relation to laddering options (2 year diploma followed by 2 years of degree program study).

• Relation to other existing programs • Existing 1st year programs (TYP, IUN Full time, Campus Manitoba,

Access).4 • Academic programs (BUNTEP, BSW, BN). • Certificate and diploma programs. • High School system.

• Lessons learned from TYP and other programs. • Community based FY. • Number of FY “sites” that can be supported. • Admission and placement.

Developmental goal and time frame • Should attempt to have twice as many course options as required or

elective courses to take although in the first year (or two) these would be limited.

• Existing programs as First Year in 2004-05 (TYP, IUN Full Time, Campus Manitoba).

• Development of First Year Program at UCN as fully operational UCN program in 2005-06.

4 Several aspects of the development of the FY suggest that the TYP or at least elements of it be maintained. While it is undoubtedly important to maintain the TYP program concept, it should be part of the First Year or integrated into it and not become something isolated or apart from it. At a minimum It should be clear that TYP students are taking the FY curriculum.

Appendix I International Program Considerations for UCN

International Program Considerations UCN Implementation Team – June 2004

International Program Considerations

University College of the North Implementation Team June 2000

International Program Considerations UCN Implementation Team – June 2004

Contents

Introduction ...........................................................................................................4 Role of International Programs .............................................................................4 International Program Goals at UCN ....................................................................5 International Programs Format at UCN.................................................................5 Development of International Programs................................................................7 Possible Thematic Foci for UCN International Programs......................................7

Introduction In developing its academic plan UCN has been guided by clearly articulated institutional goals and principles. These have contributed to the development of an academic plan designed to meet the challenges of the North in a complex and increasingly globalized world. To meet these challenges the UCN academic plan stresses an interdisciplinary approach to knowledge and promotes curricula, which values and strengthens the cultural beliefs and practices of northern and Aboriginal people. These two central approaches will be complemented by a third, international programming, embodying an active engagement with the wider world through areas of mutual concern and interest. Role of International Programs UCN, like other educational institutions, is faced with what Francois Tavenas1 calls the dual mission “to develop and transmit knowledge and universal values and, at the same time, to contribute to the [local] cultural, social and economic development…”2 Unlike many other institutions UCN faces the additional challenge and opportunity of achieving this dual mission within a northern and Aboriginal cultural, social and economic context that has frequently been undervalued and marginalized. If a broad ranging interdisciplinary focus and the incorporation of local cultural beliefs and values are two orientations of UCN, international focused programs would represent a third with a unique and important role to play in this mission. The development of well-structured international programs can complement the interdisciplinary and cultural focus by broadening the horizons of learning and of practice and generating new inputs and academic resources. Students, faculty, and the institution as a whole will be challenged to look beyond local patterns and granted the opportunity to share knowledge and practice across disciplinary, cultural, and national boundaries.

Senator Vivienne Poy argues that with globalization the production of knowledge replaces the production of commodities as the organizing principle for society, therefore the role of universities becomes increasingly important. “Increasingly, knowledge, rather than natural resources, is the most significant asset to any nation, and Canada is no exception.”3

Consequently, in addition to acquiring academic qualifications, students need to develop soft-skills such as independence, flexibility, mobility, knowledge of different languages, cultural and intercultural competencies, the ability for team work and problem solving, and the capacity to work under pressure. Universities

1 Honorary Rector of the Unversité Laval. 2 Tavernas, Francois Universities and Globalization: In Search of Balance, presented at the Conference, Globalization: What Issues are at Stake for Universities. Université Laval, Quebec, September, 2003. 3 Poy, Vivienne, speech to the General Conference of the Association of Universities and Colleges. Belfast, 2003.

can contribute to these by leading the way in international cooperation and understanding of other cultures. International Program Goals at UCN While promoting Aboriginal and northern cultural, social and linguistic heritage, UCN will be outward looking, benefiting from global knowledge, learning, and opportunities. The goals of its international programs will include:

• The development and transmission of global knowledge concerning the challenges and opportunities facing Aboriginal people throughout the world.

• The development of inter-cultural competencies, independence and mobility necessary for full participation in a complex and global world.

• The sharing of northern and Aboriginal knowledge and expertise with other regions and institutions for mutual benefit.4

• Strengthening UCN as a community of scholars with links to likeminded institutions and scholars through the sharing of ideas, research and practice.5

• Strengthening the collective role of broader educational community in Manitoba and elsewhere.

International Programs Format at UCN Participation in international programs and exchanges within UCN should take place at various levels and through a variety of formats. Institutional partnerships. Through membership in organizations such as the Canadian Bureau for International Education6 and through twinning with institutional counterparts UCN should promote the systematic exchange of information and academic resources. Institutional partnership with entities such

4 In its presentation to the Department of Foreign Affairs and International Trade the Association of Universities and Colleges in Canada highlight the contributions of partnerships between Canadian and Southern universities to areas such as higher and basic education, good governance, economic growth with equity, and social development. They note that Canadian universities have 420 exchange agreements with universities in Latin America and the Caribbean and have engaged in over 700 development projects in the region since 1985. Globalization of higher education and research: A Canadian priority for engagement in the Americas. A brief presented by the Association of Universities and Colleges in Canada (AUCC) to the Department of Foreign Affairs and International Trade (DFAIT) in preparation for the Special Summit of the Americas (December, 2003). 5 In University College of the North: A Vision for Our Future (September, 2000) the Manitoba Keewatinowi Okimakanak (M.K.O.) highlight the development of a community of scholars as an important contribution of UCN. This effort will be strengthened by strong links to other scholars and institutions in Canada and beyond. 6 Though several Manitoba post-secondary institutions, including the Universities of Manitoba and Winnipeg and Red River and Assiniboine Community Colleges are members of CBIE, Keewatin Community College is not.

as CBIE and others7 will also become an important resource in the development of formal agreements with other educational institutions. Group exchanges. Individual courses or study seminars abroad organized for groups or UCN classes would provide students with learning from a diverse cultural perspective and greater appreciation for their own northern culture and experience. These may be organized around a thematic focus such as Aboriginal self-government models or around a geographic focus such as the circumpolar region. UCN should consider making participation in a cross-cultural study semester a requirement for graduation from some of its programs. Individual programs. Individual faculty and advanced students should be encouraged and supported in developing international work experience opportunities. These should include faculty exchanges and practicum opportunities within the applied degree programs.8 International students. Initiatives of this type would naturally allow for scholars, faculty and students of partnering institutions to share in the academic and professional life in northern Manitoba and contribute their knowledge and views to the community of scholars at UCN. UCN should actively recruit international students and visiting faculty to existing programs and should consider the establishment of a programs such as ESL or cultural / eco tourism that might specifically attract students to northern Manitoba. Such efforts would provide potential benefits of both an inter-cultural and financial nature to UCN. Communications and Distance Technology It is also important to mention the importance of electronic and communications technology for promoting international exchange of information and academic resources. This aspect of contemporary society is often highlighted as one of the principal advantages available to remote and Indigenous groups in the struggle for recognition and advancement.9 UCN should develop a systematic approach to the international use of these technologies that promotes the goals of cultural advancement and development and transmission of knowledge through links with scholarly communities abroad.

7 Canada World Youth is another example of an organization with long experience in the development of varied educational exchanges with whom UCN could partner. 8 The multiple opportunities for this type of exchange or international research and practicum are evidenced by the willingness of many International institutions to host students. By way of example, in the last two years alone the regional office of the International Federation of the Red Cross in Central America has hosted at least four such projects focusing on themes of interest to their humanitarian work. 9 See for example, Kunitz, Steven J. “Globalization, States, and the Health of Indigenous People,” American Journal of Public Health (October 2000, Vol. 90, Issue 10). This broader and global indigenous perspective should be an important part of the focus provided by UCN.

Development of International Programs International cultural, academic, and practice programs can greatly enhance the cultural and academic richness of UCN by making it an outward looking institution with strong roots in the northern context. They are however not without cost and must be undertaken with imagination, care, and sound research and management. In order to develop the possibilities of international programming in a way that contributes to the goals and principles of UCN the following are some important considerations. First of all, it is important to recognize that the development of international programs is a long-term proposition that needs to be firmly grounded and to proceed in a progressive and methodical manner. As an initial step, membership and other formal and informal relationships should be established with institutions and organizations that share an interest in the inter-disciplinary areas and the cultural, social and educational emphasis of UCN. UCN should appoint a program development coordinator to oversee the development of international program options. During the initial start-up of UCN, an International Programs Proposal should be elaborated with a short, mid, and long-term plan. It must also be recognized that a successful international program will require ongoing coordination, planning and direction through specifically designated faculty resources. The development and procurement of related resources such as journals and texts dedicated to international issues, particularly those of worldwide Indigenous and northern populations will also be important. Possible Thematic Foci for UCN International Programs The following is an incomplete and tentative list of thematic areas within which international exchanges, that reflect UCN programs as well as opportunities for orienting international academic exchanges, might be developed. These are only a fraction of the thematic areas that might arise from UCN programs and concentrations in both the Bachelor of Arts in Aboriginal and Northern Studies and other degree programs.

• Aboriginal self-government issues

• Environmental systems and resource protection and management

• Aboriginal language promotion

• Conflict resolution and restorative justice

• Distance learning and electronic technologies in academic institutions

• Local economic development strategies

• Cultural enhancement in remote regions

• Promotion of local and institutional democracy

• Dialogue and synthesis of traditional and contemporary teachings

• Human services and inter-cultural contexts

• Approaches to business and public management

Appendix J University College of the North Research Strategy

UCN Research Strategy

University College of the North Implementation Team June 2004

Contents

Development of Research Strategy...................................................................4 Principles of Research Strategy.....................................................................4 Process for Developing Research Strategy ...................................................5

Building Research Capacity within UCN ...........................................................5 Development of Centres of Excellence..........................................................5 Institutional Support for Scholarly Activity within UCN ...................................6 Collaboration and Partnerships......................................................................7 Identifying and Seeking out External Funding Opportunities .........................8

Conclusion ........................................................................................................9

An important element of UCN development is the elaboration and adoption of a research strategy that will recognize existing strengths of faculty and staff and build UCN research capacity. In the following, key elements of the strategy are outlined, with specific actions and outcomes identified.

Development of Research Strategy While this section of the Five Year Plan sets out some overarching direction for the role of research and scholarly activity within UCN, a comprehensive Research Strategy will need to be developed. This development is a critical feature in building UCN as an academically credible degree-granting university college. The Research Strategy will also be instrumental in securing research funding by demonstrating that UCN has clearly defined research priorities and institutional guidelines. It will also allow UCN to recognize and establish research partnerships, which will be needed for the pursuit of research funding and for realizing the full potential of the UCN research enterprise.

Principles of Research Strategy Based on broad consultations leading up to and contained within the UCN implementation process, the following principles are suggested as a starting point for the development of a Research Strategy:

Relevance and Responsiveness As a post-secondary institution serving northern Manitoba, the Research Strategy will consider UCN’s research enterprise within an Aboriginal and northern context. This will ensure that research within UCN is responsive and relevant to the people and communities of northern Manitoba. This will entail the development of culturally responsive research protocols and guidelines. Research as Community and Northern Development The UCN Research Strategy will consider the role of research within community and northern development, including cultural, economic and environmental development. In this sense it is also recognized that building research capacity within northern Manitoba is in itself integral to regional development. Research and Teaching Scholarly activity and teaching will be strongly interrelated within UCN. This interchange will strengthen both aspects of UCN. Research projects also have the benefit of providing UCN students with research experience and employment opportunities.

This also means conceptualizing the research enterprise broadly, so that a range of scholarly activity is considered. This means recognizing that faculty will have different approaches to scholarly activity, depending on their fields of expertise and teaching responsibilities. Interdisciplinarity and cross-fertilization UCN will value and encourage conversations between disciplines and areas of expertise, recognizing the value of holistic and interdisciplinary approaches to examining northern and other issues.

Process for Developing Research Strategy In order to grow a research culture within UCN and to foster the development of research partnerships, the Research Strategy will emerge from a consultative process, building on the foundation established during the UCN implementation process. This consultation should involve UCN faculty and staff, whose expertise, experience and knowledge are the foundation of research at UCN. The UCN Research Strategy should also draw in Elders, northern Manitoba communities, organizations and institutions (particularly those with experience in research) and key provincial and national partners.

Building Research Capacity within UCN As a new degree-granting institution, the Research Strategy will need to consider the existing strengths of UCN faculty as well as look towards developing research capacity within UCN. Opportunities include the development of UCN’s Centres of Excellence; building a system and structure of institutional support for scholarly activity within UCN; building collaborative partnerships; providing adequate resources and facilities for UCN researchers; and cultivating external funders and funding sources.

Development of Centres of Excellence Three Centres of Excellence – the Centre for Aboriginal Studies and Research, the Centre for Aboriginal Languages, and the Centre for the Advancement of Aboriginal Justice/Aboriginal Justice Institute are outlined in the Five Year Plan, each of which have specific teaching, research and community outreach functions (see Appendices for fuller information). In addition, there is an existing centre within KCC, the Northern Forest Diversification Centre. While specific staff and faculty will be associated with each Centre, there are clearly overlapping research goals and themes. In order to maximize funding opportunities and the development of research capacity, it is recommended that the centres will initially fall under the overall direction of a Dean or Director of Centre and Research Development, who will report to the Vice-President

Academic and Research. This will ensure that the Centres both contribute to and are articulated with the overall UCN Research Strategy.

Institutional Support for Scholarly Activity within UCN Administrative Structure: A priority area and immediate needs is the development of research administration within UCN. A key area here will be the administration of grants and acting as a clearinghouse for information on research opportunities. This will also include the development and infrastructure of UCN research policy and an ethical review process, which will be critical for both community partnering, external funding and developing a respectful and culturally responsive research culture within UCN. One option is to house this function within the CASR, given its mandate of fostering research in a northern and Aboriginal context. Internal Funding for Research: As in other institutions, UCN will need to make internal funding available to support the development of faculty research initiatives, scholarly activity and the dissemination of research results. This will include: 1. Developmental or seed funding for research project development or small

projects that can be a springboard for further projects. 2. Support for faculty for conference travel, both to present research and to

attend relevant conferences in their field of expertise. 3. Support for faculty for purchasing journals and monographs. 4. Support for costs associated with the dissemination of results of scholarly

activity through publication or other means such as media production. Avenues for Dissemination of UCN Research Support for research and scholarly activities within UCN need to include a consideration of the ways in which the results are communicated within northern Manitoba and to the larger community. This includes both the traditional academic avenues of disseminating research results (such as academic conferences and academic publishing) and the newer methods of knowledge transfer and mobilization being explored within academia as a means of reaching the wider community (such as community meetings, research reports for lay audiences, digital media and web-facilitated exchanges).1

This will include: 1. UCN Conferences: UCN will sponsor and organize regular conferences and

symposia on relevant themes and issues that draw together those from within and outside the region. Within these conferences, UCN researchers and research partners will share the results of their work.

2. UCN Journal(s): as faculty grows UCN should develop or host an existing journal.

1 Marc Renaud, “Univerisites: Change is Mandatory; Survival is Optional; Choose Wisely,” Fred A. Aldrich Lecture, Memorial University, 24 February 2004.

3. UCN Press: Due to the lack of printed resource materials on northern Manitoba and the lack of opportunities to publish such materials, an important element of the strategy will by to develop publishing capacity within northern Manitoba, through the establishment of a UCN Press to publish scholarly and general materials.

4. UCN Website: faculty will be provided the opportunity and resources to develop project specific websites to widely disseminate the results of research.

Resources and Facilities for UCN Researchers Research excellence requires the resource infrastructure to carry out research and communicate research results. Consideration will need to be given to: Library, Archives, Museum In this regard the development of the UCN Library will critical to the development of UCN Resource Capacity (see UCN Library Plan for further discussion of collections needs and other issues). Given the mandate of developing a Centre for Aboriginal Studies and Research and Centre for Aboriginal Languages, an Archives and Museum complex provides excellent opportunities to advance the collection of audio-visual, manuscript and artifact collections. Much of the collection will likely be a result of UCN research initiatives and will also provide excellent teaching and learning opportunities for UCN faculty and students. Laboratory Facilities Consideration should be given to the development of laboratory facilities for UCN, particularly in conjunction with the development of any new facilities. This could be in conjunction with Environmental Sciences development and may be able to serve teaching needs as well. See also Canadian Foundation for Innovation in section below on external funding.

Collaboration and Partnerships Building Research Networks UCN has the opportunity to play a leading role in furthering research by, for and in northern Manitoba. UCN will build a northern Manitoba research network, linking researchers and research projects together and building towards collaborative partnerships. This will also work towards a shared understanding and knowledge of research underway in northern Manitoba, and allow for strategically planning for areas and issues that need to be examined and researched. Building a research network will include the following:

1. Recognizing existing research capacity in the northern Manitoba region 2. Sharing information and ideas among northern Manitoba researchers 3. Building research capacity as needed

Elements of the network can include: • Symposia and conferences: hosting of an interdisciplinary Northern

Manitoba Research Forum to be hosted in [2004-05?] • Electronic discussion group • Identification of researchers within:

o Post-secondary faculty in northern Manitoba o Government research initiatives (First Nations, provincial, federal

and municipal) o Health authorities o Other organizations and agencies

(See CASR Report for further discussion on this issue.) Developing Collaborative Partnerships One important outcome of this research network will be the development of collaborative research projects. This can include regional, provincial, national and international partners. Funders are increasingly interested in research projects that bring together a variety of partners, crossing disciplinary and geographic boundaries (see below for further on funding opportunities). In addition, as a developing institution, UCN can gain from the experience of more established partners, at the same time bringing in new northern and Aboriginal perspectives to these projects.

Identifying and Seeking out External Funding Opportunities A successful UCN Research Strategy will devote resources and develop potential for external funding for UCN research. Some federal funding sources include: Social Sciences and Humanities Research Council of Canada (SSHRC) The Social Sciences and Humanities Research Council of Canada is the major government supporter of university-based research in the human sciences. SSHRCC funds graduate students through fellowships and university researchers through program and strategic grants. Of particular interest to UCN is the announcement in October of a comprehensive Aboriginal Research Agenda. In terms of research funding, this includes launching a Strategic Theme Program on Aboriginal Research. Another strategic program is the SSHRC Northern Research Development program. National Science and Engineering Research Council of Canada (NSERC) NSERC has established a Northern Research Postgraduate Scholarship and Postdoctoral Fellowship Supplements Program and a Northern Research Chairs Program (NRCP). Six Northern Research Chairs were awarded in 2002. Canadian Foundation for Innovation The Canada Foundation for Innovation (CFI) is an independent corporation established by the Government of Canada in 1997, with a goal to strengthen the

capability of Canadian universities, colleges, research hospitals, and other not-for-profit institutions to carry out world-class research and technology development. This program supports the purchase of supplies for research activities, often in conjunction with other programs (such as the joint SSHRC-NSERC Canadian Research Chair program). See http://www.innovation.ca/index.cfm Northern Scientific Training Program, Indian and Northern Affairs Canada This program supports student research, through grants to university-based Northern Studies Committees. Committees take student applications and priorize them, then receive funding from NSTP to distribute among the applicants. See http://www.ainc-inac.gc.ca/nstp/nstpb_e.html which includes information on the program and eligibility requirements.

Conclusion The full development and implementation of a UCN Research Strategy will be a key element of the successful transformation of UCN into a leader in post-secondary education by realizing the research potential of UCN faculty, staff and students and linking this to the development of the region. The successful implementation of this research strategy is also a crucial area in terms of UCN interacting within the larger world of degree granting teaching and research institutions of higher education.

Appendix K Centre for Aboriginal Studies and Research Development Report

Centre for Aboriginal Studies and Research

Development Summary

University College of the North Implementation Team June 2004

Contents

Overview...............................................................................................................4 Discussion and Strategies ....................................................................................4

Objective I: Structure.........................................................................................5 Objective II: Curriculum Development/Teaching ...............................................9 Objective III: Research Areas............................................................................9 Objective IV: Research Partnerships...............................................................11 Objective V: Research Funding.......................................................................12 Objective VI: Research Ethics.........................................................................15 Objective VII: Library and Resources ..............................................................16 Objective VIII: Aboriginal Languages ..............................................................17

Overview As part of the planning and development of the University College of the North, the Implementation Team’s responsibilities included establishing the parameters for a Centre for Aboriginal Studies and Research (CASR). As outlined in the UCN Implementation Team’s Terms of Reference, the CASR:

will serve as a core feature of UCN to ensure Aboriginal knowledge and practices are embedded throughout. Some of the essential components of the Centre will include an emphasis on the development of Aboriginal-based curriculum, seminars, workshops and conferences. The Centre will also serve as a focal point for Aboriginal/northern research, extending the frontiers of knowledge for the benefit of all northern people. This research agenda would then be controlled and owned by the people of the north.

Specific objectives were identified by the Implementation Team in the areas of:

1. Structure 2. Curriculum Development 3. Research Areas and Priorities 4. Research Partnerships 5. Research Funding 6. Research Ethics 7. Library and Resources 8. Aboriginal Languages

Although Library Resources and Aboriginal Languages were initially included within the CASR development area, as UCN implementation work proceeded these two areas were further expanded. While reference is made to these two areas in relation to the CASR in this Report, the reader is referred to the UCN Library Plan and the Aboriginal Languages and UCN Development Summary for more detailed information and recommendations. Discussion and Strategies The CASR Focus Group was established to provide input and feedback into this development area. The following report draws together the results of the Focus Group meetings as well incorporating information from the Elders Consultations, Site Visits, meetings, and background research as it relates to the establishment of the CASR within UCN. The discussion is organized around the objectives that were identified in the UCN Work Plan.

Objective I: Structure To determine an appropriate and effective structure for the CASR within UCN A. Definition of “Research” As part of determining the structure for the Centre for Aboriginal Studies and Research (CASR), consideration was given to building an understanding of “research” within the context of UCN, and out of this the various functions of the CASR. In the CASR Focus Group, it was noted that “research” needs to be understood in a northern and Aboriginal context. In Cree, research can be defined as nanátonikewin: “the art of looking or searching for something.” This was described as “needing to go back to the point where we got lost, then moving forward from there to restore balance.” This implies that there needs to be a purpose or reason for the research (what is often called “applied research”). In addition, balanced research was understood as giving back to students and communities. This was also clearly stated by the participants in the Sharing Visions, Building Dreams UCN Workshop (June 2000); in reference to the question “What should guide the research activities of UCN?” there was an overwhelming response to the idea of “participatory local and community based research initiatives (training students, community members in research methods).” As the Focus Group described it, the CASR can provide opportunities to “reconnect communities with knowledge through becoming part of research.” B. Relationship between Teaching and Research It was also determined that given the guiding principles of UCN, research and teaching would be strongly related. This led to considerable discussion around whether the CASR should be a teaching unit of UCN, like an Aboriginal Studies Department or a “stand-alone” research centre. In the end, as can be seen from the model for the CASR, it was suggested that the CASR should be separate from the program in Aboriginal and Northern Studies, but should be functionally linked to all the teaching programs of UCN. One way to accomplish this is by having faculty with research and teaching interests in the area of Aboriginal Studies be associates or affiliates of the CASR in addition to being members of their teaching programs; the Director of the CASR could be a half-time position, with the other half-time devoted to teaching (likely in the Aboriginal and Northern Studies program). This ties in with the suggestion that the CASR take an interdisciplinary approach to its activities. This would also allow Aboriginal knowledge to be integrated with all program areas.

C. Staffing and Governance Elders Group An Elders group would be associated with the Centre. Their focus would be on providing guidance regarding the activities of the CASR and in the formative

stages developing ethical guidelines for research. They would also be resources for programming activities that the CASR would provide. Another suggestion was an Elders-in-Residence program. These Elders would likely overlap with other Elder involvement in UCN, perhaps including members of the UCN Council of Elders. Committee It was also suggested that there be a Committee providing guidance to the Centre (and its Director); this could include a member from the UCN Elders Council, faculty, staff and students from UCN, and community members. The latter will be important in linking the CASR to northern communities. Staffing The following staffing complement was suggested: • Director: responsible for overall direction of the Centre and relationships

within UCN, with community partners, and with other research centres and institutions

• Research coordinator: responsible for developing research direction and projects, including funding proposals; working with other UCN faculty to develop research capacity with UCN; working with community researchers and partners to enhance development of research capacity within northern Manitoba

• Curriculum developer: responsible for furthering the integration of research with teaching within UCN and furthering the integration of Aboriginal perspectives and content within UCN programs and curriculum. See Objective 2 for further discussion.

• Cultural camp/Elders Coordinator: responsible for culture camp for developing and maintaining cultural camp(s); coordination of Elders activities and involvement within CASR.

• Librarian/Resource Coordinator: responsible for coordinating resource needs for the CASR, including print, digital, audio and video materials.

• Administrative Assistant Culture Camp/Land-Based Program The CASR Focus Group participants noted that “it seems that when students are outside they open up more than just listening in a room to theory.” The Elders Consultation recommended that an “out camp,” as a credit program, is an important way to incorporate cultural values into UCN. In addition, the Program and Student Services Focus Group suggested a program concentration on Land within the Bachelor of Aboriginal and Northern Studies, and that this could include a consideration for a land-based culture camp (that could have a “scientific” lab attached to it, so as to integrate Indigenous and Western knowledge systems). The Land-Based Program could be a part of the CASR, allowing for research activities to take place and for cultural programming to be developed. This could also be integrated with an Elders program.

Committee

Student Researchers

New

Program

CuCe

L

UCN Regional Campuses

Environment

Figure 1: Model for CentUniversity College of the

Northern ManitobaCommunities

CASR Committee Members

Community Researchers

New Program

Trades

Elders Group

Health

Cultural Camp

CASR

lture ntre/ ab

Aboriginal &

Northern Studies

Staff

re for Aboriginal Studies and Research, North

Culture Centre This could include the functions often associated with a museum, serving as a repository for artefacts and a place for their interpretation and exhibition. One suggestion was to have a working archaeology lab that is available for public viewing (like the paleontology lab at Royal Tyrell Museum in Drumheller). Another possibility is to have facilities for oral history/oral traditions research and archiving; a consideration would be how this relates with the functions and activities of the UCN Library. Community Researchers There is a history of research taking place in northern communities with the results “going outside” and a corresponding perception that researchers, not communities, benefit from the results of the research. The CASR Focus Group perceived that an important component of the Centre will be its role in reconnecting communities with research and knowledge generation. An effective way to accomplish this is through building a network of community researchers, who would be integral to the research process, from designing the plan, carrying out the research, formulating the results, to taking the information back to the communities. In this way, through the activities of the CASR, UCN becomes a partner with northern communities. This community connection also allows for greater potential to build indigenous knowledge into the research enterprise. The connection with CASR community researchers also contributes to the development of research as a reciprocal process.

Strategies: CASR Structure

UCN will establish the Centre for Aboriginal Studies and Research at UCN’s Thompson Campus as a Centre of Excellence devoted to furthering understandings of Aboriginal knowledge and perspectives throughout UCN, northern Manitoba, and beyond. The CASR will be guided by an Elders Advisory Group and an advisory Committee made up of representatives from the UCN Council of Elders, faculty, staff, students, and community members. The CASR will have a complement of staff sufficient to carry on its programs and services. The CASR will be functionally linked to all the teaching programs of UCN, through faculty with research and teaching interests in the area of Aboriginal Studies as associates or affiliates of the CASR in addition to being members of their teaching programs. The CASR will develop the concept of northern and Aboriginal research within a framework of local and community-based understandings and with recognition of research as a reciprocal process that involves northern communities and people as partners.

Objective II: Curriculum Development/Teaching To determine the teaching function of the CASR in relation to UCN Curriculum Developer Position with CASR As discussed above, the CASR would not be a teaching unit of UCN like the other program areas. Faculty from various programs in UCN would be associated with the CASR, helping to ensure that the activities of the Centre are related to teaching interests and activities of UCN. To further this relationship and draw all instructional units into the work of the Centre, it was recommended to house a curriculum developer within the CASR, as a way of furthering the integration of research and teaching. As well, this position would work to ensure that Aboriginal perspectives and content are integrated throughout all programs and courses of UCN. The Curriculum Developer would be available to all program areas. It is important to ensure that this position has the institutional support to effectively develop and implement materials, including reviewing and modifying existing courses.

Strategy: CASR and Curriculum Development

The CASR will play a role in curriculum development throughout UCN, particularly in regards to integrating Aboriginal perspectives in UCN programs and courses. Objective III: Research Areas To identify priority research themes and areas for the Centre Potential Research Areas The Focus Group defined a number of priority areas of research, including:

• history, storytelling, stories, oral history • languages and language teaching • ways of teaching (teaching methodology) • genealogy and relationships, including minisowin (family structure) • justice • governance • health and wellness

Throughout these areas was a recognition that the CASR would work towards developing research methods and goals from an Aboriginal perspective. A need was identified to further understandings of northern Manitoba heritage and traditions as well as contemporary issues, including documenting changes that have occurred and Aboriginal perspectives on these changes.

A further area identified as a potential research strength within UCN is the environment. This can build on the work of the Northern Forest Diversification Centre and on the expertise and research programs of the Churchill Northern

Studies Centre. Further potential collaborations can be pursued with the new Faculty of Environment at the University of Manitoba. An interesting model in the area of Aboriginal heritage is the “knowledge repatriation” projects between the Arctic Studies Centre of the Smithsonian Institution and communities in Alaska. Our Words Put to Paper: Sourcebook in St. Lawrence Island Yupik Heritage and History (Arctic Studies Centre, 2002) is a collection of published and unpublished documents and photographs including commentary by Elders and community members. A result of a partnership between institutional researchers and community members, the project is an effort to “open up” the documentary records of heritage and culture for community needs. Note also that all the above research areas relate to teaching areas within UCN, as current programs within KCC or proposed program development areas for UCN (including the Bachelor of Arts in Aboriginal and Northern Studies, the Centre for Aboriginal Languages, and the Aboriginal Justice Institute).

CULTURE

PIMATISIWIN

CASR

LANGUAGES

GOVERNANCE

NEW TECHNOLOGIES

MEDICINES AND HEALING

ARTJUSTICE

EDUCATION AND LEARNING

ORAL HISTORYAND TRADITIONS

Figure 2: CASR Potential Areas of Research

Objective IV: Research Partnerships To determine the role of the CASR in relation to other research centres and projects in northern Manitoba A. The Northern Forest Diversification Centre (NFDC) The NFDC is an innovative initiative that has grown out of KCC’s teaching focus on Natural Resource Management. Located in The Pas, the main focus of the NFDC is on training and providing support in the area of harvesting and production of non-timber forest products (NTFP). The philosophy and practice is of working with northern communities and considering sustainability within the context of community economic development. While there has been support for the Centre, the NFDC faces challenges as “research” and economic activity are not perceived to fit within the mandate and functions of a college. There is considerable potential of enhancing and broadening the research and training components with the development of UCN. Currently the main funding sources are the provincial government and the federal government as the result of proposals geared towards economic development initiatives. Some contact has been made with other universities and institutes, with potential for collaboration on major research funding. However, it appears that the Centre currently lacks the support and knowledge to undertake a major research funding proposal. As the CASR builds capacity for research within UCN, including expertise in securing research funding and establishing ethical guidelines and reviews, linkages between the CASR and the NFDC will contribute to the further development of the NFDC.

Strategy: Northern Forest Diversification Centre and CASR

The Northern Forest Diversification Centre (The Pas) will be further developed as a Centre of Excellence within UCN, linking its development to the vision, mission and values of UCN and to the activities and programs of the CASR. B. Churchill Northern Studies Centre (CNSC) The CNSC promotes and hosts research at its facilities in Churchill, mostly in the area of physical and biological sciences, although some projects in the social sciences have been supported. The Centre provides facilities for researchers, as well as serving as a venue for field courses (both credit and non-credit). CNSC staff includes individuals with graduate degrees who have research expertise and teaching experience, and who could be potential UCN Faculty or otherwise affiliated with UCN. The CNSC is operated by a Board of Directors made up of Churchill community members, academic representatives (including University of Manitoba, Brandon University and University of Winnipeg) and government representatives. The Centre receives annual funding from Manitoba Advanced Education and Training. The next CNSC Annual General Meeting is in August 2004 in Churchill.

Strategy: Churchill Northern Studies Centre and CASR

That UCN pursue collaboration with the Churchill Northern Studies Centre; can include initial involvement hrough a seat on the CNSC Board of Directors. C. Burntwood Regional Health Authority and Northern Aboriginal Population Health and Wellness Institute There is considerable teaching and research expertise within the professional staff at the BRHA, including a number of doctors and one nurse who have full or part-time appointments with the Faculty and Medicine in the areas of paediatrics, obstetrics and gynaecology, family medicine and emergency medicine. Training is provided to medical students and residents and also to nursing students in a collaborative approach. Areas of northern research expertise include FAS/FAE, childhood nutritional deficiencies, and birth weight and diabetes. While the focus is mostly clinical, the potential for research partnerships with UCN staff exists, as well as the potential for BRHA staff to be affiliated with UCN. The BRHA is a partner in a major initiative, the Northern Aboriginal Population Health and Wellness Institute (NAPHWI), which was successful in securing funding of $2.9 million over a 3-year period (other partners include MKO, Manitoba Métis Federation, First Nations and Inuit Health Branch, Manitoba Health, Manitoba Aboriginal and Northern Affairs and other community, tribal and governmental organizations; both IUN and KCC have attended partnership meetings). An important feature of the project is community-based research, which matches the principles identified for research initiatives within UCN.

Strategy: NAPWHI and CASR Given the excellent potential for collaboration with the Northern Aboriginal Population Health and Wellness Institute, it is recommended that UCN, through the CASR, pursue linkages and collaboration with this initiative. Objective V: Research Funding To identify potential research funding sources for the CASR While there are a number of potential avenues of funding for the CASR, this report will concentrate on initiatives currently underway with two of the major federal granting agencies. SSHRC Aboriginal Research Initiative The Social Sciences and Humanities Research Council of Canada (the major government supporter of university-based research in the human sciences) announced in October that it is implementing a comprehensive Aboriginal

Research Agenda. In terms of research funding, this includes launching a Strategic Theme Program on Aboriginal Research. The program objectives will be to “support research-targeted activities designed to address a range of issues related to Canada’s Aboriginal people (urban issues, economic development, environment, education, research ethics, intellectual/cultural property, and Aboriginal languages and culture)” many of which are research themes identified for UCN. The program will also: • Encourage multidisciplinary, interdisciplinary, international and collaborative

research which will assist in developing policies • Provide research training opportunities for Aboriginal students and in general,

research opportunities for Aboriginal scholars • Enhance understanding about actual and potential changes in the

relationships between Aboriginal and non-Aboriginal peoples and their respective intellectual and cultural traditions

• Increase awareness and appreciation of the needs, values, knowledge, experiences and contributions of Aboriginal peoples both in Canada and abroad

The program was launched in Spring 2004 with Development Grants (up to $25,000 for up to two years) and Research Grants (up to $100,000 annually with a maximum of $250,000 over three years). SSHRC Northern Research Development Program In order to address the need to build capacity in the social sciences and humanities for northern research SSHRC established the Northern Research Development Program, which provides up to $40,000 per year for a maximum of two years. The objectives of the Northern Research Development program are to:

• support revitalization of existing research and research-related activities; • support new programs of research or research-related activities in the

North; • provide opportunities for the training of future researchers; • expand the capacity of individual researchers, research groups and

institutions to conduct research in the North; • support research and related activities that meet the needs of northern

residents by involving them in the research process. Expected outcomes of the program include:

• increased northern research activity in the social sciences and humanities; • increased quantity and quality of northern research proposals to SSHRC

and other funding bodies; • enhanced research expertise on topics and issues relevant to Canada’s

North; • increased involvement in research on the part of northern communities;

• better linkages with northern research institutions, government departments and other relevant bodies that in turn lead to more readily applied and effectively transferred research results.

Given SSHRC’s strategic direction, the development of the CASR is well placed to be considered for funding for these programs. Important SSHRC contacts include: Mark Renaud, President of SSHRC Council and Karen Grant, University of Manitoba, recent appointee to the SSHRC Council. NSERC Northern Research Chairs Responding to concerns about the decline of Canadian research in the north, the Natural Sciences and Engineering Research Council (NSERC) and SSHRC established a joint Task Force on Northern Research, which submitted its report in 2000. The Task Force found “that Canadian northern research is indeed in crisis. If action is not taken, Canada will not be able to meet its international science and research obligations or contribute to issues of global importance. Nor will we be able to meet basic national obligations to monitor, manage, and safeguard the northern environment, or respond to emerging social issues in the North” (NSERC and SSHRC Task Force on Northern Research, 1-2). The Report noted the need for “ongoing, productive partnerships between researchers and northern communities” and “an increased interest in getting involved in research” among northern communities and northern Aboriginal groups. In order to address these issues, the report called for new partnerships between universities and northern communities and for the direct involvement of northerners in research and training in the natural sciences, engineering, social sciences and humanities. It is worth noting that much of UCN’s region falls within the definition of “North” used by the federal granting agencies: “the area north of the southern limit of discontinuous permafrost.” Due to funding constraints, the suggested program plan was not fully acted on. However, NSERC has established a Northern Research Postgraduate Scholarship and Postdoctoral Fellowship Supplements Program and a Northern Research Chairs Program (NRCP). Six Northern Research Chairs were awarded in 2002 in the study of permafrost in the Yukon and Northwest Territories; environmental contaminants, food security and their relation to the indigenous peoples of the North; aquatic and northern ecosystems: freshwater and marine environments; environmental change in Arctic Canada: Ice Age to present; the ecology of subarctic forests; and the paleohydrological and paleoecological reconstruction of the Mackenzie Basin Deltas. While none of the projects are currently active in northern Manitoba, the NRCP has a fairly broad mandate that includes the objectives of building partnerships, communicating northern research issues and promoting Canadian university northern research and training. According to the Program Guide for Professors: “Chair programs will lead to close cooperation with northern communities, colleges, and institutes and with other non-university partners, involve networking with other Chairs and

northern researchers.” The potential exists for future collaboration and interaction with NRCP.

Strategies: External Funding for Research

The Centre for Aboriginal Studies and Research will actively pursue major research funding for its development phase; in particular relevant programs of the Social Sciences and Humanities Research Council of Canada will be pursued. UCN will keep the federal granting agencies informed of its direction in relation to research and, in particular, the development of the CASR. Objective VI: Research Ethics To determine a framework for the CASR in terms of research ethics Ownership and Control There was considerable discussion in the CASR Focus Group regarding the need to support “made in Northern Manitoba research.” Put another way, research “questions need to be defined by aboriginal peoples, communities, and Elders not by researchers” from outside of the community. This understanding of research fits in with current thinking regarding “Aboriginal Research” in a number of ways. First, there is a recognized “need for more empirical and primary research that advances Indigenous knowledge” (Bennet and Blackstock, 2002). While written in the context of a literature review on child welfare, the idea that “this research must be generated, conducted and produced by Indigenous peoples of Canada so as not to appropriate their voices from any emerging literature in the future respecting this very important, complex and evolving area” can be applied to other fields of study. In the area of health research, for example, the concept of OCAP (Ownership, Control, Access and Possession) has emerged, although it can apply to any form of research or information creation and management (Schnarch, n.d.). This also brings up issues over intellectual and cultural property rights, which was raised as an issue in the UCN Elders Consultation (October 2003) in terms of the need to recognize the knowledge of Elders. As stated in the Consultation, “Elders are the holders (fire keepers) of knowledge from the past to present and also as guides into the future.” Ethical Guidelines It was recommended that the CASR develop ethical guidelines for research, and provide ethical reviews for any research being done by UCN. As one component of granting agencies is the guarantee of ethical reviews, it recommended that the

CASR lead the development of this area within UCN, working with the appropriate academic administrators and faculty. A number of models can serve as starting points, including guidelines developed by the Association for Canadian Universites of Northern Studies (ACUNS), the research centres in Yukon, NWT and Nunavut, and First Nations guidelines (see Schnarch, p. 7-8). It is clear that Elders will need to be involved in this development process. A further suggestion was to have the CASR be involved in licensing research throughout northern Manitoba, as is currently done in the Northwest Territories, Yukon and Nunuvat by the research institutes in those jurisdictions. This requires further work to determine whether the territorial model of licensing research would work in a provincial jurisdiction.

Strategy: Ethical Guidelines for Research

The Centre for Aboriginal Studies and Research will develop and establish ethical guidelines for research and an ethics review process for UCN. Objective VII: Library and Resources To determine the library and resource needs of UCN CASR and UCN Library Plan As work on the Centre for Aboriginal Studies and Research proceeded, a detailed Library Plan for UCN was undertaken (see UCN Library Plan for further information and recommendations). In terms of the relationship between the CASR and the overall development of UCN, it can be noted that the CASR will need to develop strong linkages between its activities and those of the UCN Library. The UCN Library Plan notes the need for Library staff to be linked to program and curriculum development, and specifically outlines the resource needs for the establishment of a program in Aboriginal and Northern Studies. Researchers affiliated with the CASR will need appropriate resources to undertake their research programs; at the same time as subject experts they can provide needed input into the collection strategies of the UCN Library. Strategy: CASR and UCN Library Programming and Resources

Strong linkages in the area of program development and resource collection will be developed between the Centre for Aboriginal Studies and Research and the UCN Library. As new programs and services are set up, both the UCN Library and the CASR will have space requirements for staffing, programming and resource storage. New facilities development provides an opportunity for co-location, enhancing the synergy between the CASR and the UCN Library.

Strategy: CASR and UCN Library Location

Facilities development for the Thompson Campus includes planning for the co-location of the Centre for Aboriginal Studies and Research and the UCN Library. Objective VIII: Aboriginal Languages To determine to role of Aboriginal languages within the CASR CASR and Aboriginal Languages In the Elders Consultation and in both the Program and Student Services and the Centre for Aboriginal Studies and Research Focus Groups, the importance of Aboriginal languages was stressed as a top priority for UCN. There is general agreement that:

• Aboriginal languages, as a base for cultural understanding, need to be incorporated throughout UCN curriculum

• There is a need to document oral traditions and language. Given the importance of Aboriginal Languages within UCN, further work on developing an Aboriginal Languages Centre and Aboriginal Languages program plan was undertaken (see Aboriginal Languages Development Summary for further details). In terms of the CASR, the Centre can play a key role in contributing to research and teaching in Aboriginal Languages in collaboration with the Centre for Aboriginal Languages.

Strategy: CASR and Centre for Aboriginal Languages

Given the role of the Centre for Aboriginal Studies and Research within UCN, the CASR will collaborate with the Centre for Aboriginal Languages to support and develop research and study in Aboriginal Languages.

Summary of Information Sources Meetings/Presentations 1. Centre for Aboriginal Studies and Research Focus Group, The Pas,

November 27, 2003 and January 21, 2004. 2. Meeting with Craig McNaughton, Social Sciences and Humanities Research

Council of Canada, Ottawa, August 28, 2003. 3. Meeting with researchers and directors of Arctic Studies Centre, Museum of

Natural History, Smithsonian Institution, Washington, October 9-10, 2003. 4. Tour of the Northern Forest Diversification Centre (NFDC) and meeting with

staff and consultant, The Pas, November 26, 2003. 5. Presentation on UCN and discussion with Churchill Northern Studies Centre

Board, Winnipeg, December 12, 2003. 6. Meeting with Dr. Leigh Wincott, Vice-President Medical, Burntwood Regional

Health Authority and northern representative of the Dean of Medicine, Faculty of Medicine, University of Manitoba, Thompson, January 15, 2004.

7. Meeting with Dr. Jennifer Brown, Director, Centre for Rupert’s Land Studies, University of Winnipeg, Winnipeg, February 4, 2004.

8. Telephone meeting with Dr John O’Neil, Director, Centre for Aboriginal Health Research (partnership between Assembly of Manitoba Chiefs and Faculty of Medicine at University of Manitoba), February 25, 2004.

9. Meeting with Dr. Brent B. Wolfe, NSERC Northern Research Chair, Wilfred Laurier University, Winnipeg, March 12, 2004.

10. Meeting with Lloyd J. Martin, VP, Aboriginal Health, Burntwood Regional Health Authority, Thompson, April 14, 2004.

11. Meeting with Dr. Ed Cloutis, Director, Centre for Forest Interdisciplinary Research (C-FIR), University of Winnipeg, Winnipeg, April 30, 2004.

Selected Resource Materials Bennett, Marlyn with Cindy Blackstock. 2002. A Literature Review and Annotated

Bibliography Focusing on Aspects of Aboriginal Child Welfare in Canada. First Nations Research Site of the Centre of Excellence for Child Welfare. <http://www.fncfcs.com/docs/LitReviewEntire.pdf >

NSERC and SSHRC Task Force on Northern Research. 2000. From Crisis to

Opportunity: Rebuilding Canada’s Role in Northern Research. Ottawa: Natural Sciences and Engineering Research Council of Canada and Social Sciences and Humanities Research Council of Canada. <http://www.nserc.ca/pub/crisis.pdf>

Krupnik, Igor, Willis Walunga and Vera Metcalf, editors; compiled by Igor Krupnik

and Lars Krutak. 2002. Akuzilleput Igaqullghet. Our Words Put to Paper: Sourcebook in St. Lawrence Island Yupik Heritage and History. Washington, D.C.: Arctic Studies Centre.

McNaughton, Craig and Daryl Rock. 2003. Opportunities in Aboriginal Research: Results of SSHRC’s Dialogue on Research and Aboriginal Peoples. Ottawa: Social Sciences and Humanities Research Council of Canada. <http://www.sshrc.ca/web/apply/background/aboriginal_backgrounder_e.pdf>

Schnarch, Brian. Ownership, Control, Access and Possession (OCAP) or Self-

Determination Applied to Research: A Critical Analysis of Contemporary First Nations Research and Some Options for First Nations Communities. Ottawa: First Nations Centre, National Aboriginal Health Organization. <http://www.naho.ca/firstnations/english/pdf/OCAP4.pdf>

Sharing Visions, Building Dreams Workshop Results: University College of the

North Project Workshop, Thompson, Manitoba (June 12 & 13, 2000). Appendix to University College of the North Steering Committee. 2000. University College of the North: A Vision for our Future.

Appendix L Centre for Aboriginal Languages Development Report

Aboriginal Languages and UCN

Development Summary

University College of the North Implementation Team June 2004

Contents

Overview ...........................................................................................................1 Aboriginal Languages a Priority for UCN...........................................................1 Centre for Aboriginal Languages.......................................................................2 Aboriginal Languages Programming .................................................................4 Conclusion ........................................................................................................9

Overview In determining the planning and development of the University College of the North, the Implementation Team’s responsibilities included the broad area of Aboriginal Languages within UCN. Initially the area of Aboriginal Languages fell within the Centre for Aboriginal Studies and Research development area, in terms of determining the role of Aboriginal languages within the CASR. More specifically, activities were to include:

• Research and analyze the potential role of language within the CASR, and its relationship to UCN as a whole.

• Research and develop Aboriginal Language Institute. As the UCN development proceeded, it became clear that Aboriginal Languages were a priority area for UCN development, as clearly stated in the Elders’ Consultation, Focus Groups and by the UCN Steering Committee. Two initiatives were undertaken that focused specifically on Aboriginal Languages development within UCN:

1. Aboriginal Languages Workshop: a group of Aboriginal Languages

experts were assembled to look at the components of a Centre for Aboriginal Languages and Aboriginal Languages Programming within UCN. The workshop was facilitated by Maria Gill of the Centre for Education and Work adapting the Developing a Curriculum (DACUM) model. The result is a framework for the development of a Languages Centre and a Languages Program.

2. Aboriginal Languages Program Plan Outline: Undertaken by Violet

Okemow (an Aboriginal Languages planner with experience with First Nations, government and education organizations), this involved a survey of current Aboriginal Languages programming at the post-secondary level and includes recommendations on program development and resource needs.

The following report summarizes the results of these two initiatives and presents recommendations that follow from this work. Aboriginal Languages a Priority for UCN Previous studies and reports by First Nations, the Province of Manitoba, and the Government of Canada have identified Aboriginal Languages programming as a priority area. The Royal Commission on Aboriginal Peoples (RCAP) emphasized that “language is the principal instrument by which culture is transmitted from one generation to another, by which members of a culture communicate meaning and make sense of their shared experience” and highlighted the need for educational institutions at all levels to develop Aboriginal language programs and curriculum (Government of Canada, 1996, 602).

Nationally, preliminary work is occurring on an Aboriginal Languages centre to be funded by the federal government. The Assembly of First Nations supports and is pursuing initiatives for the preservation, maintenance and retention of Aboriginal languages as integral to self-governance and determination. Within Manitoba, the Assembly of Manitoba Chiefs and the Manitoba First Nations Education Resource Centre developed an Aboriginal Languages Initiative, while the Department of Education, Training and Youth is supporting Aboriginal Languages development. The importance of sustaining the languages of Northern Aboriginal peoples was a frequent theme throughout the Consultations on Post-Secondary Education in Northern Manitoba undertaken in 2002. In keeping with these findings, the importance of Aboriginal languages was stressed as a top priority for UCN throughout the Implementation Team’s work. The Aboriginal Languages Program Development Outline recommends “That Aboriginal language planning and development be an integral part of University College of the North program delivery model.” In the Elders’ Consultation and in the Program and Student Services and the Centre for Aboriginal Studies and Research Focus Groups there was general agreement that:

• Aboriginal languages, as a base for cultural understanding, need to be incorporated throughout UCN curriculum.

• There is a great need for teacher training in the area of Aboriginal Language instruction and methodology.

• There is a need to document oral traditions and language. In the Elders Consultation this was expressed as:

o Focus and maintain our languages to preserve our historic (old) language through research

o This would be through consultation with Elders. • The diversity of Aboriginal Languages needs to be considered, as well as

the different dialects (and local/community ways of speaking).

Key Strategy

Aboriginal Languages will be recognized as a priority area of development within UCN. Centre for Aboriginal Languages As it develops, UCN is uniquely positioned to act as a leader and catalyst for Aboriginal Languages programming in northern Manitoba and to connect and collaborate provincially, nationally, and internationally. One means to consolidate the development and place of Aboriginal Languages within UCN is through the establishment of a Centre for Aboriginal Languages (CAL). Further it is

recommended that the Centre for Aboriginal Languages be located in a First Nations community with a UCN Campus. A framework for the CAL was developed with a group of Aboriginal Language experts, individuals with extensive experience in the area of Aboriginal Languages programming and delivery. The majority of participants were active or retired Aboriginal Language educators; representatives from the provincial Education Department and from the Manitoba First Nations Education Centre were also in attendance. The following components were identified in answer to the guiding question provided: “In order to fulfill the role of teaching and preserving Aboriginal languages the Centre for Aboriginal Languages will”:

• Develop and deliver programs that

o recognize a range of levels and abilities o incorporate technology o create an understanding and respect for the Cree language and

other Aboriginal languages • Develop resource and curriculum materials • Develop a physical structure and services for learners • Conduct research into areas including:

o historical and contemporary Aboriginal Language use o Aboriginal language learning and teaching methods o Oral and community histories o Cultural and artistic traditions

• Network with other organizations • Be a languages and culture centre • Further the development of a writing system for the Cree language that

would be used throughout the UCN region • Include an evaluation mechanism to ensure objectives are being met

Throughout these areas, it was stressed that the retention, preservation and learning of an Aboriginal Language (and in the case of the group most were Cree speakers) involved an immersion in and understanding of the culture. It was noted that an effective approach to language teaching methods was from an understanding and fluency of the language. To further this, involvement of Elders was seen as an integral aspect of the various components of the CAL. Another important concept was that CAL faculty and staff is “culturally proficient.”

Strategy

UCN will establish a Centre for Aboriginal Languages, located in a First Nations community in northern Manitoba.

In order for the CAL to be a leader in Aboriginal Languages programming and research it will require both human and physical resources. UCN will develop an institutional plan, including funding needs and opportunities for start up of the CAL in 2005-2006. Aboriginal Languages Programming A. Aboriginal Languages Development Workshop

I. Workshop Results In the area of Aboriginal Languages programming the workshop participants identified the following areas in answer to the question “A graduate in the Program in Aboriginal Languages will”:

• Work in the educational system • Study languages from a linguistic approach • Validate historical experience • Articulate the Aboriginal worldview • Successfully function in an Aboriginal Language in the workplace • Communicate successfully in an Aboriginal Language • Demonstrate leadership • Consult and involve Elders and community people

Within each of these areas further aspects were identified, creating a detailed chart of program outcomes which can function as a Framework for an Aboriginal Languages curriculum.

II. Next Steps: Further Curriculum Development Using the DACUM format, the workshop results can be taken to the next level through a consultative curriculum development process. In brief, each of the items in the chart can be viewed as a holistic Learning Outcome Statement, which can apply to several levels of education (for example, “the learner will understand and apply educational trends in the educational system”). Working together with the content experts, the curriculum developer can then come up with “Elements of Performance” for each Learning Outcome Statement for specific levels (basic, intermediate or advanced which can correspond to certificate, diploma or degree programs), based on the real world work required in the field. This involves identifying the Knowledge, Skills and Judgments required for the specific outcome. The advantage of this structured approach to developing the Aboriginal Languages curriculum is that as an outcome based approach it lends itself to laddering opportunities (there is a progression from different levels within common Learning Outcome Statements). In addition, as an outcomes-based curriculum, it lends itself to Prior Learning Assessment and Recognition (PLAR).

Further, Elders and community-based Aboriginal language experts can be involved as the content experts, thereby incorporating their knowledge into the development of the learning outcomes and elements of performance. In terms of undertaking this next stage, the Centre for Education and Work completed a similar project over a six month period for $25,000, using a consultative process.

Strategy

UCN will continue the curriculum development process began with the Aboriginal Languages Development Workshop, involving Aboriginal Language programming and planning experts in the development process. This further development will consider the DACUM model as a process that involves Elders and community experts. Further curriculum development will also consider laddering opportunities. B. Aboriginal Languages Program Development Outline Violet Okemow was contracted to work on an Aboriginal Languages Program Development Outline. A Status Report was delivered on January 27, with the Final Report completed March 22. The plan made reference to the following:

1. programming (including certificate, diploma, degree) 2. diversity of Aboriginal Languages in northern Manitoba 3. program delivery methods 4. staffing needs and qualifications 5. resource needs, including cost considerations

1. Programming: A. Development Process Information was collected on Aboriginal Languages programming from Brandon University, University of Winnipeg, University of Manitoba, the First Nations University of Canada, Lakehead University and Red River College and a list of contacts compiled. The Report recommends building on these previous post-secondary courses and programs, utilizing a Language Working Group to review course content, program objectives, learning outcomes, number and length of courses and revise them based on the linguistic and/or cultural backgrounds and needs of the learners. The concept of a Language Working Group as used in the Aboriginal Language Development Workshop was very effective, and provided a process of building curriculum from northern expertise.

Strategy

UCN will continue the curriculum development process begun with the Aboriginal Languages Development Workshop, involving Aboriginal Language programming and planning experts in the development process. The draft curriculum can then be compared to existing post-secondary programs. B. Program Areas The following are possible program areas (suggested in the Aboriginal Languages Program Development Outline): Certificate Level

• Aboriginal Language Instructors Program Diploma Level

• 2-year diploma program to include: • language instruction • language planning • interpreting and translation

• 4-year (part-time) Diploma Program • Teaching Native language as a Second Language • Teaching Native Language as a First Language

Degree Level

• Bachelor of Arts in Aboriginal and Northern Studies • introductory and advanced language courses for speakers and non-speakers

• Bachelor of Education, courses could include: o Introductory Cree o Intermediate Cree o Northern Algonkian languages o Cree Literature o Structure of the Cree language o Aboriginal language Planning and Development

• Masters of Education Degree o Graduate courses in teaching Aboriginal languages

C. Required Aboriginal Languages course In the Aboriginal Languages Development Workshop, it was suggested to look at making Aboriginal Languages courses available to all UCN students and consider Aboriginal Languages as a required course.

Strategy

Through the CAL, UCN will develop an Aboriginal Languages course (or courses) that will be considered as a requirement for students in the Bachelor of Arts in Aboriginal and Northern Studies and other programs as applicable. D. Meeting needs of diverse learners It is recommended that UCN offer language courses for both fluent and non-fluent speakers. This will allow students enrolled in various courses/programs to re-learn and/or to enhance their current language skills as First Nations/Aboriginal people. Previous language reports have stated that many Aboriginal/First Nations are continually losing their ancestral language. It is also noted that teaching and learning methods incorporate Aboriginal traditional and contemporary techniques.

Strategy

UCN will develop and deliver Aboriginal languages courses for both fluent and non-fluent speakers. 2. Diversity of Aboriginal Languages in northern Manitoba and program delivery Although the majority of the Aboriginal language speakers and communities are Cree the Oji-Cree and Dene language must be recognized and opportunities provided for teaching in the three languages. As well there are two dialects, Woods Cree (“th”) and Swampy Cree (“n”) in the UCN region. See the Report for a list of communities corresponding to Cree, Oji-Cree and Dene languages. This diversity of Aboriginal languages has impacts on potential UCN programming. One way to meet the different language needs of communities is to provide community-based programming. In terms of offering programming in the urban UCN campuses (Thompson and The Pas) it must be anticipated that learners will include speakers from several languages and dialects.

Strategy

Aboriginal Languages programming in UCN will respect and recognize the diverse needs of Aboriginal Language speakers within northern Manitoba. Community-based education provides an important way to meet the different language needs of northern people and communities.

In terms of community-based programming, one possibility is for UCN to partner with communities offering Aboriginal language instruction and provide accreditation of community language programming. This is being pursued in British Columbia, particularly in terms of gaining accreditation for Aboriginal Language teachers (see Malaspina University-College in consultation with Quw’utsun’ (Cowichan) Tribes, Stzuminus (Chemainus) First Nation and Snuneymuxw (Nanaimo) First Nation for further information). 3. Staffing needs and qualifications The following positions were identified for development and delivery of language courses:

• Director of Aboriginal Languages • Elder(s) in Residence • Aboriginal Language Program Coordinators (representative of the 3

language groups: Cree, Dene, Oji-Cree) • Aboriginal Language Curriculum Developers • Aboriginal Language Professors and Instructors • Aboriginal Language Assistant Instructors • Tutors

Collectively these suggested positions combine university-trained linguistic and theoretical knowledge with community-trained Aboriginal language fluency and cultural knowledge. It is also recommended that ongoing training and professional development be provided to language instructors and assistants based on the following:

• current and most effective practices of learning and teaching languages • language materials and resources • language program planning • language integration • First & Second language learning for Aboriginal learners • Aboriginal learning and teaching styles

4. Resource needs Costing was provided for two language labs, as follows:

A. University of Winnipeg Modern Language Lab Includes 21 workstations, 1 server, 20 cassette recorders, desks and LCD projector, and renovations Total: $52, 576.80 Note: In addition to the hardware, other costs to be considered include technicians wages, development of lab manuals and tapes and language curriculum developers

B. Red River College VirtuaLab for Language training Includes 25 workstations, 1 server, user licenses (plus headset licenses), installation and set-up and support service Total: $109,570.00

Other resource needs would include

• Language texts • Audio-visual resources (audio tapes, CDs, DVDs)

Strategy

That UCN invest in Language Labs as required. Consideration should be given to developing several smaller Labs that could be distributed over several UCN Campuses. That UCN compile lists of resources for language materials currently available for teaching Aboriginal languages, specifically for the Dene, Cree and Ojibway/Cree (Island Lake Dialects) and obtain these resources. Conclusion The role of language in relationship to identity and to constructing and understanding culture, beliefs and ways of knowing is well understood by the people of northern Manitoba and is well documented (see Gegeo and Watson-Gegeo, 2001, for a relevant discussion from the Pacific Islands). Given that the stated purposes of UCN are:

(a) to serve the educational needs of Aboriginal and northern Manitobans; and (b) to enhance the economic and social well-being of northern Manitoba; by providing a broad range of educational opportunities (UCN Act, 2004)

then it follows that the teaching, preservation and maintenance of Aboriginal Languages will be integral to UCN’s success as a post-secondary educational institution that serves the people of northern Manitoba.

Summary of Information Sources

Meetings 1. Aboriginal Languages Workshop, Thompson, March 21 & 22, 2004. 2. UCN Elders’ Consultations October 27 & 28, 2003; January 12 &13, 2004;

March 23, 2004; and May 3 & 4, 2004. 3. Program and Student Services Focus Group, November 28, 2003 and

January 22, 2004. 4. Centre for Aboriginal Studies and Research Focus Group, November 27,

2003 and January 21, 2004. 5. Cree Language Teachers, Wapanohk Eastwood Community School,

Thompson, October 29, 2003. Selected Sources Government of Canada. 1996. Gathering Strength. Volume 3 of the Report of

the Royal Commission on Aboriginal Peoples. Ottawa: Minister of Supply and Services.

Elijah, Mary Joy. 2002. Literature Review – Language and Culture. Prepared for

Minister’s National Working Group on Education. Ottawa: Department of Indian Affairs and Northern Development Canada.

Gegeo, David Welchman and Karen Ann Watson-Gegeo. 2001. “’How We

Know”: Kwara’ae Rural Villagers Doing Indigenous Epistemology.” The Contemporary Pacific vol. 13, no. 1, 55-88.

Joseph, Bertha I. 2000. First Nations Languages and Foundation Act (Draft).

Ottawa: Assembly of First Nations. Government of Manitoba. 2004. The University College of the North Act, Bill 20. Government of Manitoba. 2003. University College of the North:

Recommendations and Action Plan. Winnipeg: Manitoba Advanced Education and Training. <http://www.ucn.mb.ca/>

Government of Manitoba. 2001. Aboriginal Language Instruction in Manitoba.

Winnipeg: Research and Planning Branch, Manitoba Education, Training and Youth.

Manitoba First Nations Education Resource Centre and Assembly of Manitoba

Chiefs. 2002. 1999-2001: A Report on the Aboriginal Languages Initiative in Manitoba.

Malaspina University-College in consultation with Quw’utsun’ (Cowichan) Tribes,

Stzuminus (Chemainus) First Nation and Snuneymuxw (Nanaimo) First

Nation. 2003. Resource Guide for Community-Based First Nations Language Accreditation.

Appendix M An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North

The Establishment of an

Aboriginal Justice Institute within the University College of the North

Report

University College of the North Implementation Team June 2004

Overview As part of the planning and development of the University College of the North (UCN), the Implementation Team’s responsibilities included establishing the parameters for an Aboriginal Justice Institute with a province-wide mandate that will be self-governing within UCN. The establishment of an Aboriginal Justice Centre in Manitoba has its origins in the Public Inquiry into the Administration of Justice and Aboriginal People and the work of the Aboriginal Justice Implementation Commission. The Manitoba Government established the Public Inquiry into the Administration of Justice and Aboriginal People in April 1988. This public inquiry is more commonly known as the Aboriginal Justice Inquiry (AJI). It was created in response to two incidents:

The first incident was the trial (November 1987) of two men for the 1971 murder in The Pas of Helen Betty Osborne.

The second incident was the death of J.J. Harper (March 1988) following an encounter with a Winnipeg police officer. J.J. Harper was the executive director of the Island Lake Tribal Council. Although there was an internal investigation by the Winnipeg Police Service, many people, particularly the Aboriginal community, believed there were questions left unanswered regarding the incident.

The Inquiry tabled a two volume report entitled Report on the Aboriginal Justice Inquiry of Manitoba in the fall of 1991, which included a recommendation to establish an Aboriginal Justice College. Although initial response to the report was slow, the Manitoba government created the Aboriginal Justice Implementation Commission (AJIC) in November 1999 to advise the government on methods of implementing the applicable recommendations of the AJI (1990). The AJIC was mandated to address the AJI recommendations that relate to the Manitoba government’s areas of responsibility as the AJI report also included recommendations that are perceived to fall within the responsibility of both the Federal government and Aboriginal governments. The AJIC was also directed to consider the reports of the Royal Commission on Aboriginal Peoples (1996) and the 1994 Framework Agreement, between the Assembly of Manitoba Chiefs and the Minister of Indian Affairs, undertaken to dismantle the operations of the Department of Indian Affairs in Manitoba. The action plan developed by the AJIC was completed in June 2001. The Aboriginal Justice Implementation Commission Final Report included over 40 recommendations. The recommendation that lead to inclusion of the establishment of an Aboriginal Justice Institute within UCN in the mandate of the UCN Implementation team was recommendation 8.5 which is as follows:

The Government of Manitoba, through the Manitoba Department of Education and The Manitoba Department of Justice, work with the Manitoba Métis Federation and the Assembly of Manitoba Chiefs to establish an Aboriginal Justice Institute with an appropriate tripartite governance structure that would use existing courses and develop new culturally appropriate training programs to assist Aboriginal people to work in the current justice system.

It was determined by the UCN Implementation team that in order to ensure appropriate respect was given to the recommendation which originated from the AJIC and the work previously done related to a potential Justice Institute, a focus group would need to be established that included the appropriate stakeholders. This process was slightly different than the other focus groups the UCN Implementation Team established as it included political representation. The UCN Aboriginal Justice Focus Group was established in February (2004) and included members that were either official representatives or employed by the identified organizations reflected in the AJIC recommendation. Process used by the Focus Group The mandate of this group was to provide advice to the UCN Implementation Team related to the development of an Aboriginal Justice Institute/College as a part of UCN. Although the recommendation from the Aboriginal Justice Implementation Commission speaks to education and training to support the current justice system, the efforts of the focus group were also based on the understanding that the need for healing must be incorporated as well. The group determined that the best process to achieve its mandate, given the timeframe, was through a contracting out process. A service provider was identified and given the mandate to develop an outline for the establishment of an Aboriginal Justice Institute/College within UCN that compliments and supports the vision and needs of the proposed university college. Additionally, consideration was required with regards to the AJIC recommendation 8.5. Specific outcomes were identified by the UCN Aboriginal Justice Focus Group in the areas of:

1. Structure and Governance Options 2. Relationship between UCN and the Institute 3. Role of Partnerships 4. Guidelines for the development of an Institutional Plan 5. Potential Issues 6. Recommendations regarding Forward Progress

Discussion and Recommendations The Aboriginal Justice Focus Group received the report An Outline for the establishment of an Aboriginal Justice Institute within the University College of the North as information. Although the focus group provided feedback during the development of the report and the information was well developed, it was determined by the focus group that given the short timeline, further development on the AJI concept was required. Some

discussion also occurred regarding the potential name of the institute as it has been referred to in a variety of ways. After a lengthy discussion on the importance of the approach to this area, some members felt that it would be more appropriate to consider it as a Centre for the Advancement of Aboriginal Justice, as it would be seen as more reflective of a holistic and restorative approach. The recommendation put forth by the focus group was that UCN continue efforts to establish a Centre for the Advancement of Aboriginal Justice that would provide innovative and culturally-based research and training and support the development of future justice services within Aboriginal peoples’ jurisdictions in Manitoba. It is also recommended that UCN establish an Advisory Committee with appropriate representation to examine and further develop this concept.

AN OUTLINE

FOR THE ESTABLISHMENT OF

AN ABORIGINAL JUSTICE INSTITUTE

WITHIN

THE UNIVERSITY COLLEGE OF THE NORTH (UCN)

MAY 10, 2004

FINAL REPORT

1

TABLE OF CONTENTS

EXECUTIVE SUMMARY 1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2. SCOPE & METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2.1 Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2.2 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.3 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.4 Format of Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

3. BACKGROUND & RESEARCH FINDINGS. . . . . . . . . . . . . . . . . . . . . 9

3.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.2 Research Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4. OUTLINE FOR ESTABLISHMENT OF AN ABORIGINAL JUSTICE INSTITUTE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 4.1 Purpose of the Aboriginal Justice Institute . . . . . . . . . . . . . . . . 14 4.2 Goals & Objectives of the Aboriginal Justice Institute . . . . . . . .14 4.3 Governance Structure & Options . . . . . . . . . . . . . . . . . . . . . . . 15 4.4 Relationship between the Aboriginal Justice Institute and The University College of the North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 4.5 Role of Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 4.6 Institutional Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 4.7 Potential Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

5. RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 6. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Appendices 1. Existing Post Secondary Institutions with Justice Programming Related to

Aboriginal Peoples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 2. Overview of Jurisdictions Operating in Manitoba with Respect to Justice

and Aboriginal Peoples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3. Institutional Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

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EXECUTIVE SUMMARY INTRODUCTION This document provides an outline for the establishment of an Aboriginal Justice Institute within the University College of the North (UCN). The purpose of the Aboriginal Justice Institute is threefold: • to conduct innovative culture-based research that examines traditional

Indigenous systems of law within Manitoba;

• to support the existing devolution of justice services in priority areas such as corrections and probation services by providing culture-based training for people who would be working in the justice system for and with Aboriginal peoples; and

• to support the development of future justice services within Aboriginal

peoples’ jurisdictions in Manitoba, such as the creation of First Nations’ policing forces.

It is proposed that the Aboriginal Justice Institute would be developed and established in two phases over the period of five years. • Phase I beginning in the current fiscal year 2004-05 would see the

development and establishment of the Institute as a “institution within an institution” of UCN.

• Phase II would focus on implementing the long-term vision to establish the

Institute as an independent post secondary institution with is own governing body by end of five years in the 2008-09 fiscal year.

RESEARCH METHODOLOGY The research was guided by the UCN Implementation Team staff and the Aboriginal Justice Institute Focus Group established for the purpose of overseeing the research and providing direction on the development of the concept. Other methodologies included a literature review of existing post secondary institutions with an Aboriginal focus on Indigenous law programming, and with governance structures directly linked to Aboriginal peoples and their representative organizations. Other methods included interviews, meetings and telephone calls with key contacts in the various jurisdictions concerning justice and Aboriginal peoples in Manitoba.

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KEY FINDINGS The following key variables were considered pertinent to the current environment in Manitoba with respect to Aboriginal peoples: (1) demographics; (2) labour market and justice education/training; (3) devolution and self-government initiatives; and (4) jurisdiction and working relationships. The gap between what exists in the current justice system and the evolving approaches to justice, combined with Aboriginal peoples long-term vision for self-government systems and structures is very large and challenging. This is further compounded by the historical injustices that Aboriginal peoples have experienced as a result of government policies and enforcement practices. Trust and respect remain key elements to building positive working relationships and as the Report of the Royal Commission on Aboriginal Peoples, 1996 indicated there is a need for renewed relationship building with Canada’s Aboriginal peoples. Since 1996 there have been several initiatives related to implementation of this recommendation. Currently, there is an opportunity by Manitoba Aboriginal peoples to guide the development and establishment of an Aboriginal Justice Institute within the framework of the University College of the North. It is within this context that research was conducted to support such development as in interim measure leading to Manitoba Aboriginal peoples’ long-term vision for an independent self-governing Aboriginal Justice Institute. RECOMMENDATIONS The recommendations concentrate on how the Institute can be implemented and identifies what needs to happen to support its development throughout Phase I and Phase II. CONCLUSION The current move of the Manitoba Government to include the Aboriginal Justice Institute in the planning, development and implementation of the University College of North provides encouragement that the proposed institute will finally emerge and become a self-governing institution as originally envisioned by the Aboriginal Justice Inquiry. The key stakeholders in the process, namely the Aboriginal peoples of Manitoba, the Province of Manitoba and the University College of the North will determine the future of this initiative. In light of these developments, the need to address justice related issues of Aboriginal peoples in Manitoba through a variety of processes and approaches will continue. The Aboriginal Justice Institute represents one process and one approach in multitude of strategies that are required to address the needs. The opportunity remains. . .

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1. INTRODUCTION This document provides an outline for the establishment of an Aboriginal Justice Institute within the University College of the North (UCN). It is a direct result of action taken to begin implementing the recommendation of the Aboriginal Justice Implementation Commission,

“the Government of Manitoba, through the Manitoba Department of Education and The Manitoba Department of Justice, work with the Manitoba Metis Federation and the Assembly of Manitoba Chiefs to establish an Aboriginal Justice Institute with an appropriate tripartite governance structure that would use existing courses and develop new culturally appropriate training programs to assist Aboriginal peoples to work in the current justice system and in evolving approaches such as community and restorative justice” (Aboriginal Justice Implementation Commission, Final Report, June 2001).

For greater clarity, Aboriginal peoples has been defined in accordance with the Constitution Act of 1982, Section 35 (2) as “the Indian, Inuit and Metis peoples of Canada”. In addition, this body of work is in response to the recommendation from the University College of the North Consultation Report,

“that Institutes in the areas of Aboriginal Justice, Aboriginal Languages and Aboriginal Fine Arts to further address issues of concern to northern residents be established” (University College of the North: Recommendations and Action Plan, Report of the Consultation on Post Secondary Education in Northern Manitoba, March 2003).

The research was contracted to an independent Research Consultant during the period from March 2004 to May 2004. The Research Consultant worked independently and reported directly to an Implementation Team Member from the University College of the North initiative. Presentations were also made to the UCN Aboriginal Justice Focus Group, whose mandate was to advise the UCN Implementation Team on the development of an Aboriginal Justice Institute/College as part of UCN (UCN Aboriginal Justice Focus Group Terms of Reference, February 2004). The First Draft report was submitted April 16, 2004, the Second Draft was submitted April 29, 2004, and the Final Report was submitted May 10, 2004. Throughout the reporting period, feedback from the AJI Focus Group and UCN Implementation Team has continued to be incorporated into the document.

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2. SCOPE & METHODOLOGY 2.1 Scope The research for this report was conducted in the context of the guiding principles for the University College of the North: • That UCN be learner-centered; • That UCN be characterized by a culture of respect, openness, inclusiveness

and tolerance; • That Elder involvement is integrated with the overall development of UCN; • That UCN reflect the Aboriginal reality and cultural diversity of UCN; • That UCN be dedicated to community and northern development in the widest

sense: cultural, economic and environmental; • That UCN be regionally and community based, adopting innovative

curriculum design and delivery to serve a vast territory; and • That UCN have a strong labour market focus. The research specifically focused on the following guidelines, which provided the basis for the content of this document: (1) Consideration as to how the Aboriginal Justice Institute might be a self-

governing institute within UCN within the context of various governance model options, and in relation to existing governance models in other post-secondary institution and in other areas, such as Child Welfare.

(2) An articulation of the relationship between UCN and the Aboriginal Justice

Institute to clarify:

(a) how the two bodies will work together; (b) what individual authority the Institute may have; and (c) what collective responsibilities the two bodies would share.

(3) A determination of the potential role partnerships may have within the

context of a province-wide mandate as per the AJI recommendation. (4) An articulation of alternative approaches/models related to the Institute’s

mandate and overall approach to programming and delivery, with consideration to ensuring a balance between Aboriginal and non-Aboriginal programming.

(5) The development of an academic plan for initial and long-term

programming, given Keewatin Community College’s existing programming.

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(6) An identification of potential issues and recommendations related to the overall development of the Institute, that may include:

(a) student accessibility (financial, geographic, awareness); (b) high school preparedness; (c) labour market demand; and (d) other as identified through the research.

This body of research also further builds on the research and findings of the Discussion Paper: Aboriginal Justice College, AJI Implementation Commission, October 2000. Given the above, it is within this contextual framework that the outline to establish an Aboriginal Justice Institute within the University College of the North has been approached and developed. 2.2 Methodology Data Collection Methods The data gathering process included a literature search of key documents and reports, an on-line search, and connecting with key contacts. Specific research focused on reports directly related to the concept of an Aboriginal Justice Institute in Manitoba, and the Report on the Royal Commission of Aboriginal Peoples (RRCAP). Other key documents were related to post secondary programming and delivery models, institutional governance models, statistics, labour market data, and others related to Aboriginal justice, including reference to international bodies of knowledge, such as the Navaho Nation Courts, and Tribally controlled justice colleges/institutes in the U.S.A.. A key strategy in the methodology was to develop an environmental scan of the labour market demand on justice related positions within key jurisdictions such as the federal government, provincial government, and Aboriginal territories, in an effort to determine the need for specific training and programming. In these instances, data collection methods included email communications, telephone interviews, and in-person meetings with key contacts. Additional information was provided by the UCN Implementation Team member assigned to oversee this body of research. The AJI Focus Group members provided feedback on the visioning for the Aboriginal Justice Institute through focus group meetings, teleconferences, and meeting with individual members. The April 16, 2004 Focus Group meeting provided greater clarity for the research work, which was to focus on the concept of the Institute with a research function and some training, rather developing the operational functions of an academic focused institution.

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Data Compilation, Analysis & Report Preparation The data from all sources was then reviewed and analyzed in relation to the six key areas of the research task. The first draft report was prepared as an interim document to provide an indication of the preliminary findings of the research and the progress on the development of the outline. The second draft report was a more focused document that encompassed the Final Report submitted May 10, 2004. 2.3 Limitations Limitations included: • The lack of a coordinated system of data management within the various

jurisdictions on the human resource capacities, demands for training, job opportunities, and anticipated trends in justice related positions;

• The development of current tracking systems which are not yet accessible

that will have the ability to identify the number and type of courses offered by in-house training within Manitoba Justice; and

• Statistical data limited to the 2001 Census, Statistics Canada. 2.4 Format of Report The report has been organized into six areas related to the introduction, scope and methodology of the research, background and research findings, the outline for the Aboriginal Justice Institute, recommendations and conclusion.

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3. BACKGROUND & RESEARCH FINDINGS 3.1 Background The concept of an Aboriginal Justice Institute came out of the Aboriginal Justice Inquiry Report 1991 and subsequent AJI Implementation Commission’s work that was undertaken in 2000. Some of the AJI Implementation Commission’s key concepts related to the proposed Aboriginal Justice Institute are outlined in the following table. Table 1. Key Concepts of an Aboriginal Justice Institute

KEY CONCEPTS OF AN ABORIGINAL JUSTICE COLLEGE - established under the provincial Council on Post Secondary Education Act; - with funding provided by the province of Manitoba; - governed by its own Board of Directors; - staffed by Aboriginal people; - mandated to provide training and continuing education for Aboriginal people

to assume positions of responsibility within both the existing justice system and Aboriginal justice systems;

- with a formal affiliation with an existing institution, preferably an Aboriginal owned and operated college or technical institute, similar to a “college within a college” structure;

- with shared responsibility for program development and delivery with a broad range of education and training providers;

- with a full range of education and training approaches; - with an interim goal to secure innovative delivery partnerships; and - in the longer term evolve into a recognized Aboriginal Justice College

(Discussion Paper: AJC, Aboriginal Justice Implementation Commission, October 2000).

The strategic direction suggested in 2000 by the Aboriginal Justice Implementation Commission for the proposed institute, became the basis of the research when developing the outline for the Aboriginal Justice Institute. This was further complimented by the priorities established by the Department of Advanced Education and the Department of Education, Training and Youth which among them identified the need to work with Aboriginal groups to improve learning opportunities, create the University College of the North, and examine alternative delivery models. It should be noted that although the direction and focus is on establishing an Aboriginal Justice Institute within the University College of the North, the longer term goal of establishing an Aboriginal self-governing entity remains part of the

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overall vision for the proposed Institute. It is primarily within this context that this document was prepared. 3.2 Research Findings The research related to the further development of the concept of an Aboriginal Justice Institute focused on the following variables that were considered pertinent to the current environment in Manitoba with respect to Aboriginal peoples:

(1) demographics; (2) labour market and justice education/training; (3) devolution and self-government initiatives; and (4) jurisdiction and working relationships.

A literature search was also conducted on the number of post secondary institutions to examine governance models and their linkages to Aboriginal peoples, and the existing programming with a focus on Aboriginal perspectives of justice. This data has been summarized in Appendix 1. Within the demographics of Manitoba’s Aboriginal peoples there are several diversity factors related to culture, language, and self-identification which have an impact on how Manitoba Aboriginal peoples view themselves. These factors are also impacted by government legislation that defines “Aboriginal peoples of Canada” (Constitution Act, 1982), and subsequently how Aboriginal peoples are viewed and approached within various government related initiatives. These factors are further compounded by the First Nations and Metis Nation’s move toward establishing various self-government structures, which are often subject to tri-partite negotiations with both the federal and provincial governments, involving jurisdictional issues. Discussions on all levels continue to be a challenge as all parties advance their interim plans while not losing sight of longer-term visions related to self-government. It is within this current political environment that the Aboriginal Justice Institute is being proposed. (1) Demographics There are 150,040 Aboriginal peoples in Manitoba, of which there are 340 Inuit, 56,795 Metis, and 90,345 North American Indians (Canada Census 2001). In addition, there are another 2,560 Aboriginal peoples who indicated multiple responses to their identity. The majority of the Metis peoples live in urban settings (70%) compared to 56% of North American Indians who live on-reserve, and 59% of Inuit who live in urban settings. The following table provides an overview of Manitoba’s Aboriginal peoples population in 1996, which numbered 128,910.

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Manitoba Aboriginal Peoples 1996 Inuit 0.2% Multiple Responses 0.4% Non-Status Indians 4.0% Metis 31.9% Status Indians 63.5% Source: Aboriginal & Northern Affairs, Manitoba and Statistics Canada, 1996.

By 2001, the population of Manitoba Aboriginal peoples had grown to 150,040 (Canada Census 2001). (2) Labour Market Analysis & Justice Education/Training The rate of labour market participation of Aboriginal peoples in Manitoba in 1996 was at 54.1% compared to 55.9% in 1991. The trend has not changed significantly even within five years. In 1996, the Metis peoples’ rate of labour market participation was at 65.4% compared to the Registered Indians participation which was at 46.9%, and non-Aboriginal peoples at 68%. For purposes of this research, the employment rate for Metis in northern Manitoba is 45.2% compared to First Nations at 32.7% and non-Aboriginal peoples at 69.1%. These figures are important because of the lack of economic base in northern locations to support the potential labour market. Key contacts within Manitoba Justice report that they are not experiencing any problems with recruitment and that qualifications among Aboriginal peoples are not an issue. For many positions within Manitoba Justice, such as correctional officers, clerks of court and magistrates, the department provides pre and/or post-recruitment training programs. The Government of Manitoba has a 10% employment equity target for employment of Aboriginal peoples, which Justice has surpassed to 11.20% (2,858 employees) reported at March 2003. In the next 5-10 years turnover due to retirement will affect some areas more than others, particularly the entry level of correctional services, court services and middle management, providing greater opportunities to recruit Aboriginal peoples. Key contacts indicated that the department will continue to target recruitment of Aboriginal peoples in areas of greatest expected turnover including correctional officers, clerks of the court, sheriffs and sheriff officers, probation officers, administrative support, with some movement in specialized areas i.e. magistrates and Crown attorneys. Existing Aboriginal employees and new recruits will be provided with opportunities to develop into management positions through

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existing internal Aboriginal management development programs/initiatives. The data reported from the Province of Manitoba: Employment Equity Program, April 2002-March 2003 Report would have to be analyzed in detail to determine exactly what positions Aboriginal people occupied within the Department of Justice. Other Aboriginal focused justice related training initiatives in Manitoba, include a partnership between Manitoba Justice, the Aboriginal Learning Network, the First Nation Justice Strategy, the Centre for Excellence and Work, and the British Columbia Justice Institute to explore the feasibility of providing a “restorative justice prior learning assessment and recognition accreditation process” for Community Justice Workers (Manitoba Justice, Annual Report 2002-2003). (3) Devolution & Self-Government Initiatives Overall, key contacts familiar with self-government initiatives and development among First Nations and the Metis Nation indicate that the vision for self-government is to fully develop Indigenous self government systems and structures. As part of the transition to realizing the vision, First Nations and the Metis Nation have been considering interim models, hence the tripartite negotiations that have been taking place with respect to the devolution of child and family services, education, and justice programs and services. Understanding the various political protocols has also been a factor in the process of negotiations and discussions regarding new initiatives, including the University College of the North and the concept of an Aboriginal Justice Institute. Currently there has been some progress with governments to acknowledge that there are alternative approaches to justice, such as the Hollow Water Community Holistic Healing Circle Project, the St. Theresa Point Youth Court, the First Nations Justice Strategy in northern Manitoba, and the Framework Agreement to Advance the MKO Regional Policing Initiative among Canada, Manitoba and MKO, which have a restorative justice approach. These specific projects have been First Nation focused as interim measures and arrangements related to program and service delivery. The long-term vision remains to fully implement a First Nation’ justice system based on Indigenous law beliefs, and justice practices. The Metis Nation has had some alternative community-based justice initiatives that were previously supported by government (in the Parkland Region Metis communities). Currently, the Metis Justice Institute has the mandate from the Manitoba Metis Federation to develop and maintain a full range of justice services and programs for Metis communities. This initiative is part of the long-term vision for the Metis Nation leading to the reinstatement of Metis laws and justice practices.

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The RRCAP (1996) was one of the most enlightening reports that recognized that Aboriginal peoples have been calling for a change in their relationship with the federal and provincial governments. Specifically, it stated Aboriginal peoples want to change their relationship “to one that recognizes their inherent right of self-government as distinct peoples and as Canada’s First Peoples” (RRCAP, Restructuring the Relationship Vol.2, Part 1, p4). The RRCAP further acknowledged that Aboriginal people are not a homogeneous group, therefore it is unlikely that any one model of self-government will fit all First Nations, Metis and Inuit (Ibid., p.5). This is also true for Manitoba Aboriginal peoples as discussed previously in terms of First Nations and the Metis Nation’s aspirations for self-government. The gap between what exists in the current justice system and the evolving approaches to justice, combined with Aboriginal peoples long-term vision for self-government systems and structures is very large and challenging. Hence the tripartite negotiations among the MMF, MKO & SCO with Manitoba Justice respecting probation services has been progressing slowly. Other initiatives may continue to be impacted by these multiple variables, however where there is opportunity to advance in a positive direction toward the visions of Manitoba Aboriginal peoples, it will be critical to bring together key stakeholders to provide the leadership for such initiatives. (4) Jurisdiction & Working Relationships “Justice” is currently within the shared jurisdictions of the provincial and federal governments through various government departments and branches and interpreted within the context of domestic Canadian law. Included in these justice practices is recognition of some alternative justice approaches, such as restorative justice and conflict resolution and mediation. However, there remains a gap between the mutual interpretation, application and recognition of domestic law, international law, and laws and practices indigenous to Aboriginal peoples of Canada (Inuit, Metis and First Nations). Appendix 2 provides an overview of some of the key elements and intricate relationships between all jurisdictions in carrying out justice related services and programs involving Aboriginal peoples. The recognition of “whose justice system are we accountable to” remains a key issue that continues to be debated among Canada’s Aboriginal peoples because of the historical injustices that have been experienced by Aboriginal peoples through Canada law, policies and various administrations. This remains a key reason that the proposed Aboriginal Justice Institute needs to be established as an entity that would create awareness of Indigenous laws, beliefs and practices, guide research that is grounded in the historical realities of this country, and support devolution of justice to Aboriginal communities.

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4. OUTLINE FOR THE ESTABLISHMENT OF AN ABORIGINAL JUSTICE

INSTITUTE The proposal is to establish an accredited Aboriginal Justice Institute within the framework of the University College of the North. The establishment of such an Institute is also within the current Manitoba context, where portions of the justice services and programs are being devolved to Aboriginal communities, and where Aboriginal peoples are engaged in tripartite negotiations for self-government structures and systems. 4.1 Purpose of Aboriginal Justice Institute The primary purpose of the Aboriginal Justice Institute is threefold:

(a) to conduct innovative culture-based research that examines traditional Indigenous systems of law within Manitoba;

(b) to support the existing devolution of justice services in priority areas

such as corrections and probation services by providing culture-based training for people who would be working in the justice system for and with Aboriginal peoples; and

(c) to support the development of future justice services within

Aboriginal peoples’ jurisdictions in Manitoba, such as the creation of First Nations’ policing forces.

4.2 Goals & Objectives of the Aboriginal Justice Institute The goal of the Institute is to create a unique research based education institution that specializes in the traditional Indigenous systems of law of the Aboriginal peoples of Manitoba. Specific objectives of the Aboriginal Justice Institute are:

(a) to engage in a high degree of innovation Manitoba Indigenous law research;

(b) to deliver culturally specific training about Manitoba’s Indigenous

peoples’ concepts, laws, and approaches to justice, traditionally and in the contemporary context;

(c) to provide support to key stakeholders engaged in the devolution

process of justice related programs and services to Manitoba Aboriginal communities; and

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(d) to develop the Aboriginal Justice Institute into an independent self-governing post secondary institution, recognized as either a public institution or a private institution.

4.3 Governance Structures & Options The following two phases identify potential for establishing the Aboriginal Justice Institute as a “institution within an institution” as an interim measure. The longer-term vision is to establish the Institute as an independent post secondary institution with is own governing body. This “phased in approach” would permit the Institute to:

(a) develop the capacity and experience within its administration to operate a post secondary institution;

(b) establish a reputation of excellence as an Indigenous justice

research and training institution that supports innovative community-based justice models;

(c) strengthen community, regional, provincial and national working

relationships with Aboriginal communities, Indigenous institutions, other post secondary institutions, and accreditation bodies; and

(d) become more focused on developing culture-based education and

training programs to meet Aboriginal community needs and those within various other jurisdictions where there are high concentrations of Aboriginal peoples i.e. probation, corrections, policing.

Phase I (0-3 years) Phase 1 would involve the establishment of an accredited Aboriginal Justice Institute as a stand-alone physical entity, with its own administration that would have a working relationship with the UCN Board of Governors, and access to developing its own justice advisory body. The Institute would develop partnerships with existing institutions and organizations that support the research focus, culture-based training strategies, and specialization in Indigenous justice systems. The Institute would also begin to attract Indigenous scholars and Elders who specialize in Indigenous justice systems and traditional justice practices. UCN is responsible for serving the educational needs of Aboriginal and northern Manitobans (Section 3, Bill 20, , The University College of the North Act, 2004) and could include in its administrative structure a means to serving the justice related education needs of the north. This model views the Aboriginal Justice Institute as an administrative body of UCN’s Governing Council (Section 10(1)(d),

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Bill 20, Ibid.). This is viewed as also being consistent with the role of the UCN Governing Council (Section 10(1)(m), Ibid.) which states to “generally, do anything else that the Governing Council considers necessary or advisable to carry out the purposes of the university college”, which could include establishing a justice advisory council for the Institute. This model is presented as an “interim measure” leading to the establishment of an independent Aboriginal Justice Institute. Figure 1 provides an organizational structure of the Aboriginal Justice College as an institution within the UCN institution, with its own administration and justice advisory body. For greater clarity: • The Justice Advisory Body would be representative of Aboriginal peoples of

Manitoba through designated technicians with expertise in justice models and practices, Aboriginal community-based experience, and knowledge of Indigenous justice systems. These individuals may be appointed from First Nations and Metis political organizations currently involved in the negotiations related to devolution, which is part of Manitoba Aboriginal peoples move to establishing self-government structures. The role of the Advisory Body would be to advise the Dean and staff of the Institute on specific priorities, directions and initiatives related to its mandate.

• The Dean would be part of the Senior Management Team of the UCN and

work collaboratively with the President and his/her designates. The Dean would also be responsible for ensuring that the research function of the Institute supported the concurrent development of Indigenous justice models and authorities in other jurisdictions as outlined in the structure.

• The Current Aboriginal Authorities Involved in Justice Negotiations are key

stakeholders in the determining what type of justice service delivery arms length institutions/organizations will be established to operate within their jurisdictions. These political authorities will be responsible for appointing technicians to the aforementioned Justice Advisory Body.

• The functions of the Aboriginal Justice Institute would be consistent with the

goals and objectives outlined in this document i.e. research, culture-based training, and technical services to support devolution and the development of Indigenous justice systems in Manitoba.

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FIGURE 1. PHASE I: AN ABORIGINAL JUSTICE INSTITUT WITHIN UCN (0-3 YEARS) Current Aboriginal Authorities Involved Justice Negotiations - - - - - - - - - - -

UNIVERSITY COLLEGE OF THE NORTH BOARD OF GOVERNORS

(Governing Council)

Council of Elders Learning Council

UCN Administration Aboriginal Justice Institute

Administration - Dean

Assembly of Manitoba Chiefs

Manitoba Metis Federation

Manitoba Keewatinowi Okimakanak

Research Training Technical Services

Justice Advisory Body

Southern Chiefs Organization

E

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Phase II (4-5 years) Phase II would lead to the establishment of an independent Aboriginal Justice Institute with its own governing body. In the longer term, consistent with the desire of Aboriginal peoples in Manitoba and nationally, the Aboriginal Justice Institute would move to become a self-governing post secondary institution. Such an institution would have various types of articulation agreements with other post secondary institutions for accredited training and education, as well as partnerships with training institutions/organizations to meet specific community based and interest group training needs. Within this phase there are two options.

(a) Option #1 suggests establishing the Institute as an independent public post secondary institution supported by Manitoba’s Aboriginal peoples and provincial legislation.

(b) Option #2 suggests establishing the Institute as a private institution

supported by a confederation of Manitoba’s Aboriginal peoples and provincial legislation.

Figure 2(a) and Figure 2(b) provide an illustration of the governance structure for the two options. • Option #1: Independent Public Post Secondary Aboriginal Justice

Institution The establishment of an independent post secondary Aboriginal justice institution accredited under Manitoba law would require the general support of Manitoba’s Aboriginal peoples (Inuit, Metis, and First Nations), and legislation through the Legislative Assembly of Manitoba. This institution would seek affiliation with specific Aboriginal culture-based justice related structures, such as the First Nations Justice Strategy, Metis Justice Institute, Southern Chiefs Organization’s Justice Director/Advocate Initiative, and other Indigenous justice authorities that may be established as part of the evolving existing justice system in Manitoba. Affiliation with specific Aboriginal culture-based structures in Manitoba would recognize that the specialization of knowledge, concepts, beliefs, values and practices of Aboriginal people in Manitoba are unique. It would support and acknowledge one or more self-government models for justice related education and training.

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• Option #2: Pursued as a Private Institution The establishment of an independent self-governing post secondary Aboriginal justice institution supported by a confederation of Aboriginal peoples within Manitoba. Provincial legislation would be required to ensure recognition and accreditation as a private institution that has been established for a specific purpose, to offer a specialization in the traditional Indigenous systems of law of the Aboriginal peoples of Manitoba. This institution would develop various partnerships related to research and technical services, and training, as well as develop accreditation and articulation agreements with other accredited post secondary institutions and professional bodies to advance its goals and objectives.

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FIGURE 2. PHASE 11: LONG-TERM VISION OF AN INDEPENDENT ABORIGINAL JUSTICE INSTITUTE (YEAR 4 & 5)

Figure 2(a) Option #1 Potential Agreements Current Aboriginal Entities Accredited Post Secondary Institutio With Devolved Services Training Centers/Trainers and/or Regional Initiatives & Professional Bodies (Examples) ABORIGINAL JUSTICE INSTITUTE Metis Justice Institute

University College of the North

Yellowquill College

Louis Riel Institute

First Nations University of Canada

Manitoba Justice

Professional Bodies

Network of Trainers

Network of Training Institutions

ns

BOARD OF GOVERNORS (Governing Body)

First Nations Justice Strategy

Research & Technical Services

Training PD Cultural

AccreditedCourses & Programs Certificate Diploma Degree

Southern Chiefs Organization

Director/Advocate

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Administration

FIGURE 2. PHASE 11: LONG-TERM VISION OF AN INDEPENDENT ABORIGINAL JUSTICE INSTITUTE (YEAR 4 & 5)

Figure 2(b) Option #2 Potential Agreements Current Aboriginal Entities Accredited Post Secondary Institutio with Devolved Services Training Centers/Trainers and/or Regional Initiatives & Professional Bodies (Examples) ABORIGINAL JUSTICE INSTITUTE Metis Justice Institute

University College of the North

Yellowquill College

Louis Riel Institute

First Nations University of Canada

Manitoba Justice

Professional Bodies

Network of Trainers

Network of Training Institutions

FEDERATION OF MANITOBA ABORIGINAL PEOPLES

ns

BOARD OF GOVERNORS (Governing Body)

First Nations Justice Strategy

Research & Technical Services

Training PD Cultural

AccreditedCourses & Programs Certificate Diploma Degree

Southern Chiefs Organization

Director/Advocate

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Administration

4.4 Relationship Between the AJI and UCN In the interim being 0-3 years, the Aboriginal Justice Institute (AJI) would function within the governance structure of the UCN, drawing on resources from the Board of Governors, Council of Elders, Learning Council and UCN Administration. The AJI would also benefit from the working relationship with the proposed Centre for Aboriginal Studies and Research, and the Centre for Aboriginal Languages. This relationship would strengthen the Institute’s ability to partner on research into environmental issues impacting Aboriginal communities, and the legal implications of partnerships and agreements with corporations who have vested economic interests in northern resources. Other potential research issues to be addressed include the value of the oral tradition in courts and the impact of the Supreme Court decision on oral history, and the scope of intellectual property rights that apply to Indigenous knowledge systems. The longer-term vision of establishing the AJI as an independent post secondary institution would change the relationship with UCN. UCN would then become one of several post secondary institutions that the AJI would negotiate articulation agreements with for program recognition, and the proposed Centre for Aboriginal Studies and Research would become a potential partner for specific research projects. 4.5 Role of Partnerships The Aboriginal Justice Institute will be required to explore multiple partnerships across jurisdictions. Many will be related to diversification of funding agreements, accreditation, articulation, the development of new and innovative Indigenous justice approaches and models, justice related research, and enhancing the capacity of self-government training across jurisdictions as Aboriginal peoples assume more control over all areas i.e. justice, child and family, education, economic development. Funding • Federal government funding programs for specialized training, education and

research, and to provide specialized Indigenous justice related expertise to support the devolution process;

• Provincial government funding for post secondary institutional development

and delivery; • Specifically funded training initiatives from various corporations, non-

government organizations, and government departments;

24

Accreditation • Articulation agreements with post secondary institutions, including

international institutions; • Accreditation agreements with accrediting bodies such as the Canadian

Association for Distance Education, Canadian Association for Graduate Studies, Association of First Nations Post Secondary Institutions;

• Cooperative working relationships with professional associations like the

Canadian Association of University Teachers, and other organizations like the Association of Universities and Colleges of Canada;

Training Providers • Brokering or contracting services from training providers that include other

training institutions, training organizations, certified trainers, cultural education teachers, such as those utilized by many post secondary continuing education divisions;

Communities, Interest Groups • Potential partnerships or training agreements with Aboriginal communities

and other interest groups i.e. child and family services, education, etc.; Research Agreements • Collaborative agreements with various research institutes provincially,

nationally and internationally with a commitment to supporting the development and reinstatement of Indigenous justice systems and models.

4.6 Institutional Plan The Aboriginal Justice Institute requires an institutional plan for its programming and delivery model(s). Once fully developed this plan will outline specifically:

(a) the scope and nature of the academic programming to be offered by the Institute in terms of academic planning in relation to other training offered by post secondary institutions, labour market needs, and administration and operations of the facility(ies);

(b) guiding principles for the design, development, implementation,

delivery and evaluation of academic programming;

25

(c) specific objectives for recruitment, programming and delivery which address the areas identified in the proposed governance structure; and

(d) specific priorities for the interim and those for the longer-term as

the Institute moves to becoming an independent self-governing post secondary institution.

The institutional plan will take into consideration the planning requirements for research, culture-based training, and technical expertise on Indigenous justice systems and models. Academic programming will be included in the longer term planning process. At this point, it is envisioned that the AJI will be open to all Manitobans with an interest in Aboriginal justice issues, community applications related to corrections, probation, courts, incarceration, and multiple justice service delivery models in a variety of jurisdictions (federal, provincial, First Nation, Metis, other). Appendix 3 provides an outline of the proposed Institutional Plan. 4.7 Potential Issues Some of the potential issues that will impact the development and implementation of the Aboriginal Justice Institute include: • The development of a positive working relationship between the Manitoba

Government and Aboriginal peoples of Manitoba to take advantage of the opportunity to advance the concept of developing and establishing an Aboriginal Justice Institute within the UCN;

• The level of commitment that the Manitoba Government will make to the

development and establishment of the proposed Aboriginal Justice Institute within UCN, beginning July 2004, through to eventually developing new legislation for the Institute, and continuing with core operational funding;

• The approach that Aboriginal peoples will take to establishing the proposed

Institute as either a public institution or as a private institution in the longer term is a decision that will need to be made to fully develop a strategic plan for implementing the vision of the Institute as an independent institution;

• The support from all jurisdictions for the Institute to act as the broker for all

external training requirements of the provincial and federal government with respect to justice related training in Manitoba that is linked to the devolution of services and programs to Aboriginal peoples;

26

• The role that unions may have in the process of devolution of justice systems to Aboriginal jurisdictions and potential for including related potential issues in the research and technical expertise function of the Institute;

• Access to specific labour market data for positions with an employment equity

recruitment focus which are directly linked to the devolution process; • Impact of a phased in approach of the AJI as an institution within an institution

to that of an Aboriginal controlled self-governing public or private institution. • Access to additional financial resources across jurisdictions (provincial,

federal, Metis, First Nation, Inuit) for human resource development and training for individuals interested in pursuing specific culture-based training through the Institute.

• The name of the Institute is important, however the greater importance and

bulk of energies should be placed on establishing the Institute. Naming can be done later as part of the five-year strategic planning process.

27

5. RECOMMENDATIONS The following recommendations address specific issues related to the design, development, and implementation of the Aboriginal Justice Institute. (1) to ensure that the ownership for the Aboriginal Justice Institute lies with

Aboriginal peoples, beginning with the government listening to the desired focus of the proposed Institute in the interim and to support the long term vision as articulated by representatives of Manitoba’s Aboriginal peoples;

(2) to collaboratively and concurrently begin to develop strategies across

jurisdictions to develop information management systems that track and document statistics on the recruitment, retention, and availability of justice related positions in all jurisdictions, including the number of Aboriginal employees in the various judicial systems;

(3) to secure a financial commitment from the Province of Manitoba to support

the further development, and implementation of the proposed Aboriginal Justice Institute, that would include eventual legislation and a core operating funding;

(4) the need to ensure that research, training, and technical expertise functions of

the Institute are developed in relation to community needs and trends in development of Aboriginal justice systems, including the devolution of such systems in various Aboriginal jurisdictions;

(5) the need to provide incentives for Aboriginal people to access the specialized

training, including access to resources for covering training costs, such as tuition, relocation to regional sites, community-based training sites; and

(6) the need to support learner accessibility, retention and success rates by

investing in community-based and regional training and delivery models for ethical research projects, and specific culture-based training that respects learner’s cultural frames of reference, historical roots and language needs.

28

6. CONCLUSION The current move the Manitoba Government to include the Aboriginal Justice Institute in the planning, development and implementation of the University College of North provides encouragement that the proposed institute will finally emerge and become a self-governing institution as originally envisioned by the Aboriginal Justice Inquiry. The proposed time frame for phasing in the Aboriginal Justice College is five years, beginning in the fiscal year 2004-05. By the fiscal year 2008-09, the AJI should be a fully functioning Aboriginal controlled, self-government post secondary institution. The challenge remains to secure initial developmental funding, long-term core operational funding to sustain the Institute, and to develop an institutional plan that can package the evolving judicial training and education needs of Aboriginal peoples with the political energies of the day.

29

AN OUTLINE

FOR THE ESTABLISHMENT OF

AN ABORIGINAL JUSTICE INSTITUTE

WITHIN

THE UNIVERSITY COLLEGE OF THE NORTH (UCN)

LISTING OF APPENDICES

30

APPENDIX 1

EXISTING POST SECONDARY INSTITUTIONS GOVERNANCE MODELS WITH JUSTICE PROGRAMMING RELATED TO ABORIGINAL PEOPLES

The following is a listing of post secondary institutions with existing justice programming related to Aboriginal peoples in Canada, and Indigenous peoples internationally. This list is not exhaustive and should be utilized as a beginning to examining more specific programming, and in some cases, Indigenous governance structures.

POST SECONDARY

INSTITUTION PROGRAM/COURSES

Louis Riel Institute Winnipeg, Manitoba

• Established by the Louis Riel Institute Act 1995 as a charitable non-profit organization to act as a Metis educational and cultural institution

• Currently provides adult education and mature student programming, with plans for cultural and historical related programming

Keewatin Community College The Pas, Manitoba

• Post secondary institution in process of becoming the University College of The North

• Offers a range of programming and courses • Restorative Justice & Conflict Resolution Program a two-

year diploma program • Law Enforcement Program an entry level training

program for employment with the RCMP and other law enforcement programs/agencies

Gabriel Dumont Institute University of Regina Saskatchewan

• Established in 1980 as a Metis education institution responsible for design, development and delivery of specific education and cultural programming and services

• Affiliated with Universities of Saskatchewan (1993) and Regina, and federated with Saskatchewan Institute of Applied Science & Technology (1991)

• Offers adult upgrading, technical and vocational programming, degree programming, and provincial accredited skill training

Simon Fraser University School of Criminology The Centre for Restorative Justice Alberta

• Develops Aboriginal programs in special cohort programs • Offers courses, seminars and workshops on restorative

justice topics

University of Victoria Law British Columbia

• Aboriginal Cultural Awareness Camp - Brings students, faculty, lawyers, judges and police officers together with First Nations in a cultural camp setting

Nunavut Arctic College Nunavut

• Akitsiraq Law School, Bachelor of Laws through a partnership with the University of Victoria (special 4 year program started in 2001 with goal to have Inuit representative in private practice & public administration in Nunavut)

First Nations Programs & Services Justice Institute of British Columbia British Columbia

• Is a public post secondary institution established in 1978, which offers a range of Aboriginal related justice courses/programs

• The First Nations Programs & Services is overseen by a First nations Advisory Council

• Some courses include: • Overview of the Criminal Justice System for Aboriginal

31

Trainees • Overview of Aboriginal Justice Issues – On-Line Learning • Aboriginal Awareness Module • Aboriginal Perspective on Violence • Overcoming the Ideology of Racism in the Justice

System • Fall Management Institute for Aboriginal Leaders • Supporting Aboriginal Survivors of Traumatic Stress

Certificate Program • Values, Ethics & Philosophies in Aboriginal Justice

Programs • Proposed Diploma in Aboriginal Justice, Public Safety

and Human Services Leadership as a specialized program for a cohort group

Institute of Indigenous Government Vancouver, British Columbia

• Known as Canada’s First Nations College, it is a post secondary institution that can deliver university level courses

• Governed by a Board of Governors • Criminology Program • Associate of Arts Degree, transferable to any university

Nicola Valley Institute of Technology Merritt, British Columbia

• Established in 1995 under the BC College & Institute Act, NVIT is an independent Aboriginal governed post secondary institution with authority to grant certificates, diplomas, associate degrees

• Initially formed as a private institution in 1983 by the Coldwater, Skackan, Nooaitch, Upper Nicola, and Lower Nicola Bands

• Governed by a Board of Governors – 7 appointed by First Nations Ministry, 4 elected, 2 exofficio

• Programs focus on First Nations wellness, governance, land, economic development, social work, early childhood education

• Transfer agreements with University of BC, Simon Fraser University, University of Northern BC

Maskwachees Cultural College Hobbema, Alberta

• A private post secondary institution with authority to grant certificates and diplomas, including university transfer programs

• Established by the Mashwacis Cultural College Act, 19888, Alberta and located with the Samson, Ermineskin, Louis Bull and Montana First Nations

• Offers first two years of university programming, upgrading, certificate and diploma programs

• Transfer agreements with University of Alberta, University of Calgary, University of Lethbridge, Augustana University College

• Aboriginal Social Work • Criminal Justice Certificate • Degree & Certificate

First Nations University of Canada (formerly Saskatchewan Indian Federated College)

• Independent university college degree granting institution with a specific focus on Aboriginal programming, research and services

• Initially established by the Federation of Saskatchewan Indian Nations in 1976 with the Saskatchewan Indian Federated College Act

32

• FNUC/SIFC is part of a federated agreement with University of Regina to operate as an independent university-college for First Nation students

• Part of a federated agreement with the University of Regina which is governed by a Board that includes representation from the Federation of Saskatchewan Indian Nations

• Offers a full range of undergraduate, graduate programs, and community based and distance education programs

• Offers specialized programming in nursing, arts and science, business administration, social work, education

Yukon College Yukon

• Certificate of Northern Justice and Criminology • Diploma of Northern Studies (Northern Justice &

Criminology) • Certificate & Diploma with option to transfer to a Bachelor

of Arts in Criminology degree program Negahneewin College of Indigenous Studies Confederation College Thunder Bay, Ontario

• Is a college within a college that includes the Negahneewin (leading the way) Council who acts as advisors to the College and act as a liaison between Confederation College and Aboriginal communities

• Focus is on Aboriginal education and training • In process of developing and offering the Indigenous

Leadership & Community Development (Bachelor of Applied Human Services) Applied Degree Program this September 2004

• Aboriginal Law & Advocacy Diploma Program Brantford Campus Mohawk College of Applied Arts & Technology Hamilton, Ontario

• Design for a specialized program for on and off reserve police/peackeeping services within Ontario

• Aboriginal Police Foundations • Two Year Diploma Program

Tribal Law and Policy Institute California, USA

• Native American owned non-profit corporation to design and deliver education, research, training and technical assistance that promote justice in “Indian country” and the health, well-being and culture of Native peoples

• Governed by a Board of Directors and Advisory Board • Project Peacemaker – Tribal Legal Studies • Two-Year program transferable to a degree program • Training related to Children’s Justice Act Program &

Tribal Courts, Centre for Restorative Justice & Peacemaking University of Minnesota Minnesota, USA

• Provides training, research and technical assistance

Yellowquill College Manitoba

• The first Manitoba, First Nations tribally controlled post secondary institution that offers provincially accredited education and training related to self government, economic and social development;

• Further development may include justice related programming

First Nations Governance Centre

• To be controlled and directed by First Nations as a national independent entity with the mandate to support and enhance First Nations efforts to govern themselves (The Design of a First Nations Governance Centre, A Discussion Paper, Satsan, March 2004)

33

APPENDIX 2

OVERVIEW OFJURISDICTIONS OPERATING IN MANITOBA WITH RESPECT

TO JUSTICE & ABORIGINAL PEOPLES Aboriginal peoples within the Canadian constitutional definition include Inuit, Metis and First Nation’s peoples. Within these three groupings of Indigenous peoples, there are jurisdictional issues impacting justice and law enforcement services, which include the Province of Manitoba and the Government of Canada. The following provides an overview of the various government departments that have a responsibility and relationship of working with Aboriginal peoples in Manitoba with respect to justice and law enforcement in Aboriginal communities. The reader is cautioned that the data is not an exhaustive listing, so there may be other initiatives that are underway which did not come to light in the timeframe of this research.

FEDERAL GOVERNMENT PROVINCIAL GOVERNMENT The Canadian Department of Justice is responsible for the Aboriginal Justice Strategy, which is mostly cost shared with the provinces/territories for community-based justice programs. Key activities include: • Community based programs; • Policy development; • Training and development; • Self-government negotiations; • Self-government capacity building. Key initiatives include: • Aboriginal Justice Learning Network is

committed to holistic, restorative processes of justice. It also partnered with the RCMP for the Community Justice Forum Facilitator Training.

• AJLN partners include INAC, Solicitor General’s Aboriginal Policing Directorate, RCMP’s Aboriginal Policing, Privy Council Office (Urban Aboriginal People).

The Solicitor General Canada’s Aboriginal Policing Directorate is responsible for the development, implementation and monitoring of First Nation Policing Policy in First Nation communities across Canada. Key partners of the Aboriginal Policing Directorate include: • Policing & Law Enforcement; • Aboriginal Corrections Policy Unit; • RCMP; • Corrections Services of Canada.

The RCMP provides provincial policing in Manitoba under the Provincial Police Service Agreement between the province and the federal government. The Manitoba Aboriginal & Municipal Law Enforcement Branch, Manitoba Justice is responsible for: • coordinating law enforcement objectives,

priorities and policies of the department with all Aboriginal and municipal police services in Manitoba;

• negotiating and implementing all Aboriginal and non-RCMP municipal policing agreements within Manitoba on behalf of the province.

Manitoba Justice 2002-03 reports: • 8/61 First Nation communities have First

Nations policing agreements administered by this branch;

• Dakota Ojibway Police Services (5 communities) is included under this agreement;

• Canada (52%) and Manitoba (48%) jointly cost share this agreement under a formula;

• The RCMP under the First Nations Community Policing Service provides policing to 3 other First Nations communities that have policing agreements with this cost shared formula;

The Manitoba Aboriginal & Community Law Enforcement Branch is responsible for: • coordinating all law enforcement objectives

and priorities of the department of Justice with the RCMP, municipal and Aboriginal

34

The Aboriginal Corrections Policy Unit is responsible for: • Administering the Aboriginal Community

Corrections Initiative, the Department’s Aboriginal portion of Effective Corrections, and the Aboriginal Community Corrections & Crime Prevention component of the National Crime Prevention Strategy;

• Testing and evaluating innovative community-based restorative justice appropriate to healing for Aboriginal offenders.

services in Manitoba; • negotiating and implementing all policing

agreements within Manitoba; • administering the licensing process under

the Private Investigators and Security Guards Act;

• appointing special constables under the The Provincial Police Act (1,200 in Manitoba);

• coordinating the allocation of Canadian Police College courses amongst Manitoba’s police services and assists smaller municipal police departments in gaining access to accredited police training institutions.

There are several other Aboriginal-focused initiatives integrated into the Department of Justice, some of which include: • Public Safety Branch, Community Services

for Victims provided a small grant to the Dakota Ojibway Police Service;

• Constitutional Law Branch, Litigation involving Aboriginal rights cases i.e. R.v.Blais and R.v. Powley re: Metis Hunting Rights; and Metis land claims;

• Corrections Division, Corporate Services Branch is responsible for Aboriginal service development i.e. Aboriginal Offender Services;

• Courts Division, ongoing initiatives include: Aboriginal initiatives i.e. St. Theresa Point Youth Court, First Nations Justice Strategy;

• Regional Courts Branch i.e. The Aboriginal Court Worker Program;

Projects in 2002-03 include: • First Nations Policing Policy Community

Consultations with MKO & WRTC; • Aboriginal Council of Winnipeg & Southern

Chiefs Organization community based restorative justice program “Onashowewin”;

• Mediation Services of Winnipeg Youth Diversion for first offender Aboriginal youth;

• Interlake Reserves Tribal Council Peacemakers Project – culturally-based community alternatives to provincial court;

• Aboriginal Community Based Probation Services with MKO, SCO & MMF;

• First Nations Elders Round Table on Justice & Treaties (AMC) held in March 2002;

• St. Theresa First Nation Youth Court facility;

35

APPENDIX 3

ABORIGINAL JUSTICE INSTITUTE

INSTITUTIONAL PLAN PHASE 1 (1-3 YEARS) & PHASE 2 (4-5 YEARS)

PREAMBLE The Aboriginal Justice Institute Institutional Plan is a key document to the development and implementation of the Aboriginal Justice Institute that will guide key stakeholders during the next three to five years. The Institutional Plan has been designed to support the development of the Aboriginal Justice Institute in two phases as outlined further in the text. The goal of the Institute is to create a unique research based education institution that specializes in the traditional Indigenous systems of law of the Aboriginal peoples of Manitoba. Specific objectives of the Aboriginal Justice Institute are:

(a) to engage in a high degree of innovation Manitoba Indigenous law research; (b) to deliver culturally specific training about Manitoba’s Indigenous peoples’

concepts, laws, and approaches to justice, traditionally and in the contemporary context;

(c) to provide technical expertise and support to key stakeholders engaged in the

devolution process of justice related programs and services to Manitoba Aboriginal communities; and

(d) to develop the Aboriginal Justice Institute into an independent self-governing post

secondary institution, recognized as either a public institution or a private institution. The following two phases identify potential for establishing the Aboriginal Justice Institute as a “institution within an institution” as an interim measure. The longer-term vision is to establish the Institute, as an independent post secondary institution with is own governing body. Phase 1: Institute within UCN (1-3 years) During Phase 1 the Aboriginal Justice Institute will be developed as an institution with the University College of the North. The UCN Board of Governors will be the source of governance, with a shared administration, a Dean of the Aboriginal Justice Institute and an Aboriginal Justice Advisory Body.

Development during this timeframe will involve: • conducting innovative culture-based research that examines traditional Indigenous systems

of law within Manitoba; and

• supporting the devolution of justice services in priority areas such as policing, corrections, and probation services by providing culture-based training for people who would be working in the justice system for and with Aboriginal peoples.

36

Phase 2: Independent Self-Governing Institution (4-5 years) During Phase 2 the Aboriginal Justice Institute will have had at least three years experience operating as an institute within the UCN structure. Phase II would lead to the establishment of an independent Aboriginal Justice Institute with its own governing body legislated as either a private or public institution. Development during this timeframe will involve: • establishing the Institute as an independent public post secondary institution supported by

Manitoba’s Aboriginal peoples and provincial legislation; or as a private institution supported by a confederation of Manitoba’s Aboriginal peoples and provincial legislation.

• Assisting in the process of preparing legislation leading to the establishment of the Aboriginal

Justice Institute as an independent self governing post secondary institution i.e. through provincial legislation similar to The University College of The North Act, 2004, which assented the continuation of Keewatin Community College along with the establishment of the University College of The North; and

• managing the ongoing operations, delivery, and development of the Aboriginal Justice

Institute as a “centre for excellence” for Indigenous justice research, culture-based training and technical expertise within the Manitoba context.

GUIDING PRINCIPLES OF THE ABORIGINAL JUSTICE INSTITUTE The Aboriginal Justice Institute is guided by the following five guiding principles in its development, delivery, and ongoing activities that are key to the culturally appropriate development and delivery of justice research, training and education with an Aboriginal focus. 1. Value of Respect Respect is a fundamental value in Aboriginal cultures. Respect plays a key role in the development of relationships at all levels, communication strategies, and in the process of inquiry and learning within a research and academic institution and within community-based learning environments. Respect within the context of the process of inquiry and learning means that: • the institution understands that research must be collaborative and recognize the authorities

with the Indigenous knowledge of Manitoba Aboriginal peoples traditional and contemporary justice models, beliefs and practices; and

• that learners will come with a variety of learning styles and approaches, life experiences,

previous experience with education in a variety of traditional and non-traditional settings, cultural world-views, and fundamental beliefs regarding justice. As a result, the institution will need to be responsive in acquiring staff or building a network of recognized trainers with specific culture-based knowledge and expertise, including the capacity to teach to a variety of learning styles in traditional and non-traditional learning environments.

2. Recognition of Diversity Among Aboriginal Peoples The Aboriginal peoples, as defined by the Canadian Constitution Act 1982, within Manitoba are very diverse: culturally, linguistically, and geographically. As a result, the Aboriginal Justice Institute will work to create awareness of this diversity in all its activities, and in particular, reflect the diversity in its development and delivery of justice education and training to all Manitobans.

37

3. Learner Centered The Aboriginal Justice Institute will ensure that its education and training provided is appropriate for learners as they prepare themselves to acquire the skills, knowledge, and expertise to assume leadership roles in justice related positions with their communities and other jurisdictions. The areas of specialization will be culture-based and specific to working primarily with Manitoba’s Aboriginal peoples. As a learner centered institution, the Aboriginal Justice Institute will strive for excellence in all its research, programming and training, and ensure that the education and training that learners receive is transportable to across jurisdictions. Accreditation of all education and training will be a fundamental key to quality learner centered education at the institution. 4. Community Based The Aboriginal Justice Institute will work closely with communities to ensure that the focus on the research, training and technical services is based on the labour market demands and the development of justice related devolution initiatives in all jurisdictions, including supporting Manitoba Aboriginal peoples in the development of culture-based justice models and authorities. The Aboriginal Justice Institute will work with communities to ensure that the services provided through the institution is accessible to all learners who meet the requirements for study. Communities will be recognized as communities representative of Aboriginal peoples, all Manitobans, and the global community. In a larger context, the Aboriginal Justice Institute will work to develop and sustain relationships with other culture-based Indigenous institutions and partners in the global community. 5. Education as a Life Long Journey The Aboriginal Justice Institute believes in education as a life long journey. This principle will guide the development and delivery of the research, training and technical services throughout the institution. This will encompass the development of: • ethical research guidelines as outlined in the Report on the Royal Commission of Aboriginal

Peoples, 1996; and • appropriate types of programming and training with specific culture-based content to

Manitoba Aboriginal peoples, and diverse teaching methodologies and delivery methods. The Aboriginal Justice Institute believes that education is a life long journey that recognizes the reciprocity of teaching and learning that goes on between teachers and learners. This will guide the Institute’s human resources in developing positive working relationships at all levels. The Aboriginal Justice Institute believes that on this life long journey there are teachers who are known for their wisdom and gifts of special knowledge that they have accumulated over years of living life. In the Aboriginal community, these people are known as the Elders and Senators who are widely recognized throughout Aboriginal communities as carriers of special knowledge. These individuals will be valued as part of the Institution. STRATEGIC PRIORITIES The priorities of the Aboriginal Justice Institute are threefold: research, training and institutional development. Strategic priorities are guided by the six principles of the institution. 1. Research Priorities • Maintaining a balance between specific research topics related to the devolution of justice

related services programs and services to Manitoba Aboriginal peoples, and those related to

38

supporting the development of Aboriginal peoples self-government justice related structures/authorities/models;

• Acknowledging and utilizing expertise among Manitoba Aboriginal peoples to guide and

engage in specific culture-based research related to justice and Aboriginal peoples of Manitoba;

2. Training Priorities • Identifying specific culture-based training for professionals currently working in the field, and

others who are/will be working with Manitoba Aboriginal peoples within the various jurisdictions;

• Developing key partnerships and affiliation agreements with Indigenous organizations,

institutes, institutions, accredited post secondary institutions, and governments who support the Aboriginal Justice Institute’s development and delivery of services;

• Developing and providing delivery options for community-based education and training; • Offering and developing justice related programming with an Aboriginal focus that produces

graduates with marketable skills across jurisdictions in Manitoba; 3. Institutional Development Priorities • Developing the institution as a centre for excellence in Aboriginal justice related

programming; • Developing a sustainability strategy that focuses on identifying and establishing key

partnerships with potential funders; • In the long term (5 years), establishing the institution as a self-governing post secondary

institution ACTION PLAN

TIMEFRAME KEY STRATEGIES & ACTIONS Phase I (1-3 years) Year 1: 2004-05 Year 2: 2005-06 Year 3: 2006-07

Key strategies and actions • Actioning the further development of the proposed Aboriginal Justice

Institute as outlined in this document; • Identification of a physical site separate from the University College of

the North located in northern Manitoba; • Multiple year financial commitment for implementation of the

Aboriginal Justice Institute; • Establishment of the Aboriginal Justice Advisory Body; • Development of a formal five-year strategic plan with budgets; • Official opening of the Aboriginal Justice Institute with a core of staff

to begin the development in the areas of research, culture-based training, and technical services;

• Ongoing development of strategic priorities; • Operationalizing the delivery of the three key functions of the

Aboriginal Justice Institute;

39

Phase II (4-5 years) Year 4: 2007-08 Year 5: 2008-09

• Ongoing development ,implementation and delivery of the Aboriginal

Justice Institute; • Formal planning and discussions regarding the legislative framework

for the Aboriginal Justice Institute as an independent self-governing institution;

• Drafting of legislation and submission to Cabinet; • Transition year for the Aboriginal Justice Institute from the UCN to

that of an independent self-governing institution;

BENCHMARKS Initial key performance benchmarks or indicators of progress will include: • Ongoing support from Manitoba Aboriginal peoples and the Province of Manitoba to continue

the development of the Aboriginal Justice Institute beyond June 2004; and • Identification and announcement of a capital site to house the Aboriginal Justice Institute in

northern Manitoba at the end of the fiscal year 2004-05; • Establishment of the Aboriginal Justice Institute in 2005-06; Other performance indicators will be tied to the five-year strategic plan and priorities of the Aboriginal Justice Institute. FUNDING The initial development funding and core operational funding will come from the Province of Manitoba. Funding from other sources will be explored and secured once the Institute has received a firm funding commitment from government to move forward. AREAS OF RESPONSIBILITY FOR IMPLEMENTATION Implementation of the Aboriginal Justice Institute will rest with the following key stakeholders: • Aboriginal community at-large; • The University College of the North; and • The Province of Manitoba. Other stakeholders will emerge as the Institute is being developed, which will be related to funding, research, training, community interest groups, and accreditation.

40

Appendix N University College of the North Library Plan

UUnniivveerrssiittyy CCoolllleeggee ooff tthhee NNoorrtthh LLIIBBRRAARRYY PPLLAANN

Prepared by:

Darlene Fichter & Associates

For

UCN Implementation Team

January 15, 2004

Northern Lights Internet Solutions Ltd. 215 - 116 Research Drive

Saskatoon, SK S7N 3R3 Canada

TABLE OF CONTENTS

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 2 University College of the North

TTAABBLLEE OOFF CCOONNTTEENNTTSS

Background .............................................................................. 4

Terms of Reference................................................................... 5 Planning Assumptions From the UCN Implementation Team ........ 6

Summary of Recommendations ............................................. 7

Library Assumptions and Principles ........................................ 9

Vision ....................................................................................... 13

Mission ..................................................................................... 13

Environment & Facilities ......................................................... 15 OOUUTTCCOOMMEESS..................................................................................................... 15 CCHHAALLLLEENNGGEESS ................................................................................................. 17 Recommendation ............................................................................... 18

Collections .............................................................................. 18 OOUUTTCCOOMMEESS..................................................................................................... 18 CCHHAALLLLEENNGGEESS ................................................................................................. 19 Recommendation ............................................................................... 20

Access ..................................................................................... 20 OOUUTTCCOOMMEESS..................................................................................................... 20 CCHHAALLLLEENNGGEESS ................................................................................................. 21 Recommendation ............................................................................... 21

Educational & Research Assistance ..................................... 22 OOUUTTCCOOMMEESS..................................................................................................... 22 CCHHAALLLLEENNGGEESS ................................................................................................. 22 Recommendation ............................................................................... 23

Information Technology......................................................... 23 OOUUTTCCOOMMEESS..................................................................................................... 24 CCHHAALLLLEENNGGEESS ................................................................................................. 24 Recommendation ............................................................................... 25

Relationships ........................................................................... 25 OOUUTTCCOOMMEESS..................................................................................................... 25 CCHHAALLLLEENNGGEESS ................................................................................................. 26 Recommendation ............................................................................... 26

TABLE OF CONTENTS

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 3 University College of the North

Cooperation with other libraries............................................ 26 OOUUTTCCOOMMEESS..................................................................................................... 26 CCHHAALLLLEENNGGEESS ................................................................................................. 27 Recommendation ............................................................................... 27

Human Resources................................................................... 27 OOUUTTCCOOMMEESS..................................................................................................... 27 CCHHAALLLLEENNGGEESS ................................................................................................. 28 Recommendation ............................................................................... 29

Administration......................................................................... 29 OOUUTTCCOOMMEESS..................................................................................................... 29 CCHHAALLLLEENNGGEESS ................................................................................................. 30 Recommendation ............................................................................... 30

Growing the UCN Library ....................................................... 30 Recommendation ............................................................................... 31

Appendix 1: Benchmarking .................................................. 34 MMEETTHHOODDOOLLOOGGYY............................................................................................. 34

Appendix 2: Aboriginal and Northern Studies ..................... 40 BBAACCKKGGRROOUUNNDD ................................................................................................ 40

Appendix 3: Education .......................................................... 52 BBAACCKKGGRROOUUNNDD ................................................................................................ 52

Appendix 4: Nursing............................................................... 63 BBAACCKKGGRROOUUNNDD ................................................................................................ 63

Appendix 5: KCC Library Overview...................................... 66

Appendix 6: Index to Tables.................................................. 72

Endnotes .................................................................................. 73

BACKGROUND

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 4 University College of the North

BBAACCKKGGRROOUUNNDD

The University College of the North (UCN) Implementation Team requested assistance in planning a university college library. The library plan will help the UCN Implementation Team to formulate recommendations for short-term development needs and develop a Five Year Plan for the University College.

Darlene Fichter, a librarian consultant with Northern Lights Internet Solutions Ltd., agreed to prepare the UCN Library plan. Darlene has worked with university, college, school and special libraries and has experience in the adoption and utilization of internet technologies by rural and urban communities.

Darlene Fichter identified three other librarians to act as subject consultants and co-planners for the development of the report. All members of the consulting team have experience working with faculty and students delivering library services to Aboriginal and non-Aboriginal students. Some have experience with delivery of northern programs in Saskatchewan and distance learning.

Vicky Duncan, Health Sciences librarian, has expertise with developing Aboriginal Nursing collections. She has worked in academic and hospital settings. David Smith is an Aboriginal Resources librarian and has worked for many years for a First Nations Band in British Columbia. He has library and archival experience, and has developed native studies, Aboriginal languages, oral history, and humanities/social science collections. Lyn Currie, Head of the University of Saskatchewan Education Library, has more than 25 years experience developing education collections in academic libraries and participating in university–wide organizational planning and change management initiatives.

TERMS OF REFERENCE

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 5 University College of the North

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The plan for the Library will consider the following:1

1. UCN will be a comprehensive publicly funded post-secondary institution, offering developmental programs; technical/vocational, and career programs at the certificate and diploma levels; and degree programs (consideration being given to a Bachelor of Arts in Aboriginal and Northern Studies, Teacher Education, and Nursing; in addition the Library could support a Bachelor of Social Work program).

2. As a university college, UCN will need to consider resources to support not only teaching but also research and scholarly activity. Potential research areas include: languages, art, new technologies, education and learning, oral history and traditions, culture, medicine, healing, and justice. This is a preliminary list, which also reflects potential teaching concentrations. This will develop as UCN develops, but is given as a guide to consider the range of research that could be undertaken.

3. The ability to support teaching and research in Aboriginal Languages (Cree, Dene and Oji-Cree in particular).

4. Distribution needs of the Library, both in terms of facilities and electronic infrastructure. Building on Keewatin Community College’s foundation, teaching sites include (but will not be limited to) The Pas and Thompson as the larger campuses, regional centres in Flin Flon, Churchill, and Swan River, and community-based centres in partnership with the following First Nations: Chemawawin Cree Nation (Easterville), Nisichawayasihk Cree Nation (Nelson House), Norway House Cree Nation, Pimicikamak Cree Nation (Cross Lake), Pukatawagan Cree Nation, and Tataskweyak Cree Nation (Split Lake).

The library plan for the proposed University College of the North complements and supports the vision and needs of the proposed university college. The plan addresses the start up and ongoing requirements for:

• library administration and governance

• locations and services

• collections support for teaching and research

TERMS OF REFERENCE

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 6 University College of the North

• staffing needs and qualifications

• estimated budgets for startup and continuation

• information technology

P L A N N I N G A S S U M P T I O N S F R O M T H E U C N I M P L E M E N T A T I O N T E A M

The planning for the library services for UCN is predicated on the following directions and information provided to the consultants:

• The Nursing program will continue to be delivered as it is now and the arrangements for library resources will remain.

• The library plan was asked to assume that the BUNTEP program will move to UCN and be delivered in a similar fashion from the new university college.

• The library planning team cannot assume that the distance education collection developed at Brandon University would move to UCN.

• Only a broad overview of the degree programs and curriculum was presented to the library planning committee. We are working in parallel with the Implementation Team that is developing programming and curriculum plans.

• Curriculum and programs for the new university college would be introduced over time, with the degree in the area of Aboriginal and Northern studies being the first established.

• Keewatin Community College and its Library will be part of the new university college.

• The Library consultants were not asked to assess the KCC Library, and this plan is predicated on the assumption that it has sufficient resources to carry out its mandate as a community college Library.

SUMMARY OF RECOMMENDATIONS

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Facilities

1. If the Thompson campus delivers the new degree programs and is the home of the Centre for Aboriginal Studies and Research, then the Library in Thompson must be significantly expanded.

2. The total space requirement for UCN Library facilities at both locations is 1400 sq. metres.

Collections

3. The total collection budget to support UCN vocational, technical and degree programs must be at least $220,560.

Access

4. Where ever possible purchase access to library materials in electronic format for use by students at all locations.

Education & Research Assistance

5. Adopt mandatory library instruction into the curriculum for all learners.

6. Ensure that funding and staff time are in place to allow regular librarian visits to community program delivery sites.

Information Technology

7. Significant investment in high speed Internet access, and up to date computer technology for staff and learners, is strongly recommended. The Library should increase the number of computer workstations and invest in wireless access, creating "hot spots" within libraries.

SUMMARY OF RECOMMENDATIONS

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 8 University College of the North

Relationships

8. Establish a collaborative process between librarians and faculty for all degree course development to ensure resource availability.

Cooperation With Other Libraries

9. Purchase electronic products via library consortia and share resources where ever possible with other libraries.

Human Resources

10. After the UCN is fully operational, the Library should have the equivalent of nine full time staff plus significant technical support from UCN’s Information Technology division. The staff should be comprised of the following positions: 2.5 FTE librarians and 6.5 FTE library support staff: library technician, paraprofessional, clerical, and student assistant positions.

Administration

11. The Library Director reports directly to the President of UCN.

12. The Library Director is a member of the senior university college administration team.

13. The overall Library budget be set at 6% of the operating budget of the University College. Based on extrapolations from B.C. University Colleges, the minimum budget should be $719,163.

Growing the UCN Library – Phase In Plan

14. During the implementation stage of UCN, the Library requires additional funding to support its growth. We recommend an additional $184,987 per year for three years ($554,961) be allocated for startup costs.

15. The overall Library budget of $719, 613 should be phased in over the five year implementation as programs and degrees come on stream.

LIBRARY ASSUMPTIONS AND PRINCIPLES

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The proposed University College of the North is a post-secondary institution that integrates vocational and technical programs with academic degrees in liberal arts, education, and nursing.

The vision of the University College of the North states:

We envision UCN as a new institution dedicated to the post-secondary educational needs of all northern residents, combining university and college opportunities to offer students both degree programs and college diplomas and certificates.2

UCN needs a library service that recognizes and supports the principles of the new university college: 3

1. That it be learner-centered

Traditionally libraries were storehouses of knowledge that housed books, multimedia materials and journals in an organized manner. Today’s libraries are gathering places -- where students meet, work collaboratively, learn information and technology skills, and interact. This next generation library dovetails perfectly with UCN’s principles of being a "learner-centered" institution "adopting innovative curriculum design and delivery to serve a vast territory".

Scott Bennett asks whether the goal of libraries today might more appropriately be described as "supporting collaborative learning by which students turn information into knowledge and sometimes into wisdom." 4

Learners will be diverse and have a wide range of skills and experience with libraries, the research process, and information technology. The Library must develop programs and services to meet the needs of all types of learners.

Mary Courtney states that a "major research centre will require those who know how to do the research." 5 The UCN Library will offer expertise with teaching research skills and supporting researchers as they carry out projects and apply for funding.

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LIBRARY ASSUMPTIONS AND PRINCIPLES

2. That UCN be characterized by a culture of respect, openness, inclusiveness and tolerance

The UCN Library will be committed to creating a welcoming and conducive environment for Aboriginal and non-Aboriginal people to access resources that reflect diverse cultural and political points of view.

"Aboriginal students want to build on their cultural knowledge. Contemporary and traditional knowledge must be taught."6 The Library will need to go beyond mainstream publishing to identify and collect materials to support this endeavor. This may also require the Library’s participation in community based initiatives such as oral and local history projects, video recordings, collection of personal papers, reports, etc.

The UCN Library will also create a positive workplace for its staff that fosters tolerance, understanding, respect and appreciation of the skills and talents of a culturally diverse team.

3. That UCN reflect the Aboriginal reality and cultural diversity of the North

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UCN has to be proactive and progressive in its recruitment and support of staff, which reflects its clientele. 7

The staff must reflect the clientele.7

Sharon McKay In some cases, this will necessitate hiring individuals and supporting them while they acquire the necessary qualifications.

The Library, through the services it provides and the staff it employs, will also value the diversity of its university college community – the people, their points of view and the contributions they make to the realization of UCN’s mission.

4. That UCN be dedicated to community and northern development in the widest sense: cultural, economic and environmental

An university college library will be a significant cultural asset for northern Manitoba. The Library has a critical role in developing,

LIBRARY ASSUMPTIONS AND PRINCIPLES

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preserving, and providing access to resources that support identified UCN priorities.

According to Peter Geller, "the Centre for Aboriginal Studies and Research will be what sets UCN apart from any other institution in the province."8 Accordingly, the Library will develop a unique and rich collection to support this Centre.

The UCN Library can build upon the current strengths of the Keewatin Community College Library. The Library in The Pas has well-established services, facilities, expertise, and community knowledge. This body of knowledge needs to be recognized, and utilized to its fullest in the implementation of library services for the University College of the North.

5. That UCN be regionally and community based, adopting innovative curriculum design and delivery to serve a vast territory

The UCN must be innovative in its approach to library service. The large geographic area and small population which UCN serves, requires that its Library emphasize information technology to deliver services and resources. Where ever possible materials will be purchased in electronic format to support ubiquitous access.

This "high tech" approach will only succeed if it is coupled with expert human assistance. Qualified library staff is essential to assist students and to offer instruction in accessing, evaluating and using electronic information.

Although electronic materials will reduce the need for space, space is still essential in each community for learning, instruction, collaboration, access to resources, and research. In smaller communities, library services and computer access workstations will need to be provided in cooperation with a local agency. The Library locations at The Pas and Thompson need a flexible physical space large enough to accommodate users, services, staff, collections and new technologies; and will be attractive, comfortable, safe, and efficiently organized.

LIBRARY ASSUMPTIONS AND PRINCIPLES

6. That UCN have a strong labour market focus

The UCN Library will ensure learners acquire research and information skills that prepare them for today’s workplace. The Library will promote university education as preparedness for lifelong learning by developing students’ independent learning. The Library’s program of instruction will foster transferable skills of critical and innovative thinking, integration of knowledge, creativity, information processing, problem solving and communication skills.

Whenever possible, UCN will recruit library staff locally.9

NORTHERN LIGHTS INTE

Libraries …

We have three things coming together in this building: wehave learners, experts, and tools. And this is theonly place where that particular combinationcomes [together]. Tools you can get anywhere now, andlearners can be anywhere and should be anywhere. But expertsare not quite so mobile—both librarian experts and classroomfaculty experts. But where we all come together is right here inthis library. 9

From Scott Bennet's study of 250 libraries that built orrenovated new buildings in the 1990’s.

RNET SOLUTIONS LTD. PAGE 12 University College of the North

VISIONTP PT

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To establish a borderless Library which offers a supportive learning environment for the University College of the North community.

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The University College of the North Library fosters learning in a social context by offering services, facilities, and resources to support the instruction, research, and administrative functions of the university college. In keeping with the mission of the UCN, Library resources and services will respect and promote "the cultural values and traditions of Aboriginal peoples and celebrate the diversity of the North."11 To fulfill this mission, the library would:

1. Provide a conducive environment for learning and research that respects the cultural diversity of the North

2. Provide access to relevant collections of information and knowledge, regardless of format or location

3. Ensure efficient and equitable access to Library resources and services to meet the needs of their clientele, irrespective of their location

4. Develop and maintain an ongoing educational program for the Library's clientele for maximum utilization of resources and services

5. Develop and maintain the Library's information technology infrastructure to ensure rapid access to information and information services

MISSION

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6. Develop collaborative relationships with students, faculty, staff and administrative staff of the UCN

7. Maximize access to local, national, and global information through cooperation with other libraries and sharing of resources

8. Develop, build upon, and maintain an excellent staff that is knowledgeable, service oriented and sensitive to the needs of their clients

9. Provide effective administration of the Library, encouraging innovation and creativity, including the allocation and reallocation of resources, and the pursuit of financial support from external sources.

ENVIRONMENT & FACILITIES

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Provide a conducive environment for learning and research that respects the cultural diversity of the North

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• The UCN Library is learner centered; supporting collaborative work, individual and small group study, research, hands-on instruction, and social interaction.

• Inviting, brightly lit, safe place that is welcoming to students from diverse backgrounds and cultural experiences. This is true for the facilities in The Pas and Thompson and shared facilities in other communities. The UCN Library will need to work with a local agency that offers space for a library computer workstation to ensure the space is comfortable and appropriate.

• The current wisdom is that no more than 25% of library space should be dedicated to collections, when the collection is fully in place.

Okanagan's New Learning Commons

• Space needs for the UCN Library need to considered over the long term and must not be underestimated up front: monographs, and current awareness print journals will be in demand for some time so the need for stack space will increase annually. In many cases the material will ONLY be available in print format, with no comparable electronic resource.

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 15 University College of the North

ENVIRONMENT & FACILITIES

• Provide diverse areas in the facilities that allow for:

o individual, pairs, and trios to work together at computer workstations

o small group conference rooms with Internet connectivity

o training facility

o flexibility in the design of space to accommodate further technological developments

• Thompson and The Pas

If Thompson is the major delivery point for the degree programs, a new library facility needs to be constructed in Thompson that has space for staff, students, library instruction, and collections.

A new or expanded Library in Thompson could be co-located with other UCN services such as:

o Coffee shop

o Photocopy and printing services

o Audio-visual services and equipment

o UCN archives

o Art exhibition space

Ideally the Library facility would be adjacent to the Centre for Aboriginal Studies, in order to house specialized collections close at hand for faculty and researchers.

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ENVIRONMENT & FACILITIES

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There are also some possible community based co-location opportunities:

o the public library in Thompson, thereby linking the university college more closely with the local Thompson community and fostering a continuum of life long independent learners

o city and regional archives

o museum

• Some space in a local agency's office (school, band office, etc.), where UCN students get access to electronic and print based library services, needs to be arranged in regional centres in Flin Flon, Churchill, and Swan River, and in the communities of Chemawawin Cree Nation (Easterville), Nisichawayasihk Cree Nation (Nelson House), Norway House Cree Nation, Pimicikamak Cree Nation (Cross Lake), Pukatawagan Cree Nation, and Tataskweyak Cree Nation (Split Lake). These locations will require:

o computer workstation(s) for students with enough room for working in pairs or with a UCN Library assistant

o shelving for a small rotating collection of books and videos

o photocopying and printing services

o two telephone lines; a toll-free telephone line to a distance librarian / library computer support technician and one for dialup Internet connections. The ideal location for this workspace would have high speed Internet access so that the Library could share the bandwidth.

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• Space for print collections will still be needed for the foreseeable future to support UCN programs because in the program areas of UCN very little monograph material is available electronically.

• Funding for an appropriate facility expansion.

• Space to house additional staff, student workspace, and collections.

• In particular, access to computers by students is critical -- many do not have computer and internet dialup access, and rely on libraries for computer access.

COLLECTIONS

R E C O M M E N D A T I O N

If the Thompson campus delivers the new degree programs and is the home of the Centre for Aboriginal Studies, then the Library in Thompson must be significantly expanded.

The total space requirement for library facilities at both locations is 1400 sq. metres.

KCC currently has 650 sq. metres. See Appendix 1 for a description of the benchmarking methodology used to determine the space requirement.

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Provide access to relevant quality and value added collections of recorded information and knowledge, regardless of format or location in order to support:

o the curricular needs of students

o the research needs of students and faculty

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• Make readily accessible commercial and free electronic resource databases that support study and research for university college programs. These would include:

o Books

o Journals, magazine and newspaper articles, working papers and dissertations

o Oral histories, government publications, maps and microfilms

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COLLECTIONS

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• Develop library collections that support UCN's bachelor degree programs for Nursing, Education and Aboriginal and Northern Studies. Recommended budget allocation, resources and electronic databases for each discipline are described in Appendix 2, 3 and 4.

• Where possible, acquire library materials through library consortia to minimize collections costs and take advantage of existing expertise in negotiating, administering and setting up licensed products.

• Unique local collections will need to be developed working in conjunction with faculty, students, Aboriginal and northern local communities (e.g. oral histories, reports and papers).

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• Establish adequate collection funding for the curriculum.

• High cost of electronic resources in a "borderless" library must be recognized as adding value, since access is extended to students at all locations.

• A preference for electronic materials necessitates the funding of an adequate number of computers and space to locate them. Many of the students do not have personal computers and will rely upon library workstations.

• Currency of material is a perennial challenge for most libraries.

• Keep pace with the rising costs of resources, including journals.

• Print format and market availability:

o Many resources will not be available online, particularly for Aboriginal and northern studies. A print collection must be developed and maintained.

o Unfortunately physical books can only be used in one location by one person at a time, necessitating the purchase of duplicate copies for high demand items for different locations.

o Physical books must also be shipped to community sites. Moving materials in some cases may require more than a day.

ACCESS

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• Need to have high quality collections to satisfy academic standards and ensure the delivery of comparable educational opportunities to northern students with those in the south.

R E C O M M E N D A T I O N

The total collection budget to support UCN vocational, technical and degree programs must be at least $220,560.

Currently KCC has a budget of $52,000 for collections. In addition, Brandon University receives $14,000 for developing distance learning collections. KCC also has a relationship with the University of Manitoba for access to Nursing materials and databases.

See Appendix 1 for a description of the benchmarking methodology and collection budget.

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Ensure timely and equitable access to the Library resources and services to meet the needs of our clientele, irrespective of their location

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• Increased online access to resources.

• Faculty co-development of courses with library staff to ensure available materials and resources are in place.

ACCESS

• Support learner self-sufficiency in finding resources by:

o Creating web pages for each course listing library resources and required readings (provided by faculty)

o Listing library databases, and electronic and print journals on the UCN Library web site and offering an online library catalogue

o Developing online guides and aids to doing library research

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• Library staff time to develop and maintain effective and efficient finding aids for materials including cataloguing materials, designing web pages and course pages.

• Access to databases by students and faculty from community locations and from home requires the library staff to negotiate licenses for this type of use, and to set up authentication systems which may require programming.

• Technical support for the Library is essential to ensure that widespread access works, because many users are not able to reconfigure browsers for databases from home, work or community library access locations.

• Library staff must be technologically savvy, and an ongoing investment in training staff is essential.

• Electronic Reserve is awkward and copyright clearance for course packages is time consuming.

• Acceptance that the higher cost of purchasing electronic resources provides greater value since access is extended to students at all locations.

R E C O M M E N D A T I O N

Wherever possible purchase access to library materials in electronic format for all locations

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EDUCATIONAL & RESEARCH ASSISTANCE

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Develop and maintain an ongoing educational program for the Library's clientele for maximum utilization of resources and services

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• Offer a range of instructional programs.

• Mandatory library instruction that is tied to a graded research assignment developed in conjunction with instructors.

• Mandatory orientation of new faculty to library services, resources, programs and staff.

• Research instruction tailored to class needs delivered in the classroom, library computer lab, web delivery and via teleconferencing.

• Specialized workshops and seminars for faculty, students, staff and alumni.

• One on one appointments with library reference staff.

• Reference services, offered in person, by phone, by web conference, and by e-mail.

• Research guides tailored to course needs.

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• Adoption of "mandatory" library instruction into the curriculum.

• Making library instruction relevant to students.

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INFORMATION TECHNOLOGY

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• Adequate facilities and technology to support hands-on instruction of electronic resources.

• Time and funding required for library staff to travel to community locations to deliver training.

• Staff time to develop distance delivery of library education to several communities.

• Very challenging to coach and offer one on one training to students and faculty on the use of library resources via telephone or email.

• Dialup internet access limits the ability to do interactive show and tell sessions with remote learners. With high speed connectivity, the Library can offer students at community sites more interactive services.

• Significant and ongoing training is needed to address the lack of library and computer experience of many learners. "Great diversity in student backgrounds places great demands on librarians in providing library orientation and training in information skills".12

R E C O M M E N D A T I O N

Adopt mandatory library instruction into the curriculum for all degree programs.

Ensure that funding and staff time are in place to allow regular librarian visits to community program delivery sites.

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Develop and maintain the UCN Library's information technology infrastructure to ensure rapid access to information and information services

INFORMATION TECHNOLOGY

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 24

• Expand the library space in Thompson if it becomes the centre for degree program delivery.

• Add wireless support in the Library to facilitate faculty and student use of wireless laptops and devices.

• Consider having a "laptop" lending program at the library sites.

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• High speed internet connections are required, but not yet available in all communities.

• Cost of reliable network connections and bandwidth to support learner and staff needs.13

• Up-to-date computers for staff and students requires a robust renewal budget for IT infrastructure for Libcomputer workstations, projection units,software like the existing Innovation Iinterlibrary loan software, etc.

• KCC's environmental scan documents information technology for education andthe need for KCC's investment in this areits locations, video conferencing and sofrom anywhere, anytime comes at a pristudent to the education facility, the prothe student.

• "The new technology applications offer to customize curriculum and to deliver lestudent base. Virtual access to educatiolocation of the student is now a reality. related to the technology-mediated develearning are high."14

The black hole thatexists in the north, in thearea of technology mustbe addressed.13

Rebecca Ross

University College of the North

rary wireless hubs, LANs, printers, and library specific nterfaces Online Catalogue,

the explosion in the use of libraries at the same noting

a including wireless access at on. Technology and access ce. Instead of delivering the grams are delivered direct to

the unprecedented capability arning to a widely dispersed

n that is independent of the On the down side, the costs lopment and the delivery of

RELATIONSHIPS

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 25 University College of the North

R E C O M M E N D A T I O N

• Significant investment in high speed Internet access, and up to date computer technology for staff and learners, is strongly recommended. The Library should increase the number of computer workstations and invest in wireless access creating "hot spots" within libraries.

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Develop collaborative relationships with students, faculty, administrators and staff of the UCN

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• Collaborate with faculty in course planning to ensure curriculum requirements and research priorities are addressed in collection development activities.

• Collaborate with faculty in course delivery to:

(1) integrate library, research and critical thinking skills (information literacy) into the curriculum. This involves developing curriculum-based information competency objectives that emphasize critical thinking skills, and building this skill development into courses.

(2) manage access to required readings. This involves exploring alternatives for providing access to recommended resources such as course packages, reserve readings, links to electronic sources, distribution of resources to remote locations etc.

(3) create course level web pages identifying recommended databases, journals, books and other resources.

• Development of current awareness services for faculty and students to promote awareness of new information sources.

• Participate in UCN department and retreats. Librarians should be members of the UCN faculty association or the equivalent body at UCN.15

COOPERATION WITH OTHER LIBRARIES

• Develop effective relationships by providing class instruction, workshops for faculty, students and staff, and alumni.

• Participating in University College activities – orientation days, etc.

• Offering in depth, client-oriented reference services.

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• Geography - the physical distance between libraries and learners is a challenge for building relationships and offering effective instruction.

• Time - How can we reach / work with faculty in this busy world?

R E C O M M E N D A T I O N

Establish a collaborative process between librarians and faculty for all degree course development to ensure resource availability to support course objectives.

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Maximize access to local, national, and global information through cooperation with other libraries and sharing of resources

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• Work with consortia such as the Manitoba Library Consortium to increase access to resources, including EBSCOhost, netLibrary E-books, etc.

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HUMAN RESOURCES

• Establish reciprocal borrowing privileges at other post-secondary institutions securing access to richer collections.

• Interlibrary loans for UCN students and faculty.

• Healthy cooperation requires two strong partners – a rich collection in Northern and Aboriginal Studies could be shared with other provincial institutions.

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• Adequate staffing to participate in consortia activities.

• Funding to support services for researchers. Library consortia purchases of electronic products usually result in significant discounts, but universities supporting research have seen dramatic increases in the costs for document delivery and interlibrary loan.

R E C O M M E N D A T I O N

Purchase electronic products via library consortia and share resources where ever possible with other libraries.

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Develop, build upon, and maintain an excellent staff that is knowledgeable, service oriented and sensitive to clients’ needs

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• Employ Library staff who will "reflect the cultural composition of the student body."16

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HUMAN RESOURCES

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 28 University College of the North

• Provide professional development opportunities, including conferences, training sessions, distance learning and skill based training.

• The Pas

o Requires additional staffing for technical services to support expansion of the collections. In particular, a Library technician will be needed to catalogue materials

• The UCN Library locations supporting the degree students will need 1.5 additional librarians, and 2.5 library support positions including a library technician or an assistant with a Bachelors Degree with knowledge of an Aboriginal language. These new positions will carry out these functions:

o Reference and research assistance

o Library instruction sessions

o Development of course level pages

o Collection development

o Circulation and shelving

• The half time librarian position could be a combined position with a half time archivist.

• The Library will need computer support technician services, provided by staff of the UCN Information Technology Services division.

• Offer on-site in-person library support to learners at community access points, by hiring a:

o Part-time Computer/Library Assistant funded jointly by UCN Information Technology Services and Library to assist students

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• Very difficult to recruit a librarian of Aboriginal ancestry.

• May be difficulty in recruiting a librarian or library technician locally.

ADMINISTRATION

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• May need to hire non-qualified applicants that reflect the community with the stipulation that the applicant acquire the degree or certification.

• It is crucial to have competitive salaries and benefits to attract qualified, capable applicants.

• Keeping pace with information technology (IT) and developing skills.

• Funding ongoing staff development.

R E C O M M E N D A T I O N

After the UCN is fully operational, the Library should have the equivalent of nine full time staff plus significant technical support from UCN’s Information Technology division. The staff should be comprised of the following positions: 2.5 FTE librarians and 6.5 FTE library support staff in technician, paraprofessional, clerical, and student assistant positions.

See Appendix 1 for a description of the benchmarking methodology and staffing calculations.

Presently, KCC has one librarian, two technicians, one full time and two part time clerks in The Pas and Thompson.

AADDMMIINNIISSTTRRAATTIIOONN

Provide effective administration of the Library that fosters pride in achievements as a resourceful, innovative team

OO UU TT CC OO MM EE SS

• Create a positive environment and foster high morale.

• Emphasize teamwork amongst all locations.

• Strong commitment to continuous learning.

GROWING THE UCN LIBRARY

• Productive and safe workplace.

• Innovation and creativity encouraged.

• Draws on the unique expertise of Aboriginal and northern staff serving the library community.

• A Library budget that is appropriate to support the range and diversity of programs and services at UCN.

• Library Director reports directly to the President of the university college and is part of the senior administration of UCN.

CC HH AA LL LL EE NN GG EE SS

• Adequate staffing levels and appropriate Library budget for an university college.

• Team development, training and communication with geographically separated locations and community based staff.

R E C O M M E N D A T I O N

The Library Director reports directly to the President of UCN.

The Library Director is a member of the senior university college administration team.

The overall Library budget be set at 6% of the operating budget of the University College. Based on extrapolations from B.C. University Colleges the minimum budget should be $719,163.

GGRROOWWIINNGG TTHHEE UUCCNN LLIIBBRRAARRYY

The UCN Library is fortunate that it can build upon the foundation in place from KCC Community College. The College has qualified library staff, facilities, and collections that have established service delivery mechanisms to the community programming sites.

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 30 University College of the North

GROWING THE UCN LIBRARY

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 31 University College of the North

Growing the UCN Library into a university college library involves a significant amount of work. Additional funding will be needed to build up a base collection to support degree programs.

It is recommended that an additional staff member be hired on a contractual basis on a term for the first three years of the phase-in of degree programs. The Library must move quickly to have resources in place before each course is taught.

To assist with the developmental work of the UCN Library, a librarian should be hired on contract to assist with:

o Planning the new UCN Library's services, collections and facilities

o Help develop policy and procedures and systems for library service delivery including virtual reference, remote access to databases, etc.

o Collaborate with faculty in the development of collections and course web pages and required reading lists for course offerings

o Develop new instructional programs for degree students

o Recruiting library staff as the degree program phases in and the library staff complement expands to nine positions

o Provide reference and collection services; in particular, assist with the ordering of core monographs and serials

o Participate in the wider UCN implementation and planning activities, and share the administrative workload of developing an university college

At least one library technician should also be hired immediately to assist with the ordering and cataloguing of resources for the expansion of the "base collection". UCN should assume that at least two of the four new permanent positions will be needed as soon as the UCN implementation commences.

Over a five-year window, the UCN Library's staffing complement should reach the recommended level of nine members and the operating budget should reach its recommended level.

R E C O M M E N D A T I O N

During the implementation stage of UCN, the Library requires additional funding to support its growth. We recommend an

GROWING THE UCN LIBRARY

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 32 University College of the North

additional $184,987 per year for three years ($554,961) be allocated for startup costs.

The overall Library budget of $719,613 should be phased in over the five year implementation process as programs and degrees come on stream.

The following budget identifies funding required to establish the base collections and develop the Library. A full time term librarian should be hired immediately to help with planning and development. Some of the new permanent library positions should be filled immediately such as the library technicians and others phased in as programs are implemented.

Table 1: Phase In Budget

Phase In Costs Year 1 Year 2 Year 3

Contract Librarian*

• Salary ($39,000 - $54,000) plus 10% benefits

$59,400 $59,400 $59,400

Remote Allowances

• Dependent on location and circumstances ($51 to $133.93 biweekly)

To be determined

To be determined

To be determined

Travel support and professional development for term positions

$5,000 $5,000 $5,000

Equipment for 4.5 new staff and 2 term contracts

• Desks, workstations for staff

$10,000 $10,000 $10,000

Base collection development

• Serials, monographs

$110,857 $110,857 $110,857

Total: $186,900 $186,900 $186,900

* Salaries are based on Keewatin Community College Collective Agreement 2000-2003 <http://www.mgeu.mb.ca/agreements/newagreements/Keewatin%20Community%20College%202000%20to%202003.pdf>

GROWING THE UCN LIBRARY

O T H E R B U D G E T C O N S I D E R A T I O N S

• Support community cost of high speed internet connections to ensure effective information delivery.

• Additional shelving may be required for collections.

• IT technical support.

• Renewal budget on an annual basis to amortize computer workstations, printers over a 3 year window.

• May be a need to expand the KCC Library's contract for the Innovative Interfaces Inc. Library Cataloguing software and upgrade Interlibrary Loan software.

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 33 University College of the North

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 34 University College of the North

AAPPPPEENNDDIIXX 11:: BBEENNCCHHMMAARRKKIINNGG

The Council of Post Secondary Library Directors produces an annual statistical comparing of B.C. libraries, the most recent covering 2001-2002. <http://www.kwantlen.bc.ca/jobplace/cpsld/stats2002.htm> The Council reports on a number of factors including space, expenditures, collection size, staffing and services. The recommendations for the Library have been based upon the university college libraries of B.C.

The five university colleges are:

o Kwantlen University College

o Malaspina University College

o Okanagan University College

o University College of the Cariboo

o University College of the Fraser Valley

The statistical review also includes data for eight college level libraries in B.C. with student populations less than 5,000. This sheds light on two significant differences between a college library and an university college library: a) total space and 2) budget allocations. University college libraries have significantly higher collection budgets, and more space to support instruction, research, and collections.

MM EE TT HH OO DD OO LL OO GG YY

In Table 2: Comparable Library Statistics, the averages were calculated for several variables and prorated to 1500 students. In arriving at the final recommendations for staffing, expenditures, and space for UCN, other factors were also taken into consideration. These factors include price increases and inflation since 2001-2002, Howard E. Perch's assessment of the B.C. University College libraries,17 and the unique makeup and challenges of northern Manitoba service delivery. The factors particular to each recommendation are described below.

Planning a new library is an opportunity to learn from the experience of other libraries. Howard E. Perch’s report, Degree Programs at the University Colleges: A British Columbia Success Story assessed the

APPENDIX 1: BENCHMARKINGT

quality and capacity of university college libraries Howard Perch clearly identified that university college libraries were:

o Understaffed

o Underfunded for collections

o Lacked sufficient space18

S P A C E

The average amount of library space at the five B.C. institutions prorated to 1500 students is 1,109 square metres. However, Howard Perch’s report flagged that libraries have not been allocated sufficient space. Indeed, Malaspina University College is undergoing a $10 million library expansion project. For this reason, 1109 square metres is considered to be insufficient, and UCN should allocate 1400 square metres to accommodate staff, collections, instructional areas, and computer workstations.

Architect's Rendering of Malaspina Library

C O L L E C T I O N S

The minimum collection budget recommended is $220,560. This recommendation is based on the average budget of the five University Colleges and is prorated to 1500 students. Since this table reports on 2001-2002 data, an average price increase of 4% per year, based on ARL statistics of collection increases, has been factored in for 2 years to arrive at $220,560. It is worth noting that is the MINIMUM budget. Howard Perch flagged the chronic underfunding of university college collections in his report.19

Price increases are a very significant factor in purchasing monographs and serials, so the average collection budget has been adjusted to factor in these increases. Price increases have been compounded over the past

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 35 University College of the North

APPENDIX 1: BENCHMARKINGT

sixteen years by the declining purchasing power of Canadian dollar. Fortunately this trend has been reversed in 2003.

Graph 2 from the Association of Research Libraries shows the average serial and monograph increase annually from 1986-2002. <http://www.arl.org/stats/arlstat/graphs/2002/2002t2_can.html

The average unit cost increase from 1986-2002 for serials is 5.0% per year and for monographs it is 3.0%.20

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 37 University College of the North

T O T A L L I B R A R Y B U D G E T

The recommendation for $719,163 is based on:

o the average budget of the five university colleges;

o plus 5% increase for salaries and rising costs per year for two years,

o an additional $60,000 to address the high cost of travel in northern Manitoba and the chronic underfunding for staff and collections flagged by Howard Perch in his report

Howard Perch states that university college "collections are still small in comparison with those at universities of comparable size" and that one can only "conclude that the library collections are barely adequate to meet current needs". He goes further and states that libraries require a greater share of the institution's operating budget. He recommends that libraries should receive 6% of the institutional budget to be on par with comparable institutions across Canada.21

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 38 University College of the North

Table 2: Comparable Library Statistics22

KW MAL OK UCC *UCFV Average KCC Recommend 1. TYPE OF LIBRARY: University Legend University College X X X X KW - Kwantlen University College College X 23 MAL - Malaspina University College Institute OK - Okanagon University College 3. USERS: UCC - University College of the Cariboo

a) FTE Students (funded):

8,232.00

5,754.00

6,467.00

5,636.80

4,768.80 UCFV - University College of the Fraser Valley

b) FTE Faculty:

540.02

383.00

422.70

464.00

320.00 4. LIBRARY PERSONNEL

a) FTE Librarians (including Director)

11.50

8.20

10.00

8.00

5.78

b) FTE Library Staff

36.00

18.40

26.00

15.00

15.89

c) Subtotal FTE Personnel (a + b)

47.50

26.60

36.00 23.00

21.67

d) FTE Student Aides:

8.00

3.00

2.00

1.40

0.78

e) Total Personnel in FTE:

55.50

29.60

38.00 24.40

22.45 7. LIBRARY EXPENSES (CAPITAL AND OPERATING):

a) Personnel (Salaries and fringe benefits):

2,087,700.00

1,351,151.64

1,410,400.00

1,134,135.00

1,116,927.00 Collections:

b) Monographs:

70,000.00

598,850.00

648,262.00

408,477.00

180,830.00

c) Audio-Visual:

25,000.00 (included in b)

1,182.00

3,344.00

d) Current Periodicals:

82,100.00

392,528.00

410,000.00

297,534.00

275,672.00

e) Subtotal (b,c,d,):

177,100.00

991,378.00

1,058,262.00 707,193.00

459,846.00 Electronic Materials:

f) ELN Services:

49,672.00

41,167.00

51,413.00

46,606.00

g) Non-ELN Subscriptions:

18,006.00

92,167.00

162,260.00

18,440.00

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 39 University College of the North

Page 2 KW MAL OK UCC *UCFV Average KCC Recommend

h) Subtotal (f and g):

67,678.00

133,334.00

89,000.00

213,673.00

65,046.00

i) Total Collection Budget (e & h):

244,778.00

1,124,712.00

1,147,262.00

920,866.00

524,892.00

j) Other:

714,303.00

152,871.00

175,417.00

106,125.00

74,717.00

k) Total Library Budget (a + i + j):

3,046,781.00

2,628,734.64

2,733,079.00 2,161,126.00

1,716,536.00

8. INSTITUTIONAL BUDGET:

Base Grant Including Envelopes:

51,149,300.00

35,170,689.00

57,529,345.00 57,955,711.00

44,555,447.00

Total area in square meters:

5,000.00

4,544.00

6,605.00

3,075.20

3,494.00

Total number of seats:

595.00

430.00

634.00

200.00

174.00

Total hours open per week:

268.00

164.00

353.00

136.00

157.00

Total reference hours per week:

178.00

164.00

353.00

106.00

150.00 Calculations based on 1500 students at UCN

Total Librarians per 1500 students

2.10

2.14

2.32

2.13

1.82

2.10

Total staff per 1500 students

10.11

7.72

8.81 6.49

7.06

8.04

Number of seats per 1500 students

108.42

112.10

147.05

53.22

54.73

95.10

Square metres

911.08

1,184.57

1,532.01

818.34

1,099.02

1,109.00

650.00

Collection Budget*

44,602.41

293,199.17

266,103.76

245,050.21

165,101.91

203,920.49

52,800.00

220,560.40

Total Library Budget for 1500

555,171.47

685,280.15

633,928.95

575,093.85

539,927.03

597,880.29

276,800.00

719,163.02

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 40 University College of the North

AAPPPPEENNDDIIXX 22:: AABBOORRIIGGIINNAALL AANNDD NNOORRTTHHEERRNN SSTTUUDDIIEESS

BB AA CC KK GG RR OO UU NN DD

The UCN Library collection to support research and teaching in the area of Aboriginal Studies can build upon the KCC Library's existing collection. KCC holdings include 1141 titles on the history of America, 677 titles in geography, anthropology and folklore, and 3532 titles in the social sciences. Their collection in political science and law is modest; 177 titles and 357 titles respectively. For more details on the KCC Library collection, see Appendix 5. Rather than starting from scratch, UCN Library is fortunate to have an existing collection that it can build upon and enhance to form UCN's base collection.

1 . A R E A S O F C O L L E C T I N G

The collection parameters of the University College of the North Library would endeavor to reflect the teaching, research interests, priorities and initiatives of the University College of the North. All recommended readings that appear on course outlines should be purchased. Most Aboriginal resources will be discussed here except for Education and Health Sciences related materials, which are covered in separate sections of this report.

Aboriginal and Northern Studies materials are interdisciplinary and of great interest to most individuals working within the humanities and social sciences—in particular the fields of history, political science and sociology. They are also important in the field of law and justice. Due in part to their interdisciplinary nature and their high profile at the UCN, it is likely that these materials would be very heavily used and often require multiple copies. At the University of Saskatchewan, statistics from November 2002 show that 71% of materials purchased for Native Studies in recent years have circulated, with 33% in circulation five times or more. By any standard, this is a remarkably high circulation rate.

It is recommended that a Collections Policy would include Canadian (and, in particular, Manitoban) materials out of the Aboriginal and Northern Studies allocations first, followed by other common law and

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 41 University College of the North

commonwealth jurisdictions including the United States, Australia, and New Zealand. Next in priority would be Latin American and Scandinavian English language materials.

As mentioned above, Aboriginal and Northern Studies is a highly multi-disciplinary field. In accordance with the UCN Recommendations and Action Plan (March 2003), the subject areas focused on most heavily should include native literature, history, linguistics, law and justice, political studies, fine arts, and sociology.

There are many resources to assist librarians in the selection of publications for building their Aboriginal and Northern Studies collections; these are discussed in Section 4 of this report.

Unless a large number of purchases are made initially, it is likely that the demand for materials will greatly exceed what the University College Library can offer. The addition of related archival and cultural institutions within the Centre for Aboriginal Studies and Research would be a very positive development. In addition, students would benefit from obtaining access to other library and archival collections, such as those held at the University of Manitoba and Brandon, and the Hudson’s Bay Company Archives along with its umbrella institution, the Archives of Manitoba.

2 . C O L L E C T I N G S T R A T E G I E S

Published materials in mainstream presses will not be enough to establish a research collection for Aboriginal and northern studies. Obtaining primary materials and grey literature will be crucial. At the outset UCN should establish a special collections/archives to build rich location collections.

2.1 Special Collections / Archives

UCN should consider the development of a Special Collections unit within the Library and/or a future Archives facility to support Aboriginal Studies related research. The UCN Special Collections could include video and audio recordings of Elders and other community members in an effort to preserve and promote Aboriginal languages and dialects, oral history and legends; a historical and contemporary photographs and video collection; along with documents on Aboriginal heritage, such as letters, diaries, rare books and records of First Nations organizations.

Since the majority of these materials would be unpublished and archival in nature, they should be arranged and described in accordance with the Rules for Archival Description (RAD) and housed according to recognized archival standards.

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 42 University College of the North

The Special Collections/Archives could also support Northern Studies by collecting materials relevant to the history and current developments in the northern communities.

The Library can also take a leadership role with digital publishing, and create an institutional repository online of working papers, articles, and reports. The citation rate of materials housed in institutional repositories due to their electronic availability is significantly higher than traditionally published articles, raising the profile of the institution and at the same time expanding the range of locally relevant materials for students.24 The repository could include papers and reports by students and can be shaped to meet the needs of UCN.

3 . B U D G E T

Base Budget

In order to provide foundational support for the study of the Aboriginal and northern studies degree program, a broad base collection is needed. The multidisciplinary nature of the discipline and the need to support degree and diploma programs means that a well rounded liberal arts and social sciences collection is needed.

The collection needs to include resources from Aboriginal languages, Aboriginal Studies, anthropology, political studies, literature, environmental science, forestry, and sociology. In addition to the curriculum needs, a research level collection is required in the areas of Aboriginal justice, languages, and Aboriginal people of northern Manitoba.

The KCC Library report indicates that the collection covers all subject matters with varying degrees of depth. For example its collection in political science and law is light and its social science collection has much more depth. UCN Library is well positioned to draw upon this collection, and enhance it to form its base collection.

The following initial allocations are required as start up funds to expand the base collection and develop a research level Aboriginal Studies collection.

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 43 University College of the North

Table 3: Base Budget for Monographs and A/V

Volumes per Year

Average Cost Per Volume

Current Five Years

Aboriginal Languages 100 $63 $31,500

Aboriginal Law 100 $112 $56,070

Aboriginal Studies 200 $53 $53,000

Research Collections for Aboriginal Studies

$50,000

Total $190,570

Table 4: Base Budget All Formats

Monographs/Audiovisual $190, 570

Electronic Services/Serials Databases and electronic infrastructure to support access

$90,000

Total: $280,570

Annual Budget

It was difficult to set a budget for Aboriginal and Northern studies without a more in-depth knowledge of the curriculum. A global budget to support undergraduate electives and collections in other disciplines that relate to Aboriginal Studies was also needed.

Estimates for the global budget for undergraduate collections were based upon the B.C. University College budgets. For Aboriginal Studies, the budgets for the last five years at the University of Saskatchewan were examined to determine the:

• annual spending on materials

• rate of growth for Aboriginal law and language collections

The total collection allocation proposed for UCN is $220,560. KCC already spends $52,800. The $14,000 paid to reimburse Brandon could be allocated to UCN. An additional $3,500 is recommended for the

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 44 University College of the North

Nursing collection and $31,800 for the teacher education. This leaves a balance of $132,460 to support Aboriginal Studies and the global undergraduate degree program. Electronic databases like CPI.Q and CBCA and materials that are essential for Aboriginal Studies but broader in scope would be paid for from the global budget to support degree and technical programs. Some of these databases will require faster network connections, servers, authentication systems and so on. This database infrastructure needs to be paid for either from information technology line item or collections. The following allocation is recommended.

Table 5: Annual Budget for Aboriginal Studies and Global Budget for Bachelor Programs

Aboriginal Studies & Aboriginal Languages & Justice

Global Budget to support electives and shared databases for Bachelor programs

Monographs, A/V $19,000 $18,000

Electronic Products $40,000 $55,460

Total $59,000 $75, 460

Table 6: Consortia Pricing Estimates for Sample Electronic Products relevant to Aboriginal Studies

Electronic Product* 2003 Consortia Pricing*

Bibliography of Native North Americans

$900

America History and Life $3,500

Early Canadiana Online ECO $5,600

EBSCOHost $6,682

* Price estimates for the first three products were provided, based on similar sized institution purchasing the product via a consortium, by an expert in Library consortia pricing. Consortia pricing is variable. Some vendors calculate on a per student basis. Others do not reveal their pricing model. Factors such as the number of consortia members, bundle of the products and number of consortia members effect the cost.

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 45 University College of the North

4 . R E C O M M E N D E D R E S O U R C E S

There are numerous resources to assist librarians in building Aboriginal Studies collections. Unfortunately, many bibliographic guides are somewhat dated. The University of Manitoba Library has an excellent list of sources on the Aboriginal people of Manitoba: <http://www.umanitoba.ca/libraries/units/dafoe/subjectguides/native_studies.shtml >.

Three excellent resources to help build a research collection are:

1. Handbook of North America Indians. Ed. William C. Sturlevant. Washington DC: Smithsonian Institution, 1978.

Perhaps the most comprehensive scholarly resource listing citations of ethnographic materials on Aboriginal and Northern peoples and languages can be found in the multi-volume series of the Handbook of North America Indians. Bibliographies located at the end of Volume 13 (Part 2), The Plains; Volume 6, The Subarctic; Volume 5, The Arctic; and Volume 17, Languages, will be especially useful in building an excellent collection of Aboriginal resources at the UCN.

2. New Books Service – National Library of Canada <http://www.nlc-bnc.ca/newbooks/>

The New Books Service supersedes Forthcoming Books as of January 2004, providing electronic access to reviews of new Canadian publications.

3. Choice Magazine

This monthly magazine reviews new academic books published in North America. While it does not cover Aboriginal Studies specifically, many books in this field appear under disciplines such as History and Anthropology.

4.1 Monographs

The monograph collection relevant to Aboriginal and Northern Studies should be developed in response to the teaching, research interests, priorities and initiatives of UCN.

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 46 University College of the North

4.2 Journals

4.2.1 Electronic Journals

Ideally, electronic journals would be given priority in the UCN’s Aboriginal Studies collection because of the Library’s need to provide services to several northern Manitoba communities.

Electronic journals are typically not sold individually. For example, JSTOR currently includes 360 journal titles, but only four of these titles would be recommended for UCN’s Aboriginal and Northern Studies program. Aggregated collections such as JSTOR are therefore prohibitively expensive for this particular field. In most cases the Library can only afford to purchase Aboriginal related journals in print.

The following fifteen journals relevant to Aboriginal issues are available electronically:

• American Indian Law Review

• American Indian Quarterly

• Anthropologica

• Australian Aboriginal Studies: Journal of the Australian Institute of Aboriginal Studies

• Canadian Journal of Native Education

• Canadian Journal of Native Studies

• Ethnohistory

• International Journal of American Linguistics

• Latin American Antiquity: A Journal of the Society for American Archaeology

• Midcontinental Journal of Archaeology, MCJA

• Native American Connections: Year Book/ Directory

• Saskatchewan Indian (on the Internet)

• Wicazo Sa Review

• Windspeaker

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 47 University College of the North

4.2.2 Print Journals

A list of 45 selected print journal titles related to Aboriginal Studies is provided in Table 7. The average cost of an Aboriginal Studies journal is $118, so the cost estimate for 45 journals would be approximately $5,310 per annum.

4.3 Electronic Databases

The following electronic databases are recommended for Aboriginal Studies; the first section lists those that charge a fee, while the last three entries are free on the web.

Fee Products

• Bibliography of Native North Americans - Citations to literature about Native peoples of North America published from the sixteenth century to the present.

• America: History and Life - An index and abstracts to the history of the United States and Canada.

• Early Canadiana Online ECO - A digital library providing access to over 1,280,000 pages of Canada’s printed heritage.

• CBCA Fulltext Reference - Provides full-text access to articles in Canadian newspapers, magazines and scholarly journals.

• CPIQ/Canadian Periodical Index - Full text of 160 titles and index with abstracts for over 400 titles.

• EBSCOhost: Academic Search Full-Text Premier - A multi-disciplinary full text database for nearly 3,500 scholarly publications and indexing and abstracts for all 4,450 journals. KCC Library has a subscription for this service.

Free Access on the Web

• ArchiVIA: Aboriginal Peoples - Eight databases published by the National Archives of Canada providing detailed descriptions of a broad range of Federal Government records related to Aboriginal peoples.

• First Nations Periodical Index – An index to 20 journals, many Canadian.

• Arctic Science and Technology Information System (ASTIS) - A database of publications about northern Canada.

APPENDIX 2: ABORIGINAL AND NORTHERN STUDIES

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 48 University College of the North

4.4 Government Publications, Dissertations, Microforms and Maps

UCN intends to make Aboriginal Studies "the foundation of learning in the north." Government publications, though written from a particular perspective, provide invaluable information on the history and current circumstances of Aboriginal peoples across Canada. KCC is already designated as a depository library and receives or can select many publications free of charge.

The UCN Library should select Government publications, university dissertations, microforms and maps which relate specifically to the areas which it serves.

It is worth noting that many current government publications are published electronically and they should be catalogued to facilitate UCN access.

Recommended materials include:

4.4.1 Government Publications (many are available online)

• Publications of the Government of Canada, including the Reports of the Royal Commission on Aboriginal Peoples.

• Publications from the Department of Indian Affairs & Northern Development.

• Selected Canadian parliamentary publications (bills, Hansards, journals, committee hearings, etc.).

• Census publications, with demographic information relevant to Aboriginal Studies. Information is available in multiple formats, including print and electronic versions.

• Department of Indian Affairs annual reports, with detailed information on bands and reserves prior to ca. 1920.

• Relevant Government of Manitoba publications.

4.4.2 Microforms

• Record Group 10 series microfilm, representing records of Indian Affairs (indexed access is available via the Archivia CD-ROM).

• Newspapers of northern Manitoba cities and towns.

• Church missionary society records.

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NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 49 University College of the North

4.4.3 Print and digital Maps

• Maps of Manitoba rural municipalities.

• Maps reflecting the establishment and history of local Reserves.

4.4.4 PhD Dissertations and MA Theses

• University dissertations and theses related to Aboriginal peoples and language in Manitoba and the North.

4.5 Selected Internet Sites

There are hundreds of free Internet sites of use to researchers of Aboriginal and Northern Studies and Aboriginal Languages. A few suggested websites are listed below:

• Aboriginal Canada Portal (ACP) - Provides a window to Canadian Aboriginal on-line resources, contacts, information, government programs and services.

• Aboriginal Connections - An Indigenous Peoples Web Directory - Directory of 1,900 Native sites.

• Indian and Northern Affairs Canada Web Site - Information on Aboriginal peoples and their heritage in Canada.

• Hudson’s Bay Company Archives (Archives of Manitoba) - Contains descriptions and images of more than 10,000 records related to Aboriginal peoples across Canada.

• Library and Archives of Canada - Extensive website of digitized holdings and descriptions includes a special section on Aboriginal peoples of Canada.

4.6 Data Files and Statistics

• CANSIM -Includes socio-economic data, demographic, health and education statistics for Aboriginal and Inuit peoples.

• 1991 and 2001 Aboriginal Peoples Survey files from Statistics Canada.

• Health, literacy and other thematic surveys available from Statistics Canada under the DLI program.

APPENDIX 2: ABORIGINAL AND NORTHERN STUDIES

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 50 University College of the North

• E-STAT - A statistical source with some tables about Aboriginal people. E-STAT is free to educational institutions.

The best way to provide access to data files is through the Data Liberation program at Statistics Canada. More than 66 degree granting institutions belong to DLI and the annual cost for access for undergraduate colleges is $3000.

Table 7: Selected List of Recommended Print Journals Relevant to Aboriginal Studies

Aboriginal History

Aboriginal Law Bulletin

Aboriginal Voices

Alberta History

American Anthropologist

American Antiquity: A Quarterly Review of American Archaeology

American Indian Art Magazine

American Indian Culture and Research Journal

American Indian Law Review

American Indian Quarterly

American Indigena [in Spanish]

Anthropologica

Arctic

Arctic Anthropology

Australian Aboriginal Studies

Ayaangwaamizin: The International Journal of Indigenous Philosophies

BC Studies

Canadian Ethnic Studies

Canadian Journal of History = Annales Canadiennes d’Histoire

Canadian Journal of Native Education

Canadian Journal of Native Studies

APPENDIX 2: ABORIGINAL AND NORTHERN STUDIES

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 51 University College of the North

Cultural Survival Quarterly

Ethnohistory

Etudes/Inuit/Studies

European Review of Native American Studies

First Nations Gazette

Indian Law Reporter

International Journal of American Linguistics

Inuit Art Quarterly

Journal of Aboriginal Economic Development

Journal of Indigenous Studies [discontinued]

Kahtou

Manitoba Archaeological Journal

Manitoba History

Midcontinental Journal of Archaeology, MCJA

Native Studies Review

Northern Perspectives

Northern Review

Oceania: A Journal Devoted to the Study of the Native Peoples of Australia, New Guinea and the Islands of the Pacific Ocean

Plains Anthropologist

Prairie Forum

Saskatchewan History

Saskatchewan Indian

Wicazo Sa Review

Windspeaker

APPENDIX 3: EDUCATION

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The collection of education resources at Keewatin Community College (approx. 1270 titles) provides a basic representative collection in support of the teacher education program. Resources in other disciplines also support the program as the interdisciplinary nature of teacher education studies requires students to draw on other disciplines for their reading and research.

Continuing development of this core education collection is required to ensure that current resources are acquired.

UCN is proposing offering a degree program for 140 students.

�

Margaret Osborne demonstrating how a dream catcher is made.

Photo Credit: Norway House History Page <http://www.mysterynet.mb.ca/jackriver/get-togethers.html>

1 . A R E A S O F C O L L E C T I N G

A collection of resources to support the teaching and research needs of the teacher education program offered by the new University College would need to include the following:

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 52 University College of the North

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 53 University College of the North

1.1 Education collection

Resources that support courses on pedagogy and methodology; educational foundations including educational philosophy, theory, history and continuing education; educational administration; curriculum studies; educational psychology and special education; educational communications and technology; technical and vocational education; and Aboriginal and northern education materials. This collection would include monographs, serials, audiovisual materials and full text electronic resources.

1.2 Curriculum collection

Resources to support the Kindergarten to Senior 4 curriculum as taught in the schools of Manitoba. This collection should include:

o student resources including textbooks used in the schools in the province, teachers’ editions, and audiovisual resources

o all curriculum guides, programs of study and support documents including policy documents and teacher/school support publications released by Manitoba Education, Citizenship and Youth, for the Kindergarten to Senior 4 curriculum

o all curriculum publications issued by the Aboriginal Education Directorate, Manitoba Education, in particular the teacher’s resource books for the Native Studies curriculum.

1.3 Children’s Literature collection

A collection should be developed that includes picture books, folktales, and fiction for children and young adults, which supports the K-12 curriculum in the province of Manitoba by providing exemplary reading materials for children of all ages. The collection should reflect an emphasis on Canadian materials, Aboriginal content, Manitoban authors, and award-winning books.

1.4 Electronic Services

The acquisition of electronic search services which provide access to information sources for education and related disciplines.

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2 . C O L L E C T I N G S T R A T E G I E S

2.1 Liaison with teaching faculty at the course development stage is essential to the development of appropriate collections. Acquire all recommended readings on course outlines and select resources which support course content.

2.2 Acquire all curriculum and support documents produced by Manitoba Education, Citizenship and Youth. Multiple copies of curriculum guides should be purchased to meet demand.

2.3 Acquire a representative collection of curriculum resources including teacher's manuals/handbooks, audiovisual resources and student texts for all courses in the Manitoba K – Senior 4 curriculum. These can be acquired:

o online from Manitoba Education, Citizenship and Youth

o for purchase from the Manitoba Text Book Bureau, Manitoba Education, Citizenship and Youth

o free from Manitoba Education, Citizenship and Youth’s Instructional Resources Unit, Distance Learning and Information Technologies Unit, Aboriginal Education Directorate, Assessment and Evaluation Branch

2.4 Acquire core Canadian education serial titles (see attached list of recommended Canadian education journals) in electronic full text format. The acquisition of databases is recommended as the preferred means of providing access to journal literature over the acquisition of print subscriptions. This maximizes distributed access to serials for students at a distance.

2.5 Participate in consortia purchases of electronic search services/databases where possible, via COPPUL, province-wide initiatives or regional partnerships with other postsecondary institutions.

3 . B U D G E T

Base Collection

In order to provide foundational support for the study of education, a core collection of 500 titles covering education, philosophy, theory, history, pedagogy, psychology, curriculum studies and administration is required. The following initial allocations are required as start up funds to establish a teacher education and K – 12 curriculum collection.

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 55 University College of the North

Table 8: Base Budget Summary for Education

Monographs/Audiovisual $37,000

Electronic Services/Serials Databases $15,000

Total: $52,000

Annual Budget

An estimate of an annual budget for the proposed teacher education program can be established by examining the Okanagan University College's Library budget for its elementary teacher education program which has an undergraduate population of 153 students. This is very similar to UCN's enrolment estimates of 140 students. In addition, the acquisitions by the Education Library, University of Saskatchewan in support of its undergraduate and Aboriginal teacher education programs were analyzed over a ten year period.

This University of Saskatchewan analysis considered:

o annual allocation for education resources

o an estimate of the percentage of expenditure in support of undergraduate courses

o an estimate of the percentage of expenditure at the undergraduate level in support of Aboriginal education courses.

For information purposes, Table 9 shows the number of acquisitions for Aboriginal education by subject area at the University of Saskatchewan Education Library from 1993-2003. On average, 59 titles are purchased each year for Aboriginal education at a cost of $4,358.00.

Using this data as a guide, the following annual allocations are proposed for the UCN teacher education program. This recommendation is based on a library expenditure of $120 per student.

In addition, a further $15,000 should be factored into the total Library budget annually for the purchase of electronic search services/serial databases covering the teacher education literature.

APPENDIX 3: EDUCATION

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Table 10: Annual Budget Summary

Monographs, audiovisual materials $16,800

Electronic Products $15,000

Total $31,800

4 . R E C O M M E N D E D R E S O U R C E S

4.1 Monographs/Audiovisual Resources

The following are useful sources for the selection of education and curriculum materials.

• Manitoba Text Book Bureau Catalogue

The Text Book Bureau of Manitoba Education, Citizenship and Youth is responsible for providing Manitoban schools with educational learning resources and related products to support teaching and learning.

This online catalogue <http://www.mtbb.mb.ca/catalogue/en/> lists curriculum documents, teacher support documents, assessment and evaluation documents, policy documents and classroom resources recommended for use in Manitoba schools. Currently over 1500 items are listed under general learning resources with a further 212 items listed on Aboriginal education.

• Manitoba Education, Citizenship and Youth also publishes:

o subject specific annotated bibliographies of resources recommended for use in Manitoba classrooms eg. Physical Education/Health Education Learning Resources: Kindergarten to Senior 2. Compilation of Annotated Bibliographies 2002-2003.

o shortlists of recommended learning resources resulting from reviews eg. Manitoba (Kindergarten to Grade 8) Social Studies Preliminary Short List of Recommended Resources. November, 2003.

• The Manitoba Education, Citizenship and Youth website at <http://www.edu.gov.mb.ca/ks4/abedu/abdocs/annotated_bibl.pdf> has The Way We Speak: An Annotated Bibliography of Aboriginal

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 57 University College of the North

Language Resources in Manitoba. Manitoba Education and Training, Native Education, 1998.

This bibliography provides an inventory of Aboriginal language materials available throughout the province.

• The Instructional Resources Unit, Manitoba Education, Citizenship and Youth publishes a New Resources listing on its website at <http://www.edu.gov.mb.ca/ks4/iru/publications/>. This includes books, videos, CDs, DVDs, computer software and bibliographies such as Using Literature in your Classroom; Guides to Selecting Fiction and Non-Fiction Resources. October, 2003. This Unit also published Aboriginal Peoples: Resources Pertaining to First Nations, Inuit and Metis. 6th ed, 2000.

• The Manitoba First Nations Education Resource Centre maintains a website at <http://www.mfnerc.com> which lists useful web sites for curriculum and support documents.

• Aboriginal Resource List Kindergarten – Grade 12. Aboriginal Education Unit, Saskatchewan Learning., May, 2003.

This list includes foundational and curriculum documents issued by the Aboriginal Education Unit of Saskatchewan Education; reference materials including selection aids, instructional support, web resources, online databases; resources on Aboriginal languages; curriculum resources for elementary, middle years and secondary education; and a publishers/distributors listing.

4.2 Serials

Table 11 lists Canadian serials which are important sources for the study of Canadian education. A number of these are available in full text online through the CBCA Full Text Education database. It is recommended that access to serials in full text through database services be acquired rather than subscriptions to serials in print.

4.3 Electronic Services

The following electronic search services are recommended sources for locating research and teaching resources in the field of education. Table 12 provides estimates in today's dollars for purchasing some of these products from a consortia; the most economical route.

• ERIC (1966 –) Provides abstracting coverage for over 906 international education journals as well as the ERIC document collection of education research reports, conference papers, technical reports, curriculum documents, books, theses, etc. Currently the e-Subscribe service provides full text access to research documents from 1993 onwards.

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 58 University College of the North

• CBCA Full Text Education (1976 –) Provides indexing coverage of Canadian education journals with full text availability from 1999 –.

• Education Full Text (Wilson) (1983 –) Indexes over 500 education journals with full text coverage of approx. 250 journals since 1996. (Ballpark consortia pricing 2003 - $3,488 USD).

OR

• Proquest Education Journals - Indexes over 650 education journals with full text coverage of approx. 535 journals.

• PsycInfo (1872 –) Covers the academic, research and practice literature in psychology including relevant materials from related disciplines such as medicine, psychiatry, education, social work, law, criminology, social science, and organizational behaviour. Provides indexes to journals, dissertations, book chapters, books, technical reports, and other documents.

• PsycArticles – Offers full text coverage of academic, research and practice literature in psychology and related disciplines. Currently covers 49 titles in behavioural science.

Table 12: Consortia Pricing Estimates for Sample Educational Electronic Products

Electronic Product 2003 Consortia Pricing*

Education Fulltext $3,488 USD

Proquest Education Journals $7,700 USD

PsyArticles Ebscohost $2,718 USD

* Ballpark estimates for electronic licensing of these products were provided by a Canadian expert.

4.4 Internet Resources

To support access to resources available on the Web, the Library should identify, review and provide links to useful websites. Resources published to the web should be catalogued and accessible through the Library’s own catalogue.

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 59 University College of the North

Table 9: University of Saskatchewan Education Acquisitions for Aboriginal Education by Subject: 1993 – 2003

Total Acquisitions (1993 – 2003) = 589 titles @ $74 per title = $43,586 Education Resources 176 titles

Subject area (Library of Congress) No. of Titles

Psychology 1

Religion/Spirituality 2

Indians of North America/Native Studies 29

Aboriginal education (E96) 70

Bibliographies (E) 3

Indigenous knowledge/de-colonization 2

Games/Sports/Physical education 1

Aboriginal peoples/race relations 2

Aboriginal peoples – career development 2

Aboriginal/indigenous education (LB and LC) 2

Aboriginal music (ML) 43

Aboriginal/indigenous music – criticism 4

Aboriginal language/literature (P) 11

Ecology – indigenous peoples 1

Bibliography (Z) 11

Music Recordings (Saskatchewan Music Collection) 92

Curriculum Resources 413

Religion/Mythology 4

Social science (including education, customs and traditions) 26

Folklore and legends 100

Fiction 86

Alphabet books 2

ESL/Literacy 6

APPENDIX 3: EDUCATION

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Aboriginal languages 33

Science 3

Health/Nutrition/parent education 6

Art/Crafts 7

Music 7

Games 2

Literature (including anthologies, poetry, drama) 30

Biography 30

Indians of North America – history/social life and customs 20

Indians of North America – specific groups/geographical locations 64

Table 11: Recommended Serial Titles

Canadian and International Education

Canadian Ethnic Studies

Canadian Journal for the Study of Adult Education

Canadian Journal of Research in Early Childhood Education

Canadian Journal of Education

Canadian Journal of Educational Administration and Policy

Canadian Journal of Learning and Technology

Canadian Journal of Native Education

Canadian Journal of Native Studies

Canadian Journal of School Psychology

Canadian Journal of Sociology

Canadian Journal of Special Education

Canadian Music Educator

Canadian review of Art Education

Canadian Social Studies

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 61 University College of the North

Canadian Vocational Journal

Canadian Journal of Science, Mathematics and Technology Education

Challenge in Educational Administration

Computers in Education

Convergence

Curriculum Inquiry

Early Childhood Education

Education Canada

Education Forum

Education Leader

Education Manitoba

Education Quarterly review

Education Today

Exceptionality Education Canada

Guidance and Counselling

Interchange – Quarterly Review of Education

International Journal of Special Education

International Journal of Canadian Studies

Journal of Canadian Society for Education Through Art

Journal of Canadian Studies

Journal of Child and Youth Care

Journal of Distance Education

Journal of Educational Administration and Foundations

Journal of Educational Thought

Journal of Indigenous Studies

Manitoba Middle Years Association Journal

Manitoba Music Educator

Manitoba Journal of Counselling

Manitoba Science Teacher

APPENDIX 3: EDUCATION

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 62 University College of the North

Manitoba Social Science Teacher

Manitoba Teacher

McGill Journal of Education

Mosaic Journal for Language Teachers

Multicultural Education Journal

Native studies Review

Paideusis

Physical and Health Education Journal

Reading Manitoba

Special Educator

TESL Canada Journal

TESL Manitoba

This Magazine

APPENDIX 4: NURSING

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There is already an established collection of nursing resources to support the teaching and research needs of the Nursing program, offered jointly by the University of Manitoba and Keewatin Community College. The collection reflects the curriculum of the program which includes, but is not limited to the following areas: Aboriginal health, ethics, health policy, history of nursing, men’s health, midwifery, nursing theory, women’s health and rural environment. This core collection can continue to be developed to support current nursing students, as well possibly the Licensed Practical Nursing students from Assiniboine Community College.

Excellent work has already been done on the production of two web sites highlighting online nursing resources produced by KCC, and the Nursing Librarian at the University of Manitoba. Certainly these pages will prove invaluable to nursing students. With the launch of the University College the subject web pages could be extended to provide course specific pages. Course specific have been very popular and well received by faculty and students where they’ve been introduced.

Nursing 219 Seniors Health Fair 2003

Health Fair 2003 – Thompson

Photo Credit: Keewatin Web Site <http://www.keewatincc.mb.ca/nursing/eventspictures/ 219%20health%20fair%202003.htm>

1 . C O L L E C T I N G S T R A T E G I E S

1.1 Continue to liaise with teaching faculty, and purchase all recommended readings on course outlines. When demand warrants, purchase multiple copies of books to ensure adequate access.

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 63 University College of the North

APPENDIX 4: NURSING

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 64 University College of the North

1.2 The collection can be filled out by using the Brandon / Hill Selected List of Print Nursing Books and Journals, focusing on material supporting courses taught. If a Canadian equivalent of a title exists, consider its purchase if quality is comparable. Other collection development tools include the Books of the Year Awards published annually in the January issue of the American Journal of Nursing. It is a subject category listing of 40 to 50 books selected as "most valuable" by subject experts. A list, published in 2000, entitled Essential Nursing References was compiled by the Interagency Council on Information Resources for Nursing. It includes a Canadian supplement.

1.3 Any publication of the Aboriginal Nurses Association should be acquired.

1.4 Nursing is an extremely interdisciplinary profession, and draws upon the literature of many fields, including medicine, education, psychology and the social sciences. It would be an Herculean task to attempt to provide adequate coverage for these subjects. KCC Faculty, as well as the University of Manitoba Nursing Librarian, are well-positioned to suggest additional titles for purchase. University of Manitoba Library is recognized for the excellent collection and service delivery in the field of Aboriginal health.

1.5 Nursing students have full access to electronic journals and databases such as CINAHL, that are available to on-campus students at the University of Manitoba, and this access is expected to continue.

2 . B U D G E T

2.2 Monographs/AudioVisual

A sample set of titles taken from the Brandon /Hill Nursing List indicates that a core collection is being developed, but lacks financial resources to maintain currency. Based on the small sample of the 143 "initial purchase" books on the Brandon and Hill list, one third of the titles were in the collection and current. The outright cost of the "initial purchase" books is $7,446 U.S.25 It is recommended that additional funding of $3,500 per year be allocated to Nursing to supplement their existing budget.

Traditionally Nursing students are the heaviest librarian users in the Health Sciences area. For this reason, it is impractical to rely on interlibrary loan or direct request from another Nursing library for these core resources. In Saskatchewan, the First Nations University of Canada has had first hand experience with difficulties requesting these core materials from University of Saskatchewan for their satellite Nursing program. Often these core books are on reserve and almost always signed out.

APPENDIX 4: NURSING

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 65 University College of the North

Most of the nursing books are only available in print. This area should be monitored because e-books are taking hold in the medical and health sciences fields.

Additional Funding: $3,500 / yr

2.2 Serials

There are a few journal titles important to nursing that are not currently available online, or are essential to have in print format as well as electronic. KCC has identified these titles, and subscribes to these titles in print. Funds should be in place to continue these print subscriptions. It appears that the KCC Library spends approximately the sum of $3,000 and they should maintain these subscriptions and look for opportunities to move to electronic format when appropriate.

APPENDIX 5: KCC LIBRARY OVERVIEW

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Library Overview Physical Facilities Keewatin Community College Library consists of two geographically distinct facilities the primary of which is located in The Pas MB with a satellite location in Thompson MB.

The Pas Library facility of Keewatin Community College, which holds the greater

portion of the collection, is approximately 5500SqFt, and incorporates a computer lab equipped with 20 desktop workstations. Each workstation has a variety of software and is available for use during Library hours which are 8:00am-9:00pm Monday through Thursday, 8:00am-4:30pm Friday, and Sunday evening 6:00pm-10:00pm (under review) throughout the academic year. Additional resources such as a viewing facilities for videos is provided, photocopy machine, micro-fiche reader/printer, as well as overhead, and media projectors are also available.

The facility at the Thompson campus is approximately 1500Sqft and maintains the same hours of service as that of The Pas. It is similarly equipped with two desktop computers, software, and viewing equipment. Collection The collection at Keewatin Community College is broadly based, in general at an intermediate level, allowing for research at an undergraduate level consisting of monographs, videos, serials, and indices. Monographs The monographic collection is arranged in Library of Congress Subject Classification consisting of approximately forty thousand titles (25,000) proportionately distributed over both The Pas and Thompson Campuses Libraries. With the exception of reference works and indices, this portion of the collection circulates to student and staff at both campuses through Inter-departmental mail.

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APPENDIX 5: KCC LIBRARY OVERVIEW

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Serials The serials holdings for Keewatin Community College consists of approximately two hundred and ten (210) titles many of which are held for ten years with the balance, in general, held for five years. These are augmented by a number of full text on-line journals. Videos This segment of the collection is shelved separately and due to copyright issues, is restricted to in class instructor use and in-house use by students. However, for the purposes of this report, videos are considered as an integral part of the monographic collection as a whole.

In addition to these traditional sources, Keewatin Community College subscribes to a number of on-line databases provided by EbscoHost. (This service is at present under review with the intention of expanding access to a greater number of on-line full text articles). Human resources Keewatin Community College Library is staffed by one (1), Professional Librarian, two (2) Library Technicians, a (1) Library Clerk and two (2) Library clerks. The librarian works from The Pas Library and is supported by two Technicians and one part-time clerk. The Thompson facility is staffed by a (1) Library Clerk with extensive experience of the collection and the needs of students and (1) part-time clerk. Access Access to the collection is provided by a web based On-line catalogue (OPAC) both on and off-campus which allows users to search for information by title, subject, and keyword. In addition, the catalogue contains hot links to various other academic Libraries to enable students to expand their searches to larger collections. Services The services provided by the Library consist of Bibliographic instruction, reference service for in-depth searches, photocopying and inter-library borrowing. In addition, both Libraries provide reserve facilities for required readings locatable through the catalogue (OPAC) under course number and/or Instructor name.

These services have been expanded to support the University of Manitoba Nursing Baccalaureate program delivered at Norway House. In providing these services to a remote community, Keewatin Community College has undertaken to enhance access to its resources by indexing the Tables of Content of academic journals within its catalogue, and in addition has further undertaken the organizing, and cataloguing of resources held at the University of Manitoba’s Norway House facility. This will allow for equal access by all locations to the Keewatin Community College Library Collection and Services.

APPENDIX 5: KCC LIBRARY OVERVIEW

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 68 University College of the North

As Keewatin Community College is dedicated, through leadership and

innovation, to the nurturing of a learning environment that responds to the unique needs of our communities the purpose of these measures is to provide excellence in service and the delivery of necessary resources to all students and staff in a timely manner.

APPENDIX 5: KCC LIBRARY OVERVIEW

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 69 University College of the North

Budget. Staff salaries The Pas One professional librarian. Two Library Technicians. One Part time clerk. $138,000 Benefits $ 13,800 Staff salaries Thompson Salaries are allocated to that clerical unit One library clerk One part time clerk Collection allocation “03-’04 The Pas $36,500 Serials $20,992 Data Base $ 3341 Monographs $12,167 Thompson $16300 Serials $4237 Data Base $3341 Monographs $8822 In addition there are ongoing expenses in support of Library services such as copy

right licenses, association memberships, rentals and normal supplies.

APPENDIX 5: KCC LIBRARY OVERVIEW

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Collection The Keewatin Community College collection covers all subject matters within the

Library of Congress classification system. However, with regard to the programs offered by the College the number and depth of the collection varies across disciplines.

Classes A General works: Reference and encyclopaedias is weighted toward technology. B Philosophy-Religion (psychology): Subject area accounts for 627 titles. C Auxiliary Sciences of History: Consists of 46 titles D History: General &Old World: Consists 112 titles E-F History of America: consists 1411 titles G Geography, Antropology, Folklore: consists 677 titles H Social Sciences: consists 3532 titles J Political Science: consists 177 titles K Law: consists 357 titles L. Education: consists 1265 titles M Music: consists 80 titles N Fine Art: consists 107 titles P Language and Literature: consists 950 Q Science: consists 2113 titles R Medicine: consists 3376 titles S Agriculture: consists 738 titles T Technology: consists 3024 titles U Military Science: consists 14 V Naval Science: consists 4 titles Z Bibliography & Library Science: consists 172 titles

APPENDIX 5: KCC LIBRARY OVERVIEW

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In addition to those items within the catalogue Keewatin Community, as a Partial Depository Library, holds a variety of Government of Canada and Government of Manitoba documents. These include:

Canada: House of Commons Debates: Official Report. (Hansard) Canada: The Senate Report. Statutes of Canada Consolidated Regulations of Canada Revised Statutes of Canada

The College also holds many Government of Canada Departmental documents primarily Health Canada Parks Canada Indian and Northern Affairs Geological Survey of Canada

The collection also contains Government of Manitoba documents. These parallel for the most part Federal Government documents. All technical processing of the Keewatin Community College collection is completed in house by the librarian and Library technicians. The services provided to students and staff at Regional Centres at present follow established methods of Inter Library loan, physical delivery of monographs, and facsimile copy of journal articles. In addition there is a pilot project underway for delivery of video on demand to remote communities. Acquisition of new material is approximately 3000 items per year (all media) with a concentration on replacement of outmoded materials which when replaced are de-accessioned.

APPENDIX 6: INDEX TO TABLES

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Page

Table 1: Phase In Budget 32

Table 2: Comparable Library Statistics 38

Table 3: Base Budget for Monographs and A/V 43

Table 4: Base Budget All Formats 43

Table 5: Annual Budget for Aboriginal Studies and Global Budget for Bachelor Programs

44

Table 6: Consortia Pricing Estimates for Sample Electronic Products relevant to Aboriginal Studies

44

Table 7: Selected List of Recommended Print Journals Relevant to Aboriginal Studies

50

Table 8: Base Budget Summary Table for Education 55

Table 9: University of Saskatchewan Education Acquisitions for Aboriginal Education by Subject 1993 – 2003

59

Table 10: Annual Budget Summary Table 56

Table 11: Recommended Serials in Education 60

Table 12: Consortia Pricing Estimates for Sample Educational Electronic Products

58

ENDNOTES

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EENNDDNNOOTTEESS

1 Excerpt from the UCN Contract for Services for a library plan

2 University College of the North (UCN) Implementation Team Web site. 14 Jan 2004. <http://www.edu.gov.mb.ca/aet/ucn/index.html>

3 University College of the North: Recommendations and Action Plan. Report of the Consultation on Post-Secondary Education in Northern Manitoba. (March 2003) 14 Jan 2004. <http://www.edu.gov.mb.ca/aet/ucn/documents/UCN_recommendations_actionplan.pdf>

4 Bennett, Scott, Libraries Designed for Learnings. (Washington: DC Council on Library and Information Resources, 2003) vi. 14 Jan 2004. <http://www.clir.org/pubs/reports/pub122/pub122web.pdf >

5 University College of the North, 15.

6 University College of the North, 6.

7 University College of the North, 4.

8 University College of the North, 5.

9 Bennet, 25.

10 The structure of the library plan describing the vision, mission, outcomes and challenges is based upon the Golden Gate University Library's Plan. The Golden Gate University Library has a strong commitment to serving distance learners. 2002. 30. 14 Jan 2004. <http://internet.ggu.edu/university_library/libplan.html>

11 Post-Secondary Education in Northern Manitoba: A Discussion Paper Fall 2002. 30. 14 Jan 2004. <http://www.edu.gov.mb.ca/aet/ucn/documents/discussion_paper.pdf>

12 Petch, Howard E. Degree Programs at the University Colleges: A British Columbia Success Story. (Victoria, B.C. 1998), 27.

13 University College of the North, 17.

14 Environmental Scan: Keewatin Community College. (February 2003). 23-24. 14 Jan 2004. <http://www.keewatincc.mb.ca/Environmental%20Scan%20-%20Feb%202003.pdf

15. Library Profile: The Okanagan University College Network Information Services Network (Okanagan, B.C.: Okanagan Library, [2002]) 3. 14 Jan 2004. <http://www.ouc.bc.ca/libr/profile.pdf>

ENDNOTES

NORTHERN LIGHTS INTERNET SOLUTIONS LTD. PAGE 74 University College of the North

16 University College of the North, 4.

17 Petch, 28-29

18 Petch, 28-29.

19 Perch, 28-29.

20 Monograph and Serial Costs in ARL Libraries, 1986-2002. 14 Jan 2004 .<http://www.arl.org/stats/arlstat/graphs/2002/2002t2_can.html>

21 Petch, 28-29.

22 B.C. Annual Statistical Review 2001/2002. 14 Jan 2004. <http://www.kwantlen.bc.ca/jobplace/cpsld/stats2002.htm>

23 Okanagan is indicated as a College on the source table. Okanagan offers degree and technical programs and their name is “Okanagan University College”. Our assumption is that this is a data entry error in the original table.

24 Johnson, RK. Institutional Repositories: Partnering with Faculty to Enhance Scholarly Communication. D-Lib Magazine. 8 no. 11. November 2002. 14 Jan 2004 <http://www.dlib.org/dlib/november02/johnson/11johnson.html>

25 Hill DR, Stickell HN. Brandon/Hill selected list of print nursing books and journals. (New York, NY: Gustave L. and Janet W. Levy Library, Mount Sinai School of Medicine of New York University, 2002). 14 Jan 2004 <http://www.mssm.edu/library/brandon-hill/nursing/introduction.shtml>