Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

MEMORANDUM

Office of the Provost

and Vice-Principal (Academic)

To: Queen’s University Senate

From: Teri Shearer, Deputy Provost (Academic Operations and Inclusion)

Date: November 16, 2017

Subject: Truth and Reconciliation Commission Task Force Progress Update

The Truth and Reconciliation Commission Task Force (TRCTF) completed its final report in

March 2017. The report contains 25 recommendations for sustained institutional change,

including strengthening relationships with Indigenous communities, promoting a deeper

understanding of Indigenous histories, knowledge systems, and perspectives, and creating

a welcoming environment for Indigenous faculty, staff, and students at Queen’s.

I’m pleased to provide Senators with examples of new activities underway, and updates to

previously announced initiatives, which support the implementation of the TRCTF

recommendations. As noted below, faculty, school, and shared service units will be

submitting preliminary implementation plans in December, after which I will have a better

sense of the scope of activities underway across campus.

The updates outlined in this memo are by no means an exhaustive list and I am pleased to

see that, more and more, conversations about Indigenous histories and experiences are

taking place across campus. For example, students, faculty, and staff in the Faculty of Law

recently visited Akwesasne Mohawk Territory to learn more about the reserve’s unique

court system, treaties, and how certain aspects of the law are practiced in that community- a

meaningful and important lesson for future legal professionals. I would like to commend

everyone involved in this initiative, and the many others underway across the university,

for their hard work and commitment to respectfully enhancing awareness of Indigenous

histories, experiences, and knowledge systems.

Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

Director of Indigenous Initiatives

Since taking up her post as the inaugural Director of Indigenous Initiatives in early October,

Kanonhsyonne / Janice Hill has engaged with various internal and external stakeholders to

support the development and advancement of academic, research, and advancement

initiatives across faculties, schools, and shared service units. Examples of these initiatives

include providing guidance on academic program development such as the new

Indigenous languages certificates, leading Queen’s participation in the provincially funded

Pathways for Indigenous Learners program, and supporting the expansion of Four

Directions Aboriginal Student Centre - to name just a few. Ms. Hill is also engaging with

provincial bodies, such as the Council of Ontario Universities Reference Group on

Aboriginal Education, to share best practices, advocate for Indigenous learners, enhance the

profile of Indigenous programming at Queen’s, and collaborate with peers institutions.

An important priority over the coming months will be to formalize a vision and goals for

the newly established Office of Indigenous Initiatives portfolio within the Office of the

Provost and Vice-Principal (Academic).

Educational Developer (Indigenous Curriculum and Ways of Knowing)

The Centre for Teaching and Learning is hiring an Educational Developer (Indigenous

Curriculum and Ways of Knowing) who will be responsible for developing programs and

services to support professional teaching development in integrating Indigenous

knowledge and ways of knowing into courses and programs. Working in collaboration

with other members of the Centre for Teaching and Learning staff, the incumbent will also

develop resources and materials to support Queen’s educators’ knowledge of Indigenous

curriculum, ways of knowing, and pedagogical practices. The Educational Developer will

work closely with the Director of Indigenous Initiatives who will provide guidance in

identifying and addressing programming priorities.

The Educational Developer (Indigenous Curriculum and Ways of Knowing) will be an

important resource as faculties and schools respond to the TRC Task Force

recommendation to integrate Indigenous content into curricula across all academic

programs.

Cultural Counsellor in Four Directions

The Division of Student Affairs has welcomed Elder Mishiikenh (Vernon) Altiman as

Cultural Counsellor at the Four Directions Aboriginal Student Centre.

Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

Students, staff, and faculty will benefit from Elder Altiman’s 30 years of Anishinaabe

Ezhichigenywin (Ojibwa philosophical) experience, as he brings his skills and compassion

to one-on-one and group counselling, spiritual advising, workshops and education,

facilitation, and cultural awareness activities based at the centre.

Elder Altiman currently teaches Anishinaabemowin in the Faculty of Arts and Science and

has previously worked at the Collins Bay Institution, the Enaahtig Healing Lodge and

Learning Centre in Orillia, and with Employment Services on Walpole Island First Nation.

He has also held positions with Correctional Services of Canada and the Manitoba

Legislative Assembly as executive assistant to the Minister of Culture, Heritage, and

Tourism. He volunteers extensively in the community and holds a Masters of Indigenous

Knowledge and Philosophy from the Seven Generations Education Institute.

Indigenous Student Bursary

Chancellor Jim Leech has taken the initiative to establish a bursary for Indigenous students. The

$15,000 bursary is awarded on the basis of demonstrated financial need to Aboriginal students in

any year, of any faculty or school at Queen’s University. Recipients may be full- or part-time

students. The bursary will help to ensure Indigenous students can fully participate in the

academic and extra-curricular life of the university and will promote their inclusion, retention,

and success.

Update on the Expansion of Four Directions Aboriginal Student Centre

Work on the expansion of Four Directions Aboriginal Student Centre (FDASC) continues.

Two Row Architect firm, based in Six Nations, was selected to develop conceptual

drawings for the new space, and Shoalts and Zaback Architects Ltd have been engaged as

the project architect. Shoalts and Zaback will work closely with the Two Row Architect firm

on the Indigenous components of the design.

In line with recommendations of the Truth and Reconciliation Commission Task Force, the

additional space in FDASC will allow for increased capacity for ceremonies, gathering

spaces, student study space, and workshops.

In conjunction with this work, which is funded by the Division of Student Affairs,

accessibility upgrades to both buildings are underway which have been made possible

through a $50,000 grant from the federal government’s Enabling Accessibility Fund, with

matching funds from the university. These upgrades will ensure students, staff, faculty, and

Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

community members can easily access FDASC and participate in their many community

events and activities.

Pathways for Indigenous Learners

As previously announced, Queen’s has joined the Pathways for Indigenous Learners

collective to develop bridging and pathways programming, and related support services,

for Indigenous post-secondary learners. Articulation agreements between universities,

colleges, and Aboriginal Institutes developed within this project will allow for the seamless

transition of Indigenous learners across the sector. The development of bridging and

pathway programs align with recommendations in the TRCTF report.

As part of this project, Queen’s Director of Indigenous Initiatives has led the development

of an asset map that outlines the ways in which the university engages Indigeneity on

campus. The map will be used to help identify potential partnerships, collaborations, and

articulation agreements with other universities, colleges, and Aboriginal institutes in the

province. A copy of the asset map is attached to this report.

The Pathways for Indigenous Learners collective is funded by the Ontario Council on

Articulation and Transfer (ONCAT) and is made up of 17 partner institutions, including

colleges, universities, and Aboriginal institutes.

Faculty and Shared Services Implementation Plans

As recommended by the task force, all faculties, schools, and shared service units have been

asked to develop a response to the TRC recommendations that are relevant to their

portfolios, along with a preliminary five-year implementation plan.

The preliminary plans will be submitted to the Office of the Provost in December 2017.

19th Annual Symposium on Indigenous Knowledge

The 19th Annual Symposium on Indigenous Knowledge was held on October 27 and 28. As

always, the event brought together community Elders, Indigenous scholars, and members

of the Queen’s community to share research and perspectives.

In response to the TRCTF recommendations relating to research, the symposium included a

session on research collaboration with Indigenous communities, hosted jointly by the

Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

School of Graduate Studies, the Aboriginal Council of Queen’s University (ACQU), and the

Office of Indigenous Initiatives. More than 80 members of the Queen’s community attended

the session, which included panel presentations and discussions from students, faculty, and

members of the Aboriginal Council of Queen’s University. The keynote address was

delivered by Dr. Alex McComber about a project within the Kahnawà:ke Mohawk Territory

aimed at supporting health promotion and diabetes prevention in local schools.

Queen’s Reads Panel on Canadian Identity

Students, faculty, staff, and community members gathered in Wallace Hall on November 8

for a Queen's Reads panel entitled: "What does it mean to be Canadian? Exploring Identity

in Light of Canada 150".

Panelists included Professor Lee Airton (Faculty of Education), Thomas Dymond

(Meds’20), Robert Lovelace (Global Development Studies), Audrey Kobayashi (Geography

and Planning), Barrington Walker (History), and Lauren Winkler (ArtSci’17, JD’20).

Participants spoke about what it means to be Canadian in 2017, discussed intersectionality

in relation to identity, and explored how we can work together to better incorporate

reconciliation into our daily lives.

Queen’s Reads is the university’s common reading program. This year’s novel is The Break

by Katherena Vermette that tells an intergenerational story of a Métis family as they

navigate the effects of trauma.

Discussion groups focusing on the first half of the book continue on Wednesday November

22nd from 5:30 to 7:00pm in Kingston Hall 213 and Tuesday December 5th from 5:00 to

6:30pm in the lounge of the Four Directions Aboriginal Student Centre at 146 Barrie St.

Discussion groups for Part 3 and 4 of The Break, and an author visit will take place in the

winter term. Further information can be found on the Queen’s Reads webpage.

Self-Identification Project

The Queen’s University Self-Identification Project, funded from the Targeted Initiatives

Fund of the Ontario Ministry of Training, Colleges and Universities, is up and running. The

project aims to increase self-identification opportunities and enhance the university student

records management system to better track and support Indigenous students.

Previously, Indigenous students were only able to self-identify during the application

process. The new self-identification mechanism in SOLUS allows all students to self-

identify at any point during their studies, thereby enhancing the university’s ability to plan

Office of the Provost and Vice-Principal (Academic)

Suite 353 Richardson Hall, Queen’s University

Kingston, Ontario, Canada K7L 3N6

Telephone: 613-533-2020 Fax: 613-533-6263

and respond to the needs of its Indigenous student population.

In fall 2017, more than 100 students with Indigenous ancestry have chosen to self-identify

through the new self-identification mechanism. Staff from the Office of the University

Registrar and the Four Directions Aboriginal Student Centre presented at a national post-

secondary systems conference in October on the mechanism and how it was developed.

Pathways for Indigenous Learners:

Collaborating across Aboriginal Institutes, Colleges, and Universities

Asset Map for Partnering Institutions

The purpose of this document is to assist you in summarizing information pertaining to programs,

courses, supports, opportunities, services, etc for Indigenous learners within your institution. This

information will be helpful throughout the process of this work, in creating learning pathways for

Indigenous learners across partnering institutions. When possible, include institutional data that could

be useful to or inform the development or creation of learning pathways.

**Feel free to copy & paste any relevant information from your website**

“ASSET” DESCRIPTION

Programs and Courses (that have a focus on Knowledge/pedagogy, culture, knowledge, etc, or where there are Indigenous Learners enrolled, or that are delivered within communities)

Programs

Aboriginal Teacher Education Program

Degree designation: Bachelor of Education (ATEP)

Offered to Concurrent and Consecutive Education students

Open to both Aboriginal (Status, non-Status, or Métis) and non-Aboriginal students with a university degree who are interested in Aboriginal education (priority is given to Aboriginal applicants)

4 successive terms, starting in May and ending in August the following year

Primary-Junior (JK-Grade 6) and Intermediate-Senior (Grades 7-12)

http://educ.queensu.ca/atep

Aboriginal Teacher Education Program (Community Based)

Degree designations: Diploma in Education (for applicants with grade 12 diploma or equivalent if of Aboriginal Ancestry); Bachelor of Education (for those entering with undergraduate degree)

Attend Queen's University for two summer sessions and Kenjgewin Teg Educational Institute (Manitoulin-North Shore region) for four fall and winter terms

Experientially based, with 17 weeks of practice teaching in First Nations and/or Provincial schools

Increased online connectivity and emphasis on Aboriginal languages

Primary-Junior (JK-Grade 6)

http://educ.queensu.ca/atep

Master of Education in Aboriginal and World Indigenous Educational Studies

Part-time, blended program intended for students with experience in Aboriginal communities

2 degree patterns: 6 half-courses + thesis or 8 half-courses + project

Students can expect to complete within 36-48 months of part-time study

http://educ.queensu.ca/awies

On-line Professional Master of Education Graduate Diploma and Degree: Aboriginal Education Field of Study

http://educ.queensu.ca/PME

Indigenous Studies Degree designations: Minor; Bachelor of Arts (General)

An interdisciplinary degree, designed to draw together a range of course offerings on Indigenous history, culture, experience, language and ways of knowing from 14 departments within Arts and Science.

http://www.queensu.ca/llcu/academics/academic-plans/indigenous-studies

Bachelor of Mining Engineering Technology (BTech)

Degree to diploma program for individuals who have completed any Engineering Technology or Mining Engineering Technician diploma with minimum average of 75%

Upon enrolment, students must complete a customized bridge curriculum, before progressing into Year 3 of the program

Blended format: all courses delivered online; students required to complete 2 two-week lab-intensive field placements

Courses are group-paced, delivered asynchronously, and are 12 weeks in length; years 3 and 4 each contain 12 courses

Full-time or part-time pace

https://btech.engineering.queensu.ca/

NSERC CREATE: Sustainable Engineering in Remote Areas

Targeted at graduate students and undergraduate Aboriginal students with an interest in renewable energy systems or sustainable and energy efficient buildings. Graduate students must be enrolled at one of the four participating institutions (Queen’s University, University of Manitoba, University of Ottawa and the Royal Military College of Canada) at the time of taking up the award. Undergraduate students from any institution may apply but they must hold their awards at one of the four institutions. www.queensu.ca/sera

Professional Master of Public Administration: Indigenous Policy and Governance Studies

Participants in the Professional Master of Public Administration may concentrate their elective courses in Indigenous Policy and Governance. This series of courses integrates traditional knowledge and philosophies with contemporary theoretical frameworks and professional practice. http://www.queensu.ca/sps/indigenous-policy-studies

Senha Iohahi:io (A Better Path). College to Civil Engineering Program

Designed to assist students enrolled in the civil engineering technology program at St. Lawrence College to successfully transition into a civil engineering degree program at Queen’s

University beginning with two bridging courses. For additional information please contact director@aboriginalaccess.ca

Cultural Studies graduate program

Includes opportunities for cultural production and community-activist fieldwork alongside traditional academic research. Multi-disciplinary focus on values and beliefs, cultural processes and objects, economic and social relations, institutions and identities http://www.queensu.ca/culturalstudies/home

Gender Studies undergraduate and graduate programs

Committed to interdisciplinary, historical and transnational research and teaching grounded in feminist, anti-racist, Indigenous, postcolonial, queer, trans, and social justice studies. Gender Studies at Queen’s is distinguished by the central place that critical race frameworks occupy within our degree programs. All our courses, across levels and topics, incorporate critical race analysis as part of an intersectional lens. http://queensu.ca/gnds/

Certificate in Indigenous Languages

In approval – students will take Mohawk Language & Culture I & II; Anishinaabemown I & II and Inuktitut Language and Culture

Certificate in Mohawk Language

Under development and to be delivered in partnership with Tsi Tyonnheht Onkwawenna Language and Culture Centre, Tyendinaga

Courses

EDST 201/3.0 – Theory of Aboriginal Education

This course provides a background into the history and theory of Aboriginal Education. It will commence with a discussion of Aboriginal identities and approaches to education from the pre-contact era into the present, as well as Western approaches to education through the lens of Critical Race Theory. The course will then move to Aboriginal educational theory, including such topics as Aboriginal concepts of the person and the learner; teaching as ceremony; Aboriginal differentiated instruction; holistic learning; global Aboriginal identities; language and education; and education for decolonization.

FOCI 201/3.0 – Aboriginal Teacher Education

Prepares Aboriginal Teacher Education candidates to include Aboriginal curriculum as part of their classroom teaching. Explores Aboriginal community-based curriculum development; a review of current Aboriginal curriculum packages and other resources; curriculum planning and evaluation. An experiential learning approach with aspects of the course applied during the candidates' practice teaching rounds. Practicum experiences are explored during class sessions with such reflections providing the basis for further learning in the areas of curriculum planning and evaluation.

PROF 105/1.5 – Critical Issues and Policies in First Nations Classrooms

This course is an introduction to issues and policies that are critical for beginning and experienced teachers in Aboriginal education. It invites candidates to build on their experiences in classrooms and associates schools, to learn about their legal rights and responsibilities as First Nations teachers, to learn about adapting instruction for exceptional Aboriginal learners, and to learn about equity issues they will face in Provincial and First Nations schools.

ARTH 231/3.0 – Canadian Art I

A study of Canadian art from its beginnings through the nineteenth century. The nature and development of Canadian art within the context of the social, political and economic history of the country will be examined.

ARTH 248/3.0 – Introduction to the Indigenous Arts of North America

An introduction to the arts and visual culture of the indigenous peoples of North America from north of the Rio Grande to the Arctic, encompassing pre‐history, colonialism, and the modern period. Key works from six regional zones are studied in their historical and cultural contexts.

ARTH 272/3.0 – Latin American Art

Surveys the art and architecture of Latin America from the pre‐Hispanic period to the present, from Patagonia to California. Particular attention is paid to the contribution of aboriginal artists and traditions to colonial visual culture and the built environment. Considers the rise of the academies, Nationalism, Indigenism, Romanticism, Modernism (Kahlo, Rivera, Tarsila), Madí and Chicano muralism.

ARTH 348/3.0 – Arts of the Arctic

A study of the arts and visual culture of the Indigenous peoples of the northern circumpolar region encompassing Alaska, Canada, and Greenland, with a main focus on Dorset, Thule, and post‐1950 Inuit arts. Students will examine the development of modern Inuit art markets, including reception, promotion, and circulation in the south.

ARTH 370/3.0 – Architecture of the Baroque Period

Baroque and Rococo architecture and urbanism of Europe and beyond including Italy, France, Iberia, Central and Eastern Europe, Scandinavia, New Spain (Mexico), Peru, Brazil, India, Macau, Philippines. Includes Italian bel composto, impact of theater, salon culture in Paris, indigenous contributions outside Europe, ephemera, gardens.

ARTH 372/3.0 – Art of Colonial Latin America

Considers art, architecture, and ephemera in Colonial Latin America (1492‐1820) with particular attention to the aboriginal contribution to visual culture and built environment and the impact of multiculturalism (Africans, Asians, mestizos, Europeans of various nationalities).

ARTH 438/3.0 – Studies in Indigenous Arts and Visual Culture in North America

This seminar offers an in‐depth study of a topic in North American Indigenous arts and visual culture, including theoretical and methodological readings.

BIOL 319/3.0 – Introduction to Ethnobotany

Ethnobotany is the study of the relationships that exist between indigenous cultures and local flora. Case studies will be presented to examine the various categories of plant use, the importance of traditional knowledge to Western culture, and the role of plant conservation and cultural sustainability.

BIOL 421/3.0 – Conservation Genetics

This course will explore genetic aspects of conservation, addressing questions such as: How is genetic variation lost? Can loss of genetic variation result in extinction? How much genetic variation is 'enough' for population viability? Can loss of genetic variation be prevented? How do we define management units for conservation? And is hybridization a problem or a benefit for conservation?

BIOL 422/3.0 – Conservation Biology

The application of biological research to the conservation of biodiversity and natural resources, as well as the interaction of biology with philosophy, politics and economics in influencing conservation policy.

DEVS 100/6.0 – Canada and the ‘Third World’

Introduces basic theoretical concepts of development studies, the history of global inequality, and short histories of alternative development

strategies. Case studies of Canada’s ties to the so‐called third world will include missionaries, military, business, and aid. Canadian colonialism over First Nations peoples will introduce basic issues in Aboriginal Studies.

DEVS 220/3.0 – Introduction to Aboriginal Studies

An introduction to Aboriginal world view and culture organized on an historical basis, from Creation to 1969, emphasizing Aboriginal culture and experience in Canada. Aboriginal perspectives will be introduced through traditional teaching methods and contributions from elders and other community members.

DEVS 221/3.0 – Topics in Aboriginal Studies

Re‐evaluation of conventional knowledge based on aboriginal world view and culture and the introduction of a decolonized perspective on contemporary issues. Guest speakers will provide detailed examinations of specific topics such as current issues in Aboriginal spirituality, art, education and politics.

DEVS 320/3.0 – AIDS, Power, and Poverty

HIV/AIDS is one of the most pressing development issues in the world today. This course examines the cultural, political, economic, and other social factors that contribute to its transmission and intractability, and which help to explain the differential impact of the disease upon societies worldwide. Particular attention is paid to the ways that specific social/sexual identities and practices arising from inequitable class, gender, race, and ethnic relations, affect the prevalence of HIV, the ability to contain its spread, and the human costs that it entails.

DEVS 480/6.0 – Reindigenizing People and Environment

600 years of colonialism have greatly harmed this planet’s people and environments. Complementary lifeways can balance cognitive, emotional, and physical realities and inform intellectual, scientific, and artistic enquiry. This course attempts to strike that balance, through academic inquiry and visceral experience, in the classroom and on the land.

DRAM 303/3.0 – First Nations Playwrights

A survey of the work of First Nations playwrights, exploring the stories, concerns and aesthetics of these contemporary, mostly Canadian, theatrical practitioners. Course work involves reading, discussion, and writing descriptively, critically or creatively about selected pieces in artistic, social and/or political contexts.

ECON 244/3.0 – Economics of Indigenous Communities

An economic critique of policies past and present with regard to First Nations, Inuit, and Métis peoples living in Canada, with reference to relevant cultural, historic, geographic, and governance contexts. In some years material may be more comparative and international in scope.

ENGL 218/3.0 – Introduction to Indigenous Literatures of Canada

This course examines Indigenous novels, traditional stories, poetry, short stories, and plays from various time periods, written by Métis, Inuit, and First Nations authors. We will study the themes, aesthetics, and politics of the texts, using a combination of culturally specific and pan‐Indigenous approaches.

ENGL 480/6.0 – Studies in Indigenous Literatures

ENGL 481/3.0 – Topics in Indigenous Literatures I

ENGL 482/3.0 – Topics in Indigenous Literatures II

GNDS 212/3.0 – Racism, Colonialism and Resistance

Decades after the formal decolonization of former colonies, the power relations of the colonial world ‐ and the racism it engendered ‐ remain deeply embedded in the West, and are intrinsic to contemporary relations of globalization. This course explores European colonialism; historical and social constructions of ‘race’; the ongoing occupation of Indigenous peoples’ territories; and contemporary racism.

GNDS 340/3.0 – Indigenous Women, Feminism and Resistance

Examines scholarship, creative works, and activism by Indigenous women as a basis for introducing Indigenous feminist thought. Cases examine the many ways that Indigenous women and LGBTQ/Two‐Spirit people participate in Indigenous nations, experience and resist settler colonialism, and work for Indigenous decolonization.

GNDS 375/3.0 – Queer/Race Studies

This course explores current theory in queer studies by centrally examining the interdependence of race, sexuality, and gender. The course foregrounds the critical insights that follow sustained study of race in queer studies, and of queer matters in critical race, Indigenous, global, and diaspora studies.

GNDS 432/6.0 – Settler Colonialism and Indigenous Politics

Examines critical theories and case studies of politics and governance in Indigenous and settler societies, based in Indigenous feminist thought. Cases examine the relation between nationality, gender, and sexuality within colonial relations of rule, methods of Indigenous governance, Indigenous sovereignty struggles, and theories and practices of decolonization. This course contains an intensive and independent study component.

GPHY 351/3.0 – Aboriginal Geographies of Canada

An overview of selected elements of the geographies of Aboriginal peoples in Canada with a focus on the relationship between Aboriginal peoples and their environments, urbanization and culture change, and colonialism.

GPHY 368/3.0 – Environments and Society

A critical evaluation of the changing relationships between nature and society.

HLTH 101/3.0 – Social Determinants of Health

This course introduces students to basic concepts in public, population and global health, and introduces social determinants of health, such as poverty, income inequality, and racism, in Canadian and global contexts.

HIST 124/6.0 – Canada in the World

An introduction to major themes and events in the history of Canada placed in a North American and world context. Topics include relations between natives and newcomers, comparative colonialism, the emergence of nation‐states and new social and cultural identities. Assignments emphasize analysis of historical texts and development of research and writing skills.

HIST 207/3.0 – Global Indigenous Histories

A survey of various historical case studies that will explore the causes, conflicts, and consequences that have occurred wherever indigenous peoples have encountered colonizing invaders. Significant questions will include who is indigenous?, who is not?, and can one speak of a global indigenous history?

HIST 208/3.0 – Introduction to Themes in Canadian History I

An interdisciplinary course in which the Canadian nation state will be examined from a geographic, historical, political, cultural and economic perspective, with particular attention being paid to the First Nations and linguistic minorities.

HIST 269/3.0 – Politics and the State in Canada to 1896

How political power was conceived, exercised, and contested in the aboriginal, French and British colonial, and early‐ national formations in what is now Canada. The origins and nature of liberal democracy and changing forms of popular political participation, schooling, and the criminal law receive particular attention.

HIST 436/4.5 – Topics in Canadian Legal History

This seminar explores central issues in and approaches to legal history based on Canadian examples. Topics may include the history of crime and punishment; the legal regulation of gender, sexuality, ‘race’, and Native‐newcomer relations; the law and the evolution of modern capitalism; and the history of the legal profession, and civil rights.

HIST 455/9.0 – Heresy, Holiness and Idolatry in the Iberian Atlantic

An exploration of the Spanish and Latin American Inquisitions and the Extirpation of Idolatries campaigns against indigenous peoples between 1492 and 1700. Themes include understanding Catholic orthodoxy, and how the practices of healing, prayer, witchcraft, and mysticism served as cultural unifiers and as markers of gender and ethnic differences.

HIST 461/4.5 – Race and Ethnicity in Latin America 1492 to the Present

Examines the history of race relations in Latin America from European contact to the present. Topics include indigenous resistance and adaptation to conquest, African slavery and emancipation, debates about assimilation versus cultural survival, and whether Latin America provides a unique model of race relations.

HIST 467/9.0 – First Nations of North America

An examination of First Nations history from ancient times to the present in North America with a particular focus on the Canadian experience. Topics include culture theory, disease, trade, missionaries, the writing of native history, and contemporary events.

INTS 307/3.0 – Intercultural Relations

An examination of individual and group relations within and between culturally diverse societies. Topics include: relations among indigenous, immigrant and ethnocultural communities; acculturation and identity strategies; the role of prejudice, discrimination, dominance, emotions and values; intercultural communications and training; and modes of mutual accommodation (pluralism, internationalism and globalism).

INUK 101/3.0 – Beginning Inuktitut Language and Culture

An introduction to the history and culture of the Inuit of Canada with particular emphasis on their language, Inuktitut, in both writing and speaking. This course is designed for those who have little or no exposure to the Inuit language nor the history of Canada’s Inuit peoples.

LLCU 101/3.0 – Beginning Language and Culture I: Anishinaabemowin I

Offers a basic level of understanding, speaking, reading and writing for students with no knowledge of the language.

LLCU 102/3.0 Beginning Language and Culture II: Anishinaabemowin I

Continuation of LLCU 101/3.0: offering a basic level of understanding, speaking, reading and writing in the language.

LLCU 301/3.0 – Oral Tradition and Innovation in Cultural Transmission

An examination of traditional and innovative forms of oral cultural transmission in a selection of American, African and European contexts with particular focus on the interaction of narrative and technology.

LLCU 302/3.0 – Unsettling: Indigenous Peoples & Canadian Settler Colonialism

An intersectional/interdisciplinary approach to the analysis of, and possible alternatives to, Canadian settler colonialism. Primacy given to Indigenous voices/theories/methods related to the history of Indigenous

lands and associated traditions/identities, the course focuses on the theory/practice of ‘unsettling’ the settler colonial societies.

LLCU 322/3.0 – Conflict and Culture: Literature, Law, and Human Rights

An examination of international discourses on conflict and resolution, including theories of reconciliation, human rights, and international law, as portrayed in various media (fiction, theatre and film) and diverse cultural contexts (e.g. ancient Greece, Germany, South Africa and Canada [indigenous settler relations]).

LLCU 322/3.0 – Special Topics: Contemporary Events and Indigenous Politics

LLCU 295/3.0 – Special Topics: Other's Eyes Viewing Indigenous People

MUSC 289/3.0 – World Musics

An introduction to the study of music in culture, based on world music traditions. The course focuses on a selection of Native North American, African, European, Eastern and Middle Eastern, as well as other musical contexts.

POLS 320/3.0 – First Nations Politics

An examination of First Nations politics in a Canadian context, including aboriginal self‐government.

POLS 347/3.0 – The Politics of Africa

Major issues in the contemporary politics and political economy of sub‐Saharan Africa. The development of the colonial and post‐colonial state, capitalist development and the role of indigenous and international capital, and political and socio‐ economic aspects of class, ethnicity and gender

RELS 227/3.0 – Indigenous Traditions in North America

Introduction to the study of Indigenous traditions in North America.

CURR 341 – Curriculum, Intermediate-Senior - First Nations, Métis and Inuit Studies (Native Studies)

CURR 342 – Curriculum, Intermediate-Senior - First Nations, Métis and Inuit Studies (Native Studies)

PROF 502/1.0 – Introduction to Aboriginal Studies for Teachers (PJ & IS)

This course will examine the history, culture, and diversity of Aboriginal Canadians. It will also introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways to integrate Aboriginal perspectives into their classrooms. Finally, it will discuss the realities of life in Northern Canada.

CONT 524 – First Nations, Métis and Inuit Peoples: Understanding Traditional Teachings, Histories, Current Issues and Cultures, Part 1

CONT 525 – First Nations, Métis and Inuit Peoples: Understanding Traditional Teachings, Histories, Current Issues and Cultures, Part 2

CONT 526 – First Nations, Métis and Inuit Peoples: Understanding Traditional Teachings, Histories, Current Issues and Cultures, Specialist

CONT 638 – Intermediate First Nations, Métis, and Inuit Studies

CONT 926 – BC First Nations, Metis, and Inuit Peoples

LAW 202/3.0 – Aboriginal Law

MOHK 101/3.0 – Beginning Language and Culture I: Mohawk I

Offers a basic level of understanding, speaking, reading and writing for students with no knowledge of the language. This course is an introduction to the study of the language and culture of the Kanien’kehaka, the Mohawk Nation. Participants will be provided an opportunity to not only learn some basic Mohawk language but will also gain an understanding of the richness of the Mohawk culture.

MOHK 102/3.0 – Beginning Language and Culture II: Mohawk 2

Continuation of LLCU 101/3.0: offering a basic level of understanding, speaking, reading and writing in the language. Topics in Kanien’keha will lead to the basic tools of speaking, reading and writing the Mohawk language. The cultural component of this Mohawk 2 course will focus on examining the traditional teachings and the formation of the Nation’s political structures and its economic environment from the historical to the contemporary.

CUST 892 Special Topics I Intersectional Indigenous Inquiry/GNDS 821/3.0 Special Topics in Gender Studies

This course will focus on Indigenous critical theory from intersectional perspectives. We will begin with a survey of the critical literature on “Native Nationalist”, “cosmopolitan”, intersectional, and “transIndigenous” theory. We will examine the ways in which scholars have situated their values and limitations, and we will question the degree to which they represent incommensurable commitments. The class will also examine positionality from intersectional perspectives. We will theorize positionality as a state, a practice, and an ethics/accountability. In doing so we will move away from the reified terms “settler” and “indigenous”, and move toward greater specificity through acknowledging relationality. Students will consider what kind of intersections that they find themselves at currently in their research/practice: a cross-walk, fork in the road, round-about, or hyper-regulated interchange? We will also speculate and experiment with the creation of new intersections. What,

for example, might we gain by articulating the axis of Indigenous nationalisms and western theoretical perspectives? What is the efficacy of an engagement with “Cree queer new materialism”, “Musqueam-Liǥwildaʼxw̱ agonism”, or new forms of Trans-settler affect and Feminist arrivant visuality? How might speculative inquiry between Critical Indigenous theory, Western theory and other non-western epistemologies take place in ways that remain committed to the political and ethical needs of the multiple communities that we belong to? Students should have some prior engagement with the context of Indigenous history, culture, and politics before enrolling in this course.

CUST 804 Community-Based Research

As cultural producers, activists, and/or researches, Cultural Studies students interact with various communities within, beyond, and on the margins of the academy. This course engages with the theoretical, political, practical, personal, and institutional challenges and opportunities of community-based research.

CUST 800 Cultural Studies Theory

This course introduces students to a range of major theoretical strains within Cultural Studies such as those associated with Marxism, feminism, post-colonialism, and visual, critical race, Indigenous, and queer studies. Students will learn to mobilize key conceptual vocabulary of foundational and emerging frameworks of the field.

Services/Support/ Resources

Cultural Support (i.e. feasts, sweatlodge, ceremonies, sharing circles)

Feasts and lunches, traditional ceremonies, craft workshops, speakers, field trips, movies, theatre, dance presentations, drum circles, cultural teachings (tea & teaching, cedar teaching, sacred medicine garden). http://www.queensu.ca/fdasc/about/cultural-programming Smudging is permitted within the Centre at any time and on campus per the policy http://www.safety.queensu.ca/safety/policy/eh&s/aboriginal_use_of_medicines.pdf

Academic Support (i.e. academic advising, tutoring, various workshops)

The Four Directions Aboriginal Student Centre (FDASC) provides services and programming to encourage and enhance a holistic approach to student support– ensuring the physical, emotional, spiritual, and mental well-being of all Aboriginal students at Queen’s University. FDASC provides academic and cultural support and programming to Indigenous students in the following areas: Academic Advising The Aboriginal Advisor provides academic advising and support services to Indigenous students. This includes advising on program requirements, workshops, scholarship assistance, and topics of interest to students as well as an orientation day specific to Indigenous students and their families.

All Queen’s University students have access to academic advising through staff and faculty advisors on campus. The Student Academic Success (SASS) centre provides a plethora of academic supports to all students on campus http://sass.queensu.ca/ As well, all first year students are encouraged to participate in Summer Orientation to Academics and Resources (SOAR) http://www.queensu.ca/studentexperience/summer-orientation-soar prior to the beginning of fall classes. These are specially designed events for students to learn about degree program requirements, academic support services, and course selection. Tutoring:

Peer Tutoring

Aboriginal Access to Engineering

School of Nursing

Aboriginal Teacher Education Program - Study Halls (on-campus study area providing assistance)

-community-based study halls with tutorial support at all sites

Referrals from Four Directions to individual tutors Aboriginal Access to Engineering https://engineering.queensu.ca/your-journey/aboriginal-students/ Social and Cultural Support Social and cultural support to Aboriginal students include: Elders-in-Residence, Elder teachings program, Full Moon Ceremonies, etc. (see above)

Individual Support (i.e. on campus counselling, Elders)

Elder in Residence, cultural counsellor, faculty and program-based supports, Four Directions-based advising Elder in Residence also at ATEP 7hrs per week

Financial Support (i.e. bursaries, food vouchers, bus tickets, emergency funds, food bank)

Queen's offers both merit and need-based financial awards to entering students who self-identify as Aboriginal, Inuit, and Métis. Aboriginal students are eligible to be considered for all scholarships, bursaries and awards where they meet the eligibility criteria. At present there are approximately 26 scholarships, awards and bursaries specifically for Aboriginal students at Queen’s University distributed through the Student Awards Office http://www.queensu.ca/studentawards/financial-aid/specific-student-groups/aboriginal-awards Additionally there is the MAESD General Bursary and a bursary distributed by the Ban Righ Centre for Mature Women students.

The Awards office and Career Services also coordinate the Student Work Study Program and the Summer Work Experience Program (SWEP) which funds employment for Indigenous students who qualify. FDASC serves as a local distributor for the “Good Food Box” accessed by the Queen’s and local community in addition to the Food Bank operated by the Alma Mater Society (AMS).

Resource Centres? Four Directions Aboriginal Student Centre http://www.queensu.ca/fdasc/home

Indigenous Learning Centre: Engineering & Applied Science

Aboriginal Teacher Education Resource Centre http://educ.queensu.ca/atep-office

Peer Mentoring – e.g. connections to upper year mentors (Please include any informal supports (i.e. rides, out of pocket expenses – lunches, coffee))

first-year Q Success transition program expanding to a full year peer mentorship program

http://www.queensu.ca/gazette/stories/expanding-first-year-transition-support-0?utm_source=e-queens-gazette_staff

Indigenous and Allies Living and Learning Community in residence (http://www.queensu.ca/fdasc/undergraduate/first-year-students-qsuccess/bimaadiziwin-kanikonhriyo-living-learning-community)

Aboriginal Youth Leadership Program Community Mentors – upper year university students mentor local Aboriginal high school students in a weekly after school program which provides academic, social, cultural and physical activities http://www.queensu.ca/fdasc/about/aboriginal-youth-leadership-program

If you have a gathering space/student lounge/support centre, who typically uses this space? (i.e. 1st year students, 2nd, non-Indigenous)

Four Directions Aboriginal Student Centre – utilized by all students, undergrad and grad, full and part-time

Faculty of Engineering and Applied Science – dedicated to Aboriginal students in Engineering

Faculty of Education – typically utilized by students in the Bachelor of Education program

student gathering space in the Student Life Centre supported by the Alma Mater Society’s Deputy Commissioner of Indigenous Affairs which includes study/gathering space and Indigenous art – utilized by all students – Aboriginal and non-Aboriginal

Do you offer post-graduation services? (I.e. career exploration, job bank, etc.)

All students are able to access career services supports for one year after they graduate. In addition, the university has an Aboriginal Alumni Chapter that connects students and alumni. http://www.queensu.ca/alumni/get-involved/branches-chapters-and-clubs/directory/aboriginal-alumni-chapter

Are there linkages with specific community supports that learners can access?

Metis Nation of Ontario

Sexual Assault Centre

Kingston Community Counselling Centre

(I.e. off campus counselling, cultural support, etc.)

Kingston Interval House

Street Health

Ontario Works

Addiction & Mental Health Services

Martha’s Kitchen

Special events and/or cultural programming?

See Cultural Supports above and http://www.queensu.ca/fdasc/about/cultural-programming.

Annual Indigenous Studies Research Symposium (http://www.queensu.ca/fdasc/about/symposia

Aboriginal Awareness Week activities in March (http://www.queensu.ca/fdasc/about/qnsa-indigenous-awareness-week

Annual Graduate and Professional Day program for prospective graduate/professional students

http://www.queensu.ca/fdasc/graduateprofessional/indigenous-graduate-and-professional-days

First-year welcome day for Indigenous students (http://www.queensu.ca/fdasc/undergraduate/first-year-students/welcome-day-indigenous-students)

Informal supports (i.e. rides, out of pocket expenses – lunches, coffee)?

The Four Directions Aboriginal Student Centre is a comfortable ‘home away from home’ on campus and has a kitchen with coffee and tea, as well as laundry facilities, a TV, library and lounge space (see above). It is a place that runs many programs and services, but also provides academic and personal support to students on a less formal basis. http://www.queensu.ca/fdasc/home/about

Learner Demographics – when possible include institutional data

Do you have a system for obtaining Indigenous learner numbers? Do you have the numbers for each group? Who keeps the data? (i.e. Registrar’s, IT, Student Success Centre)

Queen’s has recently (June 2017) implemented a mechanism in its student information system through which students can self-identify http://www.queensu.ca/fdasc/self-identification/self-identify The data is kept by the Office of the University Registrar, and shared on an aggregate basis with Institutional Research and Planning. The Four Directions Aboriginal Student Centre Director and Aboriginal Advisor have access to information as consented to by students for the purposes of outreach and programming.

Where do your learners come from?

Urban – reside in same location as institution or

relocated from another urban setting

Rural – reside in location that is within the region of institution, i.e. drive in First Nation community or small town

Remote – fly in First Nation or Inuit communities

Language – is there a language barrier? Is English a second language for some of your learners?

There is no particular language barrier. For some participants in the community-based ATEP there were historically some language barriers with Cree being the first language. The program was delivered in community where we were able to address any difficulties.

Age – is there a higher concentration in a particular age range?

Most are first year, direct-entry undergraduate from high school

Education – what education level are they entering with?

High school

Parental Status – do you have a large number of learners who are parents?

No. most are coming straight out of high school. There are a few graduate students who are parents.

Prior Learning Experiences – what work experience or educational experience or a combination of both are they bringing with them?

Primarily high school; some have part-time employment and/or volunteer experience Graduate students have a variety of experiences – educational, professional and occupational

Staff

Please list the positions that work directly with Indigenous learners or within the realm of support services. (i.e. managers, counsellors, advisors, navigators)

Four Directions Aboriginal Student Centre staff:

Director Aboriginal Advisor Elder in Residence Cultural Counsellor Aboriginal Cultural Safety Coordinator Aboriginal Community Outreach Liaison Aboriginal Recruitment Representative Aboriginal Youth Worker Administrative Coordinator

Across campus:

Graduate Studies Assistant (AWIES) Manager of Graduate Studies (AWIES) Academic Advisors (Adjunct Faculty) AWIES) Director, Aboriginal Access to Engineering (AAE) Aboriginal Community Engagement Coordinator, AAE Programs Assistant/Administrative Assistant: ATEP Student Liaison Officers/On-site Coordinators: ATEP MNS, ATEP SGEI, ATEP SNP ATEP Academic administrative support (program support and management) Coordinator, ATEP) Admissions Coordinator, Undergraduate Admission and Recruitment Indigenous Access and Recruitment Coordinator, Professional Programs

(Engineering, Law and Medicine) Sustainable Engineering in Remote Areas (SERA) Supervisors: http://www.queensu.ca/sera/people/supervisors Indigenous Policy and Governance Studies program advisors, School of Policy Studies http://www.queensu.ca/sps/indigenous-policy-studies

Are there Indigenous Studies administration, administrative positions held by Indigenous peoples in your institution?

Director, Office of Indigenous Initiatives

Are there Indigenous counsellors, Elders, and/or peer support workers available at your institution?

Yes, at the Four Directions Aboriginal Student Centre has a full-time Elder; and the Aboriginal Teacher Education Program has a part-time elder. Faculties and schools host peer support, mentoring opportunities as well as embedded counsellors although they are not Indigenous people.

Learner Recruitment

How do Indigenous learners typically find out about your institution?

APSIP Tour

Community recruitment efforts

Some print advertising

Word of mouth: family & friends

Do you have a designated Indigenous Recruiter? If not, how are Indigenous learners recruited? (i.e.

1 fulltime Aboriginal Community Outreach Liaison (ACOL)

1 part-time Aboriginal Recruitment Representative.

Our fulltime recruiter focuses on local and area high schools and meets with individuals/groups of learners. The part-time recruiter travels across Ontario/Quebec with APSIP from Sept-December.

through mainstream services) Where are learners recruited and in what ways? If in schools, what grade levels are targeted? How do you recruit learners for new programs?

Is there a formal way of tracking this? Who makes the initial contact? How is contact maintained? Is there follow up or referral to another person or department made? What information is given and by whom?

Learners are recruited from urban and on-reserve high school communities from grades 9-12. When travelling with APSIP, recruiters engage learners through interactive presentations and set up as a fair style event. On average 1.5 hours is spent at each event. Recruiters also attend Career Fair Days, Aboriginal youth conferences, INDSPIRE, and other large events that host Aboriginal youth (NAIG/Little NHL).

Learners are provided with information on admission requirements to Queen’s, information on our Aboriginal Admissions Policy (AAP), and resources on programs of interest. http://www.queensu.ca/admission/apply-high-school/admission-requirements/aboriginal-students

APSIP tracks the number of events and students that are visited and compiles a final report at the end of each tour.

Four Directions has created a high school guidance counsellor mail out list to send out info and resources at the beginning of each school year. We facilitate live webinars with an admissions representative/ACOL and take part in on-campus recruitment events (Fall Preview & Open houses) where learners & their families can have a tour of the university and the Aboriginal student centre. Recruiters take part in annual training sessions in July and August where they visit each faculty, student services and residence. At the training they are updated on programs and any new information.

Students who are interested in attending Queen’s provide their contact information and are encouraged to come to the campus for a tour and visit at the Aboriginal student centre. Our Recruiter makes initial contact and maintains contact throughout the admission process by phone, email and school tour/visits. Referrals are made when necessary to admissions or program faculty.

We have an annual call campaign in February where we recruit upper year Queen’s students and Alumni and call all self-identified students to share information on admissions, AAP, finances and upcoming events. We facilitate another call campaign in May to follow up with students who have been made offers of acceptance.

For our Grad and Professional programs we have an annual Grad and Professional day event where we showcase our programs to prospective grad and professional students.

Queen’s has also hired an Indigenous Recruitment & Support Coordinator who recruits specifically for the professional programs in Law, Medicine and the Smith School of Business.

Outreach and Transition

At what point is first contact made with potential Indigenous learners – application, registration or other? Who makes the initial contact? How is contact maintained? Is there follow up or referral to another person or department made? What information is given and by whom?

First point of contact is often made before application by the learner. The ACOL also undertakes a program of early outreach with Indigenous local high school students, encouraging them to consider post-secondary education. As a part of this effort FDASC has Contact is maintained by the ACOL through email, phone and learners visiting the campus. The learner is supported by the ACOL throughout the application process. Information on admission requirements, documentation needed, reminders to access their student accounts, and applying for financial assistance is given.

If they are directly from high school, does your department have relationships with guidance counsellors or others that work directly with Indigenous learners?

Our ACOL has connections with guidance counsellors from each high school within the Limestone DSB, Hastings & Prince Edward DSB, Catholic High schools and Cornwall Collegiate. The ACOL works closely with the Indigenous Student Support & Engagement worker and the Indigenous Education Consultant within the Limestone DSB.

Who helps learners with the transition to your institution?

The Division of Student Affairs provides a multitude of information for learners and parents on preparing for and transition to Queen’s http://www.queensu.ca/studentaffairs/home

All of the staff from the Four Directions Aboriginal Student Centre assist with transition which includes an Indigenous Orientation Day.

Additionally Queen’s offers the Q-Success program which is a year-long support program for transitioning into post-secondary education. http://www.queensu.ca/studentexperience/q-success

Does your department assist with securing housing, daycare or other essential services for learners?

We can provide a list of housing resources within Kingston, day care facilities, food banks and local service providers

Does campus residence provide targeted accommodation for Indigenous learners?

NEW this year we have the Bimaadiziwin Ka'nikonhriyo Indigenous & Allies Living and Learning Community (LLC) http://www.queensu.ca/fdasc/undergraduate/first-year-students-qsuccess/bimaadiziwin-kanikonhriyo-living-learning-community

Are there specific transition services offered to Indigenous Learners transfer students? (i.e. separate

We provide a Welcome Day for Indigenous learners where they can come and move in to residence a day early, take part in some orientation workshops, tour campus and Kingston, meet and socialize with other Indigenous learners.

orientation, eligibility for on campus housing)

Decision Making

Who is responsible for making decisions for Indigenous Learners within your institution? Are there any groups or councils (e.g. Aboriginal Education Council) that assist in decision making for Indigenous Learners at your institution? If so, what groups?

The Provost

The Deputy Provost

The Vice-Provost & Dean of Student Affairs

The Aboriginal Council of Queen’s University (ACQU) was established in 1992. Its mandate is “to ensure that Aboriginal people are consistently and regularly engaged in decision making

within the institution”.1 The ACQU shall be involved in all decisions affecting Aboriginal programs and services at Queen’s University. The ACQU has a university-wide mandate and is the principal source for advice, assessment and guidance to the Board of Trustee and the Senate with respect to Aboriginal programs and services, as well as supports for Aboriginal students. At the same time, the legitimate interests of the institution must be secured in respect of the authority it has over academic programs and the appointment of employees and approval of budgets. For more information, see http://www.queensu.ca/aboriginalcouncil/home

Does your institution have Indigenous representation in decision making processes e.g. sitting on the board of governors, sitting in on senior leadership meetings?

The Director of the Four Directions Aboriginal Student Centre is an ex-officio member of the University Senate. In addition, the university is establishing an Office of Indigenous Initiatives as part of the portfolio of the Deputy Provost, Academic Operations and Inclusion. The deputy provost and other senior decision-makers including the Principal, the Provost, the Vice-Provost and Dean of Student Affairs all sit on the Aboriginal Council.

Institutional Setting

Aside from curriculum, in what ways are Indigenous knowledge(s) reflected within your institution?

In 2017 a Plinth will be unveiled acknowledging that Queen’s University sits on the territory of the Haudenosaunee and Anishinaabek. It is the first in the Queen’s Remembers campaign.

Land Acknowledgement is given every convocation ceremony and at most events, conferences and some classes each year. Additionally many faculty, staff and members of student government include an acknowledgement in their signature block. Additionally it has now been incorporated into many of our webpages.

The Arts & Science Undergraduate Students (ASUS) recently renovated one of their meeting rooms, identifying it as a ‘Reflection Room’ and including Indigenous languages, artwork and a plaque encouraging reflection on the colonial history of the land upon which Queen’s sits.

The Alma Mater Society (AMS) instituted the Deputy Commissioner of Indigenous Affairs in 2016, to work within the

Social Issues Commission (SIC) responsible for maintaining relationships with campus and community groups with advocacy for Indigenous rights in their mandate.

12 newly named study rooms in Stauffer Library host commissioned Indigenous Artwork and are named in Indigenous languages. http://www.queensu.ca/gazette/stories/revitalizing-campus-spaces-indigenous-language-art

Brant House is the first residence on campus named for someone other than a past Principal and is in fact named for the Brant Family from Tyendinaga. The atrium of the residence reflects Haudenosaunee history and culture. http://www.queensu.ca/gazette/stories/queens-officially-opens-brant-house

Graduating Indigenous students are gifted at convocation with a Creation Pendleton Blanket in recognition of their achievement and of them as role models to future generations of Indigenous learners http://www.queensu.ca/alumni/news/recognising-aboriginal-role-models

Graduating Indigenous students are also encouraged to wear their traditional regalia rather than academic regalia if they choose

Medicine Garden at the Faculty of Education

Tipi at Four Directions Aboriginal Student Centre for quiet reflection, classes and ceremonies

Queen’s National Scholar program hires of Indigenous faculty

Indigenous mural in the John Deutsch University Centre (JDUC)

Indigenous Advisor hired by the Office of the Chaplain

The cultures of learning institutions differ from each other; what potential adjustments would Indigenous learners have to make as they enter another institution? (I.e. class size, what assignments are like (group presentations, essays, etc.)

Like all students making the transition to university learning, Indigenous learners will need to adjust to larger class sizes, fewer assignments that are typically larger in scope, having less easy access to instructors, using technologies like a learning management system, a potential drop in first-year grades compared to high school, and the need to self-regulate one’s learning to manage readings, assignments, projects and exams. In order to help Indigenous students make a smooth transition, several programs are in place, including special orientation programming through Four Directions Aboriginal Student Centre, Q Success, a year-long transition program that offers a special stream for Indigenous learners, and the opportunity to choose to live with other Indigenous youth in residence. In addition, some faculties have their own support programs with discipline-specific supports to help students with academic skills and mentorship.

Ability to navigate larger sized, research intensive institution

We push the limits of what can be achieved and develop ideas that can make a difference in the world.

For more than 175 years, our community has been more than a collection of bright minds – Queen’s has attracted people with an ambitious spirit. We imagine what the future can be, and work together to realize it.

http://queensu.ca/about

Attending institution where Indigenous student enrollment is a small percentage of overall student enrollment

Varying level of Indigenous content reflected within program curriculum

Availability of wraparound services and supports

Ability to locate Indigenous specific services, staff and resources

What does building of community look like at your institution?

The Kahswentha Indigenous Knowledge Initiative (KIKI) is one example of community building at Queen’s which seeks to remedy the knowledge deficit and misunderstandings of Aboriginal peoples by raising awareness and providing knowledge sharing among non-Aboriginal students, staff and faculty, providing opportunities for experiential learning not offered in the classroom, and fostering alliances and building communities among the local Aboriginal community. Through the use of teach-ins Indigenous activists, artists and knowledge keepers share first-hand knowledge of the Indigenous experience in Canada. http://www.queensu.ca/gazette/stories/expanding-indigenous-knowledge-campus

Queen’s students come from every imaginable background – small towns and suburbs, urban high rises, First Nations communities, and from more than 109 countries around the world.

At Queen's, you’ll meet people like yourself and others who are very different. Your fellow students will be among the most interesting, creative, and provocative individuals you will ever encounter. They will challenge you in class, in conversations over meals, or in late-night discussions in residence rooms, and shift the way you see yourself in the world.

http://www.queensu.ca/campuslife/inclusive

What pathways, for Indigenous learners, between post- secondary institutions do you currently offer?

The Faculty of Engineering and Applied Science has developed the College-to-Civil engineering pathway for Indigenous students, Senha Iohahi:io (The Path is made better). This program was launched in 2015 and provides a transitional academic program and student success services for students of Indigenous ancestry enrolled in the St. Lawrence College Civil Engineering Technology program, who can then transfer into Civil Engineering with advanced standing at Queen’s after their three year diploma program. This program was made possible by the Loveland Indigenous Engineering Fund.

The university’s Indigenous Access and Recruitment Coordinator for Professional Programs visited colleges in Fall 2016 to raise

awareness of the program both among college support staff, and current Indigenous students in technical programs. A third-year college student from St. Lawrence College has recently begun studies at Queen’s. The program will be evaluated with an eye to expansion in the coming months and years, as the student progresses toward degree completion.

Does your institution have a designated position for pathways related work? (e.g. a Pathways coordinator who is responsible for the creation, development and support of pathways)

No

Does your institution have education or personal development opportunities to inform staff and students on Indigenous cultures, education, Canadian History, etc?

Kairos Blanket Exercise

Aboriginal Cultural Safety Training

Human Resources Lunch & Learn Series:

NEW Intercultural Awareness Certificate

From Diversity to Inclusion in the Workplace Certificate

Student Indigenous Funding Sources

What funders do you currently have relationships with?

Right to Play

Canadian Tire Jump Start

Kingston Community Foundation

Ontario and federal government

Metis Nation of Ontario

Kingston Community Heath Centre

Private donors

First Nations/Band Education Offices

Is there someone from student supports who liaises with the funders?

Liaison with potential funders/donors is done through the Office of Advancement Personnel within the Office of the University Registrar liaise with First Nations/Band Education Offices

Link to Community

When and how does your institution engage with and involve Indigenous Communities?

We have several advisory councils/committees which include Indigenous community members: The Aboriginal Council of Queen’s University (ACQU) Aboriginal Student Access & Support Working Group Indigenous Knowledge, Curriculum & Research Working Group Aboriginal Cultural Awareness and Programming Working Group Indigenous Studies Curriculum Committee Kahswentha Indigenous Knowledge Initiative The Circle of Advisors (Aboriginal Access tp Engineering)

Aboriginal Teacher Education Program, Manitoulin North Shore Program Management Committee And a few smaller committees involve community members in developing programming and curriculum. Additionally, special events involve and invite community members, such as: Special Senate Committee commemorating Queen’s 175th Anniversary during which the Clan mothers of Tyendinaga and the Grandmother’s Council of Katarokwi (Kingston) presented the university with a Friendship Wampum belt signifying a commitment to work together developing good relations going forward. The release of the TRC Task Force Report. The unveiling of the first ‘Queen’s Remembers’ Plinth which acknowledges the land upon which Queen’s stands as the territory of the Haudenosaunee and Anishinaabek. Also, during enrichment programming for youth and ongoing early outreach such as: MedWAY – Medical Week for Aboriginal Youth EngWAY – Engineering Week for Aboriginal Youth EngKwe (under development) Engineering for Aboriginal women/girls AYLP – Aboriginal Youth Leadership Program ALOY – Aboriginal Leadership Opportunity Year (in partnership with the Royal Military College) Kingston Aboriginal Youth Council & LET – Leaders Empower Together – coordinated by the Aboriginal Youth Worker at Four Directions Aboriginal Student Centre

Institutional Documents

Does you institution have documents or polices that reflect your institutions commitments to Indigenous education and learners, the Truth and Reconciliation Commission’s Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples?

Extending the Rafters – TRC Task Force Report

Queen’s Faculty of Health Sciences – Faculty Response to the Truth and Reconciliation Commission Calls to Action

Queen’s University Academic Plan

Long-Term Enrolment Management Framework

Strategic Mandate Agreement

% of core funding for Indigenous education

What % of your institution’s core funding is spent on Indigenous Support Services

4D supported by PEFAL, Shared Services and Core funding – more than 50% institutional funding Institutional funding also supports Professional recruitment and student support (Law, Medicine, Commerce); AAE recruitment and early engagement initiatives; Aboriginal Teacher Education Program (ATEP) support and resources

What % of core funding is spent on positions for Indigenous Faculty and Staff

Queen’s National Scholar program has consistently resulted in Indigenous hires over the past 3 years – normally 3 positions per year. Provost has committed to faculty renewal at a rate of 40 faculty per year over the next 5 years. Individual faculties and departments will identify positions but there is a strong commitment to increasing Indigenous and diverse populations.

Other (Is there any other useful information that could help to inform our process of creating or supporting pathways for Indigenous Learners?)

Aboriginal Student Guide Truth and Reconciliation Commission Task Force Final Report

http://www.queensu.ca/fdasc/sites/webpublish.queensu.ca.fdascwww/files/files/Four%20Directions%20-%20Aboriginal%20Student%20Guide-accessible.pdf http://queensu.ca/provost/committees-and-reports/truth-and-reconciliation-commission-task-force