Change everything. Inspiring Relationships INDIGENIZATION PLAN Project Lead: Corrine Michel Territorial Acknowledgment Camosun College campuses are located on land that is the traditional territory of the Lkwungen, Esquimalt, and W̱ SÁNEĆ peoples. We acknowledge their welcome and graciousness to the students who seek knowledge here. The College serves the communities of southern Vancouver Island and the south Gulf Islands that are located in the traditional territories of the Esquimalt; Lkwungen; Malahat; Pacheedaht; Pauquachin (W̱ SÁNEĆ); Scia’new; Tsartlip (W̱ SÁNEĆ); Tsawout (W̱ SÁNEĆ); Tseycum (W̱ SÁNEĆ); and T’Sou-ke Nations. Inspiring Relationships Camosun College Indigenization Plan Contents President, Camosun College Territorial Acknowledgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii President, Camosun College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chair, Aboriginal Advisory Council, Aboriginal Nations Education . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Inspiring Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Planning Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Inspiring Lives – Alignment with the College’s Strategic Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Through the Indigenization initiative at Camosun College, we continue to provide excellence in Aboriginal programming and services, both on campus and in communities, while striving to remain current, relevant and responsive to emerging needs. The strength of a community is built on the strength of its relationships. Camosun has engaged and collaborated with local communities, and Inspiring Relationships: Indigenization Plan 2013–2014 clearly demonstrates our ongoing commitment to Aboriginal students. The plan was derived through Definition of Indigenization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 collaborative engagement with students, and with local Aboriginal communities and organizations to History of Indigenization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 ensure an ever more welcoming and relevant place for all to learn and develop skills. Consultation Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 This plan makes significant contributions to the College’s mission to provide outstanding and relevant Indigenization and the Aboriginal Service Plan (ASP): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 learning experiences, valued credentials, and lifelong student success. It is responsive to our Education Indigenization Plan 2013 –2014. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Corner Post 1: Curriculum Development and Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Change everything. Plan, and it aligns with the strategies across the four pillars of our Strategic Plan, Inspiring Lives. Such an endeavour requires effort across the institution, and I invite all Camosun students, faculty and staff to participate in and contribute to the actualization of the Indigenization Plan. Corner Post 2: Services for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Corner Post 3: Policy and Strategic Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Corner Post 4: Employee Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Goals/Targets/Outcome Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Appendix A – Projects Completed Prior to Indigenization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Appendix B – Indigenization Steering Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Appendix C – Indigenization and the Aboriginal Service Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Kathryn Laurin President Inspiring Appendix E – Aboriginal PSE and Training Policy Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Relationships Table 1: ASP Activities During Pilot Phase 2008-2011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 INDIGENIZATION PLAN 2013-2014 ASP’s Strengths, Challenges, Opportunities and Lessons to Date. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Appendix D – Indigenization and ASP Activity Outputs and Outcomes. . . . . . . . . . . . . . . . . . . . . . 22 Table 2: Alignment with Strategic Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Table 3: Indigenization and the ASP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Inspiring Relationship: Indigenization Plan, published April 2013, Camosun College, Victoria, B.C. Interurban Campus: 4461 Interurban Road, Victoria, BC V9E 2C1 | Lansdowne Campus: 3100 Foul Bay Road, Victoria, BC V8P 5J2 Chair, Aboriginal Advisory Council, Aboriginal Nations Education Aboriginal Nations Education Greater Victoria School District Inspiring Relationships The Indigenization Plan is a response to the opportunities and challenges that are arising alongside changing social, political, cultural, economic, relational, and educational realities of Aboriginal people within and around Camosun College. Such an endeavor requires effort across the institution and all college students, faculty and staff are invited to participate in and contribute to the actualization of the Indigenization Plan. Indigenization is the process by which Indigenous ways of knowing, being, doing, and relating are incorporated into the educational, organizational, cultural, and social structures of Camosun College. 556 Boleskine Road, Victoria, B.C. V8Z 1E8 Indigenization broadens the college and its communities’ capacity to recognize, respect, acknowledge and integrate Indigenous worldviews thereby: Telephone: 250 475-4124 Fax: 250 475-4109 Home of the Aboriginal Nations Resource Library The Aboriginal Advisory Council is a community-based group that advises the president on issues related to Aboriginal education and services at Camosun College. Membership includes Esquimalt, Lkwungen, and W̱ SÁNEĆ Nations, as well as the Victoria Native Friendship Centre, Aboriginal Nations Education (School District 61), Nuu Chah Nulth Tribal Council and the Camosun College First Nations Student Association. The council has endorsed and supported Indigenization since its developmental days in 2004/05. The Indigenization Plan enables Aboriginal students’ sense of belonging and supports respectful and reciprocal relationships between Aboriginal and non-Aboriginal people. The purpose of Aboriginal learning is to contribute to becoming a whole human being; this means learning across the life span and embracing the life-changing impact of knowledge acquisition and enhanced consciousness. The Indigenization Plan, Inspiring Relationships, supports and provides this to all of those impacted by its implementation. • making the institution more welcoming and relevant to Aboriginal learners; • preparing non-Aboriginal students, graduates, and employees to better understand and co-exist Change everything. with Aboriginal peoples; • setting a sterling example of Camosun’s capacity for creativity, innovation, and imagination, and • enhancing Camosun’s goal to be Canada’s college of life-changing learning. Indigenization is a shining indicator of Camosun’s leadership role in regards to Aboriginal adult education in British Columbia and beyond. Depicted as a four corner-post house model, Indigenization is reflective of the traditional longhouses of the Lkwungen, Esquimalt, and W̱ SÁNEĆ peoples upon whose territories the college resides. The four corner posts represent four major functions of the college: curriculum development and delivery; services for students; policy and strategic planning; and employee learning and education. For the roof of Indigenization to be stable, the foundation must be maintained and the cornerposts strongly and evenly constructed. While the Indigenization Plan pre-dates the current strategic and education plans, Indigenization principles, goals, and strategies are aligned with, and contribute to, the actualization of Inspiring Lives and Inspiring Learning. Elements of the Indigenization process have been described by participants as lifechanging learning. Inspiring The college’s education plan Inspiring Learning states: Relationships The goal of Indigenization is to ensure that all Aboriginal students see their world and realities reflected in the way that Camosun operates and that all non-Aboriginal students come away from Camosun better prepared to live alongside, negotiate with and build better relationships with Aboriginal people. We will continue to support Indigenization at Camosun College. Nella Nelson Chair, Aboriginal Advisory Council INDIGENIZATION PLAN 2013-2014 Inclusion within the education plan indicates that the Indigenization Plan is serving the needs of Aboriginal students and communities and is thus serving us all as we strive for equanimity. We can build a better tomorrow by recognizing and acknowledging the strength and resilience of Aboriginal students and their communities by: listening to one another; creating new programs and courses; adapting the ways services are provided; and engaging in life-long learning through intercultural competency development in courses like TELŦIN TŦE W̱ ILNEW̱ . These activities create incremental changes in habits of thought and action that produce a synergistic effect that influences our daily interactions and ultimately affects the culture of the organization. Thus, Indigenization supports necessary social change and provides a basis for continuing economic development amongst Aboriginal communities through Camosun’s Aboriginal graduates who are our next generation of leaders. As well, the Indigenization Plan addresses provincial mandates around Aboriginal education: 2 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 3 Investing in post-secondary education and training for First Nations, Métis and Inuit peoples will help address forecast labour market shortages, position Aboriginal British Columbians to take advantage of the economic opportunities that exist in the province, and enhance their participation in the social, cultural and economic life of their communities, the province and global society. The benefits of post-secondary education accrue to individuals, communities and society, and are associated with better labour market outcomes, better health outcomes, better outcomes for children, lower crime rates, and higher levels of civic participation. ~Aboriginal PSE and Training Policy Framework and Action Plan, p. 33 Ongoing support for Indigenization at all levels of the college is critical because Indigenization plays a key role in Camosun’s vision of being Canada’s college of life changing learning. Indigenization is a moral imperative but it also contributes substantially to the college’s goals of providing opportunities and impacting social and economic development. There are at least 1000 Aboriginal students enrolled at the college, constituting nearly 10% of the student population. Thus, Camosun has a logical, as well as a social, reason to support Indigenization. Aboriginal learners are an important service population for Camosun College. In BC, the Aboriginal population is much younger than the general population and is expected to experience rapid growth in the traditional post-secondary age group, coupled with an increased participation rate in post-secondary education. In 2011/12, Camosun had 962 identified Aboriginal learners. ~ Camosun Accountability Report: Inspiring Results, 2012 Planning Context The effects of colonization touch each person, Aboriginal and non-Aboriginal, across Canada from the Nuu Chah Nulth territories on the west coast to Nunavut in the north, to the lands of the Miawpukek on the east coast. Indigenization takes action to mitigate those effects and thus Indigenization can serve as a model nation-wide. It is within this national scope that Indigenization will contribute to the realization of Camosun’s goal to become Canada’s college of life-changing learning. To accomplish this goal we must learn together, from one another. The Indigenization Plan is closely aligned with other college planning documents. Specific links between the plans are highlighted (see Table 2, p. 35) in the Indigenization Plan in each of its four corner post areas: • curriculum development and delivery • services for students • policy and strategic planning • employee education Inspiring Lives – Alignment with the College’s Strategic Plan Camosun’s strategic plan, Inspiring Lives, captures the spirit, the intent, and the focus of a collaborative engagement process that brought together employees from across the college. As such, it is very broad in scope yet its strategies fit together to create a tailored vision of what we are working toward – becoming Canada’s college of life-changing learning. Linking the Indigenization Plan to Inspiring Lives was done by engaging in an iterative process – looking at the goals in the Indigenization Plan, identifying out where they align with the strategic plan, and then looking back at the actions laid out in the Indigenization Plan and, when necessary, making minor adjustments to the expression of the goals resulting in a clear demonstration of the Indigenization Plan’s alignment to Inspiring Lives. Inspiring Indigenization Plan – Inspiring Relationships The final step was creating a succinct way to convey how the actions within the Indigenization Plan support the strategies across the four pillars outlined in Inspiring Lives. These include: Life-changing Learning; Culture of Excellence; Engaged Community; and Sustainable Results. An activity was developed to engage the Indigenization Steering Committee (see Appendix B, p. 17) in a group process in which the four pillars and 16 strategies of Inspiring Lives were presented in a table alongside a separate table that contained the Indigenization actions, organized into the four corner post areas, in one column and a blank column with the headed “Inspiring Lives strategy supported.” Four groups were formed and the Indigenization Plan actions were divided into 4 equal sections. Each group was tasked with considering how each Indigenization action was aligned with the 16 strategies outlined in Inspiring Lives and to record the number or numbers (1 through 16) of those strategies in the blank column. Relationships Education Plan – Inspiring Learning 4 Strategic Plan – Inspiring Lives Inspiring Relationships Indigenization Plan INDIGENIZATION PLAN 2013-2014 Groups completed this work quickly because of the strategic alignment of Inspiring Lives and the Indigenization Plan. This process created familiarity with Indigenization action plans and left Indigenization Steering Committee members feeling assured that the work we are doing supports, and is supported by, our bold vision to become Canada’s college of life-changing learning. Inspiring Relationships Indigenization Plan 5 Definition of Indigenization History of Indigenization Indigenization is the process by which Indigenous ways of knowing, being, doing and relating are incorporated into educational, organizational, cultural and social structures. This initiative seeks to broaden the college and its communities’ capacity to recognize, respect and acknowledge Indigenous worldviews, making us more welcoming and relevant to Aboriginal learners, and preparing non-Aboriginal students, graduates and employees to better understand, negotiate with, and co-exist with Aboriginal peoples. Indigenization began as a formal process in 2005. It is represented by a four-corner-post model of a longhouse. These corner posts are: Curriculum Development and Delivery; Student Services; Policy and Strategic Planning; and Employee Education. The leadership and initiative shown by Camosun in the variety of Aboriginal program, course, and service initiatives that were implemented prior to 2005 prepared the ground for the Indigenization longhouse. The foundation for the longhouse is the relationships and knowledge that developed between Camosun College and the local Indigenous Nations, communities, and people over the years; it is also representative of the relationships between Aboriginal Education & Community Connections (AECC) and our many allies across the college that have supported the students and the work that has been done. Indigenization is an ongoing phase of consultation, collaboration, action, and reflection that is conducted with respect to the four-corner post model. Appendix A (p. 13) outlines work that took place prior to the Indigenization project. Consultation Process Once the concept of Indigenization was developed, a series of informal and formal consultation processes, including personal conversations with representatives from both Aboriginal community and the college, and focus groups with staff, faculty, and students were held. This consultation enabled the development of the goals of Indigenization, which were then refined and developed into a plan by the Indigenization Coordinator, the Chair of AECC, and faculty in Education Support and Development. The plan, called the Indigenization Project, was approved by college executive and presented to the college community. An Indigenization Steering Committee (ISC) was formed. The ISC, a college-wide body representing all five schools, service areas, the Aboriginal Advisory Committee, and Aboriginal students has since provided guidance and focus to the process of Indigenization. (See Appendix B, p. 17). Indigenization and the Aboriginal Service Plan (ASP): Indigenization Employee Education Curriculum Development & Delivery Policy & Strategic Planning Services for Students In 2007 Camosun College was one of eleven provincial post-secondary institutions selected by an evaluation committee made up of representatives from the Ministry of Advanced Education and Labour Market Development (ALMD), the Ministry of Aboriginal Relations and Reconciliation and the Ministry of Education to receive ALMD (“the Ministry”) funding through the Aboriginal Service Plan (ASP) pilot project. During the pilot phase (2008 – 2011), we received $400,000 per year to implement our plan over three years. See Table 1 (p. 33) for a list of activities completed in each corner-post area. Inspiring Camosun’s goals for Indigenization are directly aligned with the Ministry’s goals for the Aboriginal Service Plan which aim to: Relationships 1. increase the access, retention, completion and transition opportunities for Aboriginal learners 2. increase the receptivity and relevance of post-secondary institutions and programs for Aboriginal learners INDIGENIZATION PLAN 2013-2014 3. strengthen partnerships and collaboration in Aboriginal post secondary education. See Table 2 (p. 35) – Indigenization and the ASP. The Aboriginal Service Plan provided the resources necessary to hire employees targeted to meet the three overarching Ministry goals. For details on the ASP’s strengths, challenges, opportunities and lessons to date, see page 19. 6 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 7 Indigenization Plan (2013) Corner Post 2: Services for Students The Indigenization Plan is informed by, and has contributed to, evidence-based policies and leading practices outlined in BC’s Aboriginal Post-secondary Education and Training Policy Framework and Action Plan, 2012 (Appendix E, p. 33) and it helps to meet the province’s vision, principles and goals to address systemic barriers and support systemic institutional change to support Aboriginal learners. Goal Corner Post 1: Curriculum Development and Delivery To create a learning and service environment where Aboriginal students feel a sense of welcome and belonging. Actions • Offer service area staff training opportunities that will prepare them to work effectively with Aboriginal students. This will provide a receptive environment across all college service areas to all students. • Continue the Elders Voices program. • Participate in community events to demonstrate Camosun’s commitment to deepening relationships and connections. • Connect with the work of the Aboriginal Community Liaison who will: Goal To ensure that Aboriginal students see themselves reflected in course materials and to integrate Indigenous ways of teaching and learning into classroom processes. Actions • • Take TELŦIN TŦE W̱ ILNEW̱ (TTW̱ ) through the education approvals process so it can be offered to students as well as employees. Align TTW̱ with new employee learning resources geared to deepening intercultural understanding and strengthening our ability to create opportunities for life-changing learning. Interculturalization encompasses both Indigenization and Internationalization but also allows an exploration of Canadian culture incorporating a necessary lens for authentic change to occur. The Indigenization Coordinator is on the committee that is formulating the strategy and framework of Interculturalization. • Work with curriculum writer to create Indigenized composition course. • Work with curriculum team to develop online educational resources to assist faculty with Indigenization of curriculum. • Respond to 2012 invitations, including working with the following departments: ·· coordinate community-based advising, recruiting, and workshop activities in T’Sou-ke (Sooke), Pacheedaht (near Port Renfrew), Scia’new (Beecher Bay), and Esquimalt ·· coordinate “Sample the Campus” visits and tours for high school students ·· recruit in community by spending time building relationships with potential students and their families. These relationships lead to trust and create a safe and welcoming connection to the college. • Support research and educational collaborations between community and faculty such as the Ancestors Animation project and the Math & Music course. • Contribute to the creation of a more welcoming environment for all students through work on the Interculturalization Development Committee. ·· Practical Nursing – working with faculty to implement Indigenized provincial curriculum ·· Nursing – supporting a working group seeking to further Indigenize curriculum ·· Academic & Career Foundations – working to Indigenize curriculum and teaching methods ·· Nursing – working to continue Indigenization of curriculum ·· Dental Hygiene – beginning to work on the Indigenization of department ·· Distributed Education – offering Learning Skills course 8 • Find existing Aboriginal courses that fit well with the LYNC program and implement them through the South Island District Partnership • Support Community Projects Coordinator in deepening relationships with T’Sou-ke, Scia’new, Pacheedaht, and Esquimalt Nations. Inspiring Relationships Indigenization Plan Inspiring Relationships INDIGENIZATION PLAN 2013-2014 Inspiring Relationships Indigenization Plan 9 Corner Post 3: Policy and Strategic Planning Goals/Targets/Outcome Measures Goal For outcomes and outputs for the Indigenization Plan and other Aboriginal Service Plan activities (which do contribute to Indigenization) from 2012 – 2015, please see Appendix D: Indigenization and ASP Activity Outputs and Outcomes, p. 22. To help ensure that college policy and planning teams establish a process for consultation with Elders, leaders, and knowledge keepers from Aboriginal communities, Nations and organizations to ensure an Indigenous perspective is incorporated into these important areas. Actions • Participate on Interculturalization Development Committee with Camosun International and others to formulate a college-wide strategy and framework of interculturalization that includes Indigenization, internationalization and an exploration of Canadian culture. • Support Director and Chair of AECC in negotiating and fulfilling affiliation agreements with T’Souke Nation. Continue building relationships with Pacheedaht, Scia’new, and Esquimalt. 1. Project Co-Sponsors: Sarah Loewen, Acting Director of Aboriginal Education & Community Connections, will be responsible for ensuring that necessary resources are in place to complete the project. John Boraas, VP Education, will also provide guidance regarding reporting-out on project progress to College management groups. Janice Simcoe, Chair of Aboriginal Education & Community Connections is the chief advisor to the project and will provide guidance to the Project Leader throughout the project. • Work with AECC Chair and Human Resources to implement some recommendations outlined in the Aboriginal HR Best Practices Report. 2. Indigenization Steering Committee is a group with representation from across the institution that provides advice to the Indigenization Coordinator. • Continue to work with the Chairs of Education Council and the College Curriculum Committee to Indigenize processes and policies. • Participate in workshop series delivered by Métis Nation Greater Victoria and, if appropriate, propose/implement policy to better serve Métis students. 3. ASP Community Advisory Committee is a group that the Indigenization Coordinator reports to. It includes more than 20 members from our region’s Aboriginal Nations and organizations, secondary and adult education providers. • Work as part of the Aboriginal Service Plan team to meet Ministry goals. • Report to Indigenization Steering Committee three times per year. • Report to Aboriginal Service Plan Advisory Committee twice per year. 4. Project Leader: Corrine Michel will be the project leader and will ensure the project meets its objectives on target and on budget. The project leader will update and consult with Janice Simcoe weekly on project status, and with Sarah Loewen monthly on key aspects of the project, calling upon their assistance when necessary. 5. Faculty from the Centre of Excellence for Teaching & Learning, schools, and departments will be involved to assist in the development of the curriculum and its delivery. 6. Project Work Team will plan and guide the project through to completion. Members are Corrine Michel, Janice Simcoe and members of the Indigenization Steering Committee and college employees engaged in project working groups Corner Post 4: Employee Education Goal To provide opportunities for employee education and training from an Indigenous worldview (TELŦIN TŦE W̱ ILNEW̱ ) that will enhance services and education for all students. Actions 10 Stakeholders • Align TELŦIN TŦE W̱ ILNEW̱ with new employee learning resources geared to deepen intercultural understanding and to strengthen our ability to create opportunities for life-changing learning. • Deliver TELŦIN TŦE W̱ ILNEW̱ to administration, faculty, and service providers. • Coordinate special events like the Camas Harvest & Pit Cook and contribute as appropriate to Conversations Day, Celebration of Teaching, and other opportunities to teach about Indigenization. • Provide consultation services with curriculum developers and teaching faculty seeking assistance with Indigenization of curriculum development, enhancement, and learning environment processes. Inspiring Relationships Indigenization Plan 6. Project Support: Doreen Provencher, Assistant to the Director for AECC, will provide general support to the project. Inspiring Relationships INDIGENIZATION PLAN 2013-2014 Inspiring Relationships Indigenization Plan 11 Appendix A – Projects Completed Prior to Indigenization Key People: President VP, Education Corner Post 1: Curriculum and Delivery Director, Human Resources Director, AECC School of Access/First Nations Education and Services Department Chair, Aboriginal Advisory Council Director, Research & Development • Access Programming: College Curriculum Team ·· SISB (1980s) Project Team Members ·· VNFC (1990) Chair, AECC ·· Songhees (2000) ·· cultural teachings provided by the partner are included in the ABE programs Chair, Education Council • Chair, Strategic Planning Committee First Nations Community Studies (FNCS) (2000): ·· Offered 5 FN specific courses Director, Learning Services ·· Partnered with Arts and Sciences to ensure their courses were appropriate to the program (see Arts and Science) Registrar ·· First Nations Health and Education Access program (2005) Infrastructure: ·· The Dean of the School of Access advocated First Nations involvement in all FN-related curricula. Senior Leadership Council • Aboriginal Advisory Council (Indigenous community) School of Arts and Sciences ·· Sociology 104 and 106 are the oldest continually-run Aboriginal Studies courses in the province. Aboriginal Service Plan Advisory Council (subcommittee of Aboriginal Advisory Council) ·· A&S faculty worked closely with First Nations Education in the development of FNCS. Education Council ·· A&S developed 5 of their own FN-specific courses Inspiring School of Access ·· UT courses within FNCS were indigenized for FNCS program offerings. School of Arts and Science ·· The Criminal Justice department began development of at least one more FN course. School of Business ·· The Environmental Technology program expressed interest in developing a First Nations component to its offering. Relationships School of Health and Human Services ·· The Visual Arts program developed a First Nations Studio Arts course School of Trades and Technology ·· The Applied Communication department put in place a limited time reserved seat for a First Nations student Indigenization Steering Committee (Camosun College community) INDIGENIZATION PLAN 2013-2014 ·· The Psychology department consistently included First Nations presentations and material in its delivery of Psych 257 (Intercultural Communication). • School of Business ·· Partnered with UBC as a provider of the Chinook program which leads into the Bachelor of Commerce degree. ·· Supported in principle the development of the First Nations Community Enterprise program ·· Provided consultative support in the development of FNCEP 160, Indigenous Cultural Tourism 12 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 13 • School of Health and Human Services Corner Post 2: Services for Students ·· Native Indian Teacher Assistant program (1989-1993) • ·· First Nations Teacher Assistant program (1994-1995) ·· First Nations Family Support Worker (1996) ·· supported registration processes for students attending off-site programs ·· First Nations Home Support /Residential Care Attendant (2004) ·· enabled First Nations (and other Aboriginal) applicants able to self-identify on application forms (1992) ·· Co-developed an on-reserve Family Child Care certificate program ·· Supported the development of the First Nations Limited Priority Admissions process (FNLPAP). All FNLPAP seats are HHS seats. • • • School of Trades and Technology development of the First Nations Civil Engineering Access program numerous recruitment activities for First Nations technology students development of a Civil Environmental Technician program, which has Aboriginal context as a first principle faculty member to develop national Aboriginal Competencies in technology fields (in progress Cooperative Education • a co-op course and services in FNCS for its first two years. Lack of First Nations communitybased co-op placement opportunities resulted in this service ending. Camosun International • College Bookstore ·· worked with FNES staff to enable a books and supplies sponsorship system for funded First Nations students • Student Services ·· supported the existence of and communicated with a separate First Nations student services area Counseling Department ·· assigned a counselor to liaise with FNES • Financial Aid ·· managed two First Nations-specific bursaries (M’akola Housing and the Cowichan Trading Company awards). Those awards are now co-managed by AECC and CFCS respectively ·· Supported: an intra-national First Nations student exchange program between Camosun and Nova Scotia Community College (2004-2005) the development of a Summer Institute for international students in First Nations Studies (in partnership with SISB) Camosun College Student Society (CCSS) ·· CCSS worked with First Nations Education and Services (FNES, now AECC) to to manage a process to exempt (status) First Nations students from the mandatory Students’ Benefits plan • ·· Supported and provided: Finance ·· developed and implemented a band/Aboriginal tuition sponsorship process (1991) ·· Supported: • Data Management • College Foundation ·· worked with FNES to establish and administer nearly $500,000 in endowments as well as numerous annual First Nations student awards • Vice-President’s Office Inspiring ·· supported FNES to play an integral part in the student services practices Business Practice Review (BPR) • Relationships English Assessment Committee ·· included FNES in its review and redevelopment process • Student Employment Services INDIGENIZATION PLAN 2013-2014 ·· provided FNES with a student mentoring position for first year FNCS students • Village 900, ·· the college radio station, had a regular Aboriginal program, Wolf Call 14 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 15 Corner Post 3: Policy Development and Strategic Planning • First Nations Advisory Council (FNAC, now the Aboriginal Advisory Council) ·· composed of First Nations community representatives and students, advised the President on program, service, and policy issues, and provided direction to FNES. It was established in 1991 • Affiliation Agreements with First Nations partners • Franklyn Roy – Access ·· Songhees Nation (2005) Janice Simcoe – AECC The 2002 Camosun College Strategic Plan Joan Yates – Communications and Advancement ·· included a commitment to anticipate and address the needs associated with First Nations learners (item 1.2) Jody Isaac – Access The First Nations Education and Services Three Year Plan (2003) Josh Goodwill – First Nations Student Association ·· outlined the development of broader services to First Nations students and communities Karen Giffon – Business ·· advocated a stronger role for Aboriginal people in planning/implementing First Nations programs Karin Kaercher – Education Research & Development First Nations Limited Priority Admissions Process (FNLPA) (2004) • First Nations Education and Services department Kelly Pitman – Arts & Science Patti Odynski – Education Research & Development Phyllis Manchester-Duvall – Health & Human Services Richard Stride – Dean of Business Inspiring ·· was structurally relocated to be central to all education schools in 2004 Sarah Loewen – Access ·· FNES Director position was approved Susan Chandler – Distance Education The President Susanne Thiessen – Business ·· approved the proposal for the Indigenization (originally called Aboriginalization) Project in 2004. Sybil Harrison – Library Relationships Tommy Happynook – AECC Corner Post 4: Employee Education 16 Kelli Moorhouse – Arts & Science Nella Nelson – Aboriginal Advisory Council ·· set aside 5% of Nursing, Practical Nursing and Early Childhood and Care seats for qualified First Nations students with documented ancestry. The goal of the FNPLA was and is to help fill the high demand and need for more Aboriginal nurses, practical nurses and professional child care providers. • Anna Stein – International ·· Victoria Native Friendship Centre (2004) ·· advocated increasing the numbers of First Nations staff, faculty and administrators working at Camosun • Anita Ferriss – Health & Human Services Eric Sehn – Trades & Tech ·· Saanich Indian School Board (1995) • Appendix B – Indigenization Steering Committee INDIGENIZATION PLAN 2013-2014 • Innovations/Connections Days, annually from 1992 to 2005 • Beyond Potlucks and Feathers, a cross-cultural training course provided through Continuing Education (CE) • First Nations Cultural Safety training for faculty workshop (2004) co-presented by UVIC/ Camosun Nursing departments Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 17 Appendix C – Indigenization and the Aboriginal Service Plan Curriculum Development and Delivery To increase a sense of belonging and to offer students curriculum relevant to their needs, Camosun College will work with community to: • increase the number of programs and courses in each school that include guest speakers from these territories, Indigenous content, and classroom practices consistent with providing a sense of belonging, mastery, independence and generosity This work will contribute to increased receptivity, relevance, retention and completion. Services for Students To build stronger relationships and enhanced communication with First Nations communities and Aboriginal organizations in these territories, Camosun College will: • provide academic advising and student services in community • work closely with community leaders to develop and/or deliver relevant workshops/courses/ programs This work will contribute to increased receptivity, relevance, retention and completion. Policy and Strategic Planning To create policies that support the initiatives listed above, Camosun College will: • encourage faculty involved in curriculum development and delivery to build relationships based on respect and understanding through participation in community-led initiatives • raise the profile of hiring staff and faculty with strong Aboriginal perspectives. This work will encourage faculty involved in curriculum approvals to require evidence of Indigenization of new programs and courses. And, this work will contribute to increased receptivity, relevance, retention and completion. Employee Education To increase feelings of welcome and belonging and to better support students in a spirit of respect and understanding, Camosun College will work with community to provide all employees the opportunity to learn about: • the history and culture of the people of the land (Coast Salish/Straits Salish) • the history and culture of the Métis and Inuit people • the main elements of an Indigenous pedagogy and world view • the issues faced by the Native urban population which represents 70% of Aboriginal people. ASP’s strengths, challenges, opportunities and lessons to date Strengths Strong internal support – Camosun College supports a dedicated Aboriginal Education & Community Connections (AECC) department and commits $1.2 million a year to Aboriginal education. We are able to leverage this core funding to advance the ASP. History of commitment to Indigenization – Before the ASP, Camosun College had begun an Indigenization Project to incorporate Indigenous ways of knowing, being, doing and relating into all layers of the College, including curriculum development and delivery, student services, policy and strategic planning, and employee learning. By adding ASP funding to the College’s Indigenization funding, we have been able to create three positions – Aboriginal Community Liaison, Aboriginal Community Projects Coordinator and Indigenization Coordinator – that support a range of activities that meet both Camosun’s Indigenization and community engagement objectives and the Ministry’s ASP objectives. Valuable community contributions and volunteer support – The communities and organizations we are working with on Community Projects are equally committed to the goals of the ASP, and are providing significant monetary and volunteer support. Long-standing educational affiliation agreements – Camosun College has had educational affiliation agreements with the Lkwungen (Songhees) Nation and Victoria Native Friendship Centre since 2005, and with the W̱ SÁNEĆ School Board (formerly Saanich Indian School Board) since 1995. Through the ASP, we have been able to build on our existing affiliations and increase the number of co-developed courses and programs delivered on-site, in-community. Solid school board connections – As mentioned previously, the Aboriginal Nations District Coordinator for SD 61 (Victoria) has been the chair of Camosun’s Aboriginal Advisory Council for 20 years. We are also part of the South Island Partnership (Indigenization Plan) with the five School Districts of Southern Vancouver Island and local industry leaders, and our AECC Chair sits on three local school district Aboriginal Enhancement Committees. Close relationship with the University of Victoria – Over 75% of university transfer students from Camosun College move directly on to the University of Victoria – the largest transfer of students between any two institutions in the province. Inspiring Relationships INDIGENIZATION PLAN 2013-2014 This work will contribute to increased receptivity, relevance, retention and completion. View Table 1 (p. 33) for an outline of linkages between Indigenization and ASP. 18 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 19 Challenges Lack of resources to support on-going presence and/or delivery of some critical ASP initiatives – Although Camosun has taken on base funding responsibility for all or part of some positions that were originally funded through the ASP, it is not able to financially support all important initiatives. These include a position dedicated to supporting Aboriginal community project development (Aboriginal Community Projects Coordinator) and ongoing delivery of the very successful Indigenous Human Services Career Access program (IHSCAP). Lack of resources, time and/or capacity – Among some Aboriginal communities and organizations there is a lack of resources, time and/or capacity to dedicate to developing and delivering community education activities. Differences in needs and interests – Among Aboriginal communities and organizations, we need to customize approaches to meet unique needs. Distance to communities/lack of good transit – Pacheedaht Nation, for example, is in remote Port Renfrew. Travel is costly and time consuming, and weather can be a major issue on the roads. Students generally must move to Victoria if they want to attend College. Limited connections to the Métis community – We have found it challenging to establish a working relationship with the Métis Nation of BC (its main office is in the Fraser Valley), or with the Métis Nation of Greater Victoria (no regular office staff; what staff they do have are all volunteers and have limited time and experience). Opportunities Continued support from senior management – Camosun College’s new Strategic Plan 2011 - 2014 includes a commitment to implementing the Indigenization Plan. VING – Camosun is a member of the Vancouver Island Na’tsa’maht Group (VING), along with North Island College, University of Victoria, Vancouver Island University and Royal Roads University. This body of Indigenous education leaders evolved from the former Camosun, Malaspina and North Island College (CMN) committee, but has expanded membership to UVic and RRU over the past two years and become more focused on collaborative strategic direction and systemic change. This group has taken leadership of an emerging provincial consortium of Aboriginal Post-Secondary Leaders and Directors. Lessons We need to continue to focus on employee learning and making our campus more welcoming to Aboriginal learners – Through the ASP and the Indigenization Project, we have succeeded in making Camosun College much more receptive and relevant to Aboriginal knowledge and learners. But we can do more. Each Aboriginal community has its own unique needs – We must be flexible and prepared either to adapt existing curriculum or develop new curriculum to meet those needs. It is better to collaborate – The only way to truly meet the unique needs of each Aboriginal community and of Aboriginal learners is to work in collaboration with Aboriginal stakeholders. Effective collaboration requires educated representatives – All College representatives who go into communities must be educated, through Indigenization activities, about colonial history and how to conduct themselves appropriately and respectfully in an Aboriginal cultural environment. Partnership is possible – We can build sustainable partnerships with Aboriginal communities if we are able to devote the necessary resources (both people and time) to cultivating and maintaining strong relationships with them. Great results already – The ASP has already helped us to increase Aboriginal enrolment by 40% (200 students). We can take advantage of this critical mass of Aboriginal students to attract more Aboriginal students. The new ASP Community Advisory Committee – We established the ASPCAC in 2011 and finalized its Terms of Reference in 2012. This committee will enhance communication between community and the college and otherwise deepen ongoing relationship. Na’tsa’maht – We officially opened our new Aboriginal Gathering Place on Lansdowne campus in April 2011. Na’tsa’maht – which means “unity” or “working together as one” in Salish – now provides us with a culturally welcoming building that reflects the character, community and traditions of local Aboriginal people. We use it for events that will further strengthen ties between the College and Aboriginal learners and communities and as a key location for Aboriginal student gatherings and learning opportunities. Momentum: models and relationships to build on – As part of our Phase 1 ASP, we developed and delivered the Indigenous Human Services Career Access program, an 8-12-month program to help pre-college Aboriginal learners prepare to enter Human Services and Indigenous Studies programs at Camosun. It was so successful, we are now using it as a model for developing a new Indigenous Business Access program, funded by the Royal Bank of Canada, and possibly for a new Indigenous Nursing Access program as well. Inspiring Relationships INDIGENIZATION PLAN 2013-2014 In addition, the Residential Building Maintenance Worker program – which we piloted on-site at Tseycum First Nation to 12 students from four local bands as part of the ASP in 2009 and now co-deliver with the Victoria Native Friendship Centre – has led to a new partnership among Camosun, the Centre, Sundog Development Consultants (an Aboriginal-friendly property management and development company), the Capital Regional District and the Ministry for Children and Families to convert a hotel into community housing units for urban Aboriginal people from elders to youth-at-risk. 20 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 21 Appendix D Indigenization and ASP Activity Outputs and Outcomes Minimum Funding Activities ASP Goal* Proposed Activity & Activity Description Category 1 Student support Elders’ Voices Project: Continue to provide honoraria services and to Elders as part of the Elders’ initiatives Voices Project, which connects Elders from local First Nations with Camosun’s Aboriginal students. Rationale Logistics Anticipated Outputs Anticipated Outcomes ASP Goal* Proposed Activity & Activity Description Category The cultural, emotional, and spiritual support of Elders is critical to Aboriginal health and wellness. Elders will: 9 Elders will: 1&2 • Make class presentations, both on the land and on campus, as invited • Interact with 1000+ students a year through 50+ on- campus presentations and 14+ on the land presentations, with approx. 24 students per class Increased retention through cultural support, identity support and healing support. Aboriginal Community Liaison: Continue to support the full-time Aboriginal Community Liaison position, to further engage Aboriginal communities and stakeholders in ASP partnerships that will encourage PSE, and to increase awareness of Camosun and PSE among potential students. Many of Camosun’s Aboriginal students have been fostered or adopted and many live far from their home communities, which mean they do not have access to Elder support. Aboriginal students and communities have identified Elder support as crucial to retention. Supports: • Goal 1/Objective 1: • Participate in ceremonies (e.g., blessing ceremonies, graduations, annual Camas Harvest and Pit Cook), as invited • Attend 5+ ceremonies. Rationale Logistics Partnerships and The trauma of the Eurocentric engagement residential and public school systems created barriers to PSE that continue to exist to this day. Full-time faculty position. Community Liaison will: Provide culturally relevant support • Engage in and guidance to potential and current healing activities, Aboriginal learners. as requested. 1 Elders’ Voices Coordinator: Continue to support the part-time (1 day/week) Elders’ Voices Coordinator position, to provide a critical liaison between Camosun and Elders. Student support services and initiatives Traditionally, Elders in Aboriginal communities are supported by a younger person who facilitates their work with the community. .2 faculty position (1 day/week). Coordinator will: Having a Coordinator to liaise between the College and the Elders in the Elders’ Voices Project indicates respect, and will help ensure Elders are comfortable with their role and are compensated fairly for their time. • Schedule Elders’ class presentations and attendance at ceremonies Aboriginal students and communities have identified Elder support as crucial to retention. Supports: • Goal 1/Objective 1: • Manage the honoraria budget • Nurture relationships with Elders • Teach Provide culturally relevant support Camosun staff and guidance to potential and current and faculty Aboriginal learners. proper protocols and approaches when working with Elders. Coordinator will: • Work with the 9 Elders who are officially part of the Elders’ Voices Project to schedule their presentations and ensure they receive their honoraria • Work with other Elders as needed for specific activities Elders from throughout our catchment area continue to want to be involved in the Elders’ Voices Project and with our students, leading to increased retention through cultural support, identity support, healing support. 22 • Visit local Aboriginal communities (1x – 2x/month) to discuss PSE Connecting directly with communities needs and helps us to better understand – and interests address more effectively – their PSE needs, and to develop deeper • Attend career relationships built on trust and fairs as requested respect. • Provide Connecting directly with prospective information students helps to increase awareness sessions at high of the College and our admission schools 1x/ requirements, programs and services. semester to Students feel both better prepared for prospective PSE and more welcome on campus. students Anticipated Outcomes Community Liaison will: Stronger partnerships and deeper engagement with communities and stakeholder groups (particularly those we have not engaged fully with before). • Interact with 200+ community members, 150+ educators and 4,000 + students • Attend 40+ Career Fairs, 30+ information sessions, 30+ meetings A higher number of students choosing to • Give 10+ campus tours pursue PSE at Camosun. • Provide one-on-one advice to 100+ potential students. Greater collaboration, trust and respect between Camosun College and Aboriginal communities/ stakeholders. Supports: • Serve as primary contact • Goal 1/Objective 1: for prospective students at Provide culturally relevant support and guidance to potential and current the College as requested Aboriginal learners. • Goal 2/Objective 1: Deepen ties with local Aboriginal communities and organizations through joint projects. • Handle 8+ inquiries a month (96+ a year) from Camosun faculty staff for Elder class participation or for protocol/ approach advice. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution This position enables us to have a consistent presence in local communities and at recruitment events and schools in our region. Anticipated Outputs • Goal 2/Objective 2: • Give campus tours for prospective students as requested. Establish stronger ties with local Aboriginal communities and organizations that have not yet become involved with the ASP. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 23 ASP Goal* Proposed Activity & Activity Description Category 1&2 Community Projects: Rationale Partnerships and There is a history in BC of institutions engagement telling Aboriginal communities what Support up to 15 Community (including they need and what is best for them. Projects per year, at $3,000 agreements) each per year, as proposed by Providing communities the communities to address their opportunity to propose the projects specific PSE-related needs/ they believe will provide the most interests. benefit for their communities – with the College providing external In most cases, the communities support – will enhance their access to will also be contributing and engagement with the College on financially to support the their own terms. projects. It also recognizes their capacity, builds trust, and will lead to deeper, more productive relationships. Having control over their own projects was identified by communities themselves as critical to building trust and faith in the College. Supports: Logistics Individual communities will develop their own timetables for projects, but must provide monthly reports to the Aboriginal Community Projects Coordinator and formal reports to the College (Interim 2012; Final 2013). Anticipated Outputs Anticipated Outcomes ASP Goal* Proposed Activity & Activity Description Category The 10 First Nations in our catchment area, plus the Mtis Nation of Greater Victoria, three School Districts, and the Victoria Native Friendship Society, will engage in one Community Project per year. Stronger partnerships and deeper engagement with communities and stakeholder groups (particularly those we have not engaged fully with before. 2&3 Indigenization Coordinator: One project may be continued from year to year, or communities may propose a new project each year, etc. Greater collaboration, trust and respect between Camosun College and Aboriginal communities/ stakeholders. We anticipate that as many as 40 small Community Projects could be completed by the end of Year 3. Continue to co-fund the full-time Indigenization Coordinator position, to (1) further incorporate Indigenous ways of knowing, being and doing curriculum development and delivery; student services; policy and strategic planning; employee learning), and (2) facilitate ASP projects and partnerships between the College and Aboriginal communities and organizations. Development or enhancement of Aboriginal programs or courses • Goal 1/Objective 2: Develop and deliver activities that Aboriginal communities/ organizations themselves have identified as essential to increasing participation in post-secondary education. Rationale Logistics Indigenization is an explicit part of Camosun’s Strategic Plan 2011 – 2014, and is vital to increasing how relevant and receptive the College is for Aboriginal students. Full-time faculty position. • Meet with College staff, This position – co-funded communities with Camosun as part of the and schools Indigenization Project – is intended throughout the to ensure that all Aboriginal year to Indigenize students see their world and College curricula, realities reflected in the way that policy, services Camosun operates and that all and facilitate ASPnon-Aboriginal students come related projects away from Camosun College and activities as better prepared to live alongside, required. negotiate with, and build better relationships with Aboriginal • Deliver TELŦIN people. TŦE W̱ ILNEW̱ ̱ (Understanding The Coordinator also provides a vital link between communities and Indigenous People) program 3x/year. the College, providing a pathway for ASP projects to be discussed, • Report to co-developed and co-delivered. Indigenization Supports: • Goal 3/Objective 1: Continue the Indigenization Project to create a culture at Camosun College that includes First Nations knowledge and perspective and naturally considers Indigenous issues in all its activities. • Goal 2/Objective 1: Deepen ties with local Aboriginal communities and organizations through joint projects. Coordinator will: Anticipated Outputs Anticipated Outcomes Coordinator will: A College that is more relevant and receptive to Aboriginal learners. • 10 – 15x meetings per week/year with College staff, communities, stakeholders • Deliver the TTW̱ program to 3x/year to approx. 45 Camosun staff per year Stronger partnerships and engagement with communities and stakeholder groups. • Meet with communities/ stakeholders 5 – 10 each per year • Report to the ASPCAC 2x and ISC 3x year. Steering Committee 3x/ year and ASPCAC 2x/year; work with ISC Working Groups as required. • Goal 2/Objective 1: • Goal 2/Objective 2: Deepen ties with local Aboriginal communities and organizations through joint projects. Establish stronger ties with local Aboriginal communities and organizations that have not yet become involved with the ASP. • Goal 2/Objective 2: Establish stronger ties with local Aboriginal communities and organizations that have not yet become involved with the ASP. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 24 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 25 ASP Goal* Proposed Activity & Activity Description Category 1 Communications/ recruitment materials: Continue to develop communications/recruitment materials featuring Aboriginal students at Camosun College. Outreach activities and events Rationale Logistics Anticipated Outputs Anticipated Outcomes ASP Goal* Proposed Activity & Activity Description Category The ASP has already helped us to increase Aboriginal enrolment by 40% (200 students). We can take advantage of this critical mass of Aboriginal students to attract more Aboriginal students. Work will include, throughout each year: 20+ print ads in 3 Aboriginal publications/ year. Increased enrolment of Aboriginal students at Camosun. 2 ASP Community Advisory Committee: Continue to host ASP Community Advisory Committee meetings twice a year, to ensure we have a direct route to receive advice from and report to communities/ stakeholders. • Print ads in Aboriginal publications A series of posters, including a joint poster campaign with UVic highlighting students Aboriginal students have told us • Posters for on- and who have successfully they appreciate and respond to off-campus use (e.g. made the transition. Aboriginal role models. This project career fairs) – to include role model/program posters, brochures, and website • Videos for College text and images – will showcase website current Aboriginal students • Testimonials/ completing Aboriginal programs quotes and photos to demonstrate Aboriginal student for College website presence, contentment and and AECC annual success at Camosun. report. Supports: • Hosting or • Goal 1/Objective 2: co-hosting special events. Develop and deliver marketing tools aimed at attracting Aboriginal students. UVic partnership: Continue to partner with UVic to increase awareness of each other’s initiatives and enhance the ability of Aboriginal students to make successful transitions from Camosun to UVic. Partnerships and engagement Over 75% of university transfer students from Camosun College move directly on to the University of Victoria – the largest transfer of students between any two institutions in the province. However, in our original (2007/8) ASP consultations, Aboriginal learners stated that they found it difficult to make the transition from Camosun College to the University of Victoria. More successful transitions to UVic mean more Aboriginal learners will receive higher PS degrees, while – for most – being able to stay within reach of their own communities, something both learners and communities have told us is very important. • Formal meetings 3x/year between the Camosun and UVic ASP Teams • Informal gettogethers and updates • 2x/year VING meetings • UVic Outreach Coordinator on-site at Camosun ½ day/ week. Camosun ASP Team will, each year, attend a minimum of: • 3 planning meetings with UVIC ASP Team Logistics ASPCAC includes more than 20 members from our region’s Aboriginal Nations and organizations, secondary and adult education providers. • Scheduled meetings in June and December, to be attended by Aboriginal Community Liaison, Community Projects Coordinator, Indigenization Coordinator, AECC Chair and Community Partners. The Committee is responsible for helping us identify ASP priorities as well as ways to improve our community partnerships and engagement activities. It is also a key method for us to report back to communities and stakeholders. Supports: • Goal 2/Objective 1: Deepen ties with local Aboriginal communities and organizations through joint projects. 3 1 Partnerships and engagement Rationale A greater number of Aboriginal students successfully making the transition from Camosun College to UVic. Indigenization Steering Committee: Continue to operate the Camosun College Indigenization Steering Committee (requires no ASP funding) Development or enhancement of Aboriginal programs or courses • 2 staff lunches. AECC Chair will attend bi-annual VING meetings. UVic Outreach Coordinator will be available in AECC offices ½ day/week. Final ASP Phase 2 Reports for each year will be submitted to UVic and Camosun ASP Advisory Committees. Supports: •Goal 1/Objective 4: Objective 4: Strengthen our partnership with UVic to increase the number of Aboriginal students making successful transitions from Camosun to UVic. Anticipated Outcomes 20+ members of ASPCAC will attend scheduled meetings 2x/year. Stronger partnerships and engagement with communities and stakeholder groups. ASP Team will report to ASPCAC on ASP projects and priorities at scheduled meetings 2x/year. Greater collaboration, trust and respect between Camosun College and Aboriginal communities/ stakeholders. 18 members of ISC will attend scheduled meetings 3x/year, and others as required by individual ISC Working Groups. A College that is more relevant and receptive to Aboriginal learners. • Other meetings scheduled as needed. • Scheduled meetings in January, May and October, to be attended by Aboriginal Community Liaison, The ISC is responsible for advising the Community Indigenization Coordinator on ways Projects to continue to incorporate Indigenous Coordinator, ways of knowing, being and doing Indigenization into all layers of education at the Coordinator, College. AECC Chair, Camosun Supports: Aboriginal • Goal 3/Objective 1: Advisory Council Chair Indigenization Project to create a and ASPCAC culture at Camosun College that includes First Nations knowledge and member. perspective and naturally considers • Indigenization Indigenous issues in all its activities. Coordinator will meet with ISC Working Groups as required. The ISC includes 18 employees (admin, faculty, staff) from all five Camosun College departments. A student rep, a member of ASPCAC and the Chair of Camosun’s Aboriginal Advisory Council also attend. Anticipated Outputs Indigenization Coordinator and AECC Chair will report to ISC at scheduled meetings. Working Groups will report to Indigenization Coordinator quarterly and to the ISC at each meeting throughout the year. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 26 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 27 ASP Goal* Proposed Activity & Activity Description Category 2 Aboriginal Community Projects Coordinator: Continue to support the halftime Aboriginal Community Projects Coordinator position, to assist communities/ stakeholders with developing their Community Projects and with working collaboratively with Camosun on all aspects of the ASP. Partnerships and engagement Rationale Logistics We introduced the Community Projects Coordinator position during the Transition Phase to develop and ensure delivery and evaluation of programs and projects requested by or meeting the needs of Aboriginal community partners. The Coordinator also: .5 faculty position. Coordinator will: • Meet in communities at scheduled intervals to review • coordinated and offered needs Community assessment with communities/ Projects and, stakeholders on request as required, to provide advice/ • documented education and training assistance/ gaps, needs and challenges for support 3x/year Aboriginal learners in communities, and as required and • Evaluate the • helped communities develop their progress and proposals for Community Projects. success of Community We believe continuing this position Projects and is essential to ensuring appropriate each year and community involvement and report to AECC engagement throughout ASP Phase Chair 1x/year 2, and especially to ensure the smooth roll out of new Community • Coordinate Projects. and offer needs assessments with Supports: communities as • Goal 2/Objective 1: required Deepen ties with local Aboriginal • Prepare communities and organizations and facilitate through joint projects. ASPCAC meetings 2x/ • Goal 2/Objective 2: year, in June and Establish stronger ties with local December. Aboriginal communities and organizations that have not yet become involved with the ASP. Anticipated Outputs Anticipated Outcomes ASP Goal* Proposed Activity & Activity Description Category Coordinator will: Stronger partnerships and engagement with communities and stakeholder groups. 1 Elder-in-Residence: • Meet with all 15 communities/ stakeholders engaged in Community Projects 3x/ year and as required • Assess Community Projects and effectiveness of position and report to AECC Chair 1x/year • Prepare and facilitate 2 ASPCAC meetings/year. Expand the Elders’ Voices Project, to include critical additional support from an Elder-in-Residence 12 hours per week. Greater collaboration, trust and respect between Camosun College and Aboriginal communities/ stakeholders. Student support services and initiatives Rationale Logistics During our original ASP consultation in 2007, Aboriginal learners and communities identified the need for an Elder-inResidence program, where Aboriginal students could find an Elder for support as needed. An Elder will be present at either the Lansdowne or Interurban campus 12 hours per week (Tuesday, Wednesday, Thursday). Adding this support to the existing Elders’ Voices Project – where Elders make regular class presentations and attend ceremonies – will provide even more opportunities for Camosun students, staff and faculty to access the cultural and identity support only an Elder can provide. 15 successful Community Projects that support and enhance Aboriginal learners and communities. Students, staff and faculty may drop in or make an appointment in advance. Anticipated Outputs Anticipated Outcomes 9 Elders-in-Residence (in rotation) will: Increased retention through cultural support, identity support and healing support. • meet formally with 24+ students a week, for approx. 30 minutes at a time • interact informally with 900+ Aboriginal students at Camosun. Supports: • Goal 1/Objective 1: Improved health and wellness for Aboriginal students at Camosun. Greater understanding by Camosun staff and faculty of the role of Elders in Aboriginal communities. Provide culturally relevant support and guidance to potential and current Aboriginal learners. 2 T’Sou-ke Nation Community Garden and Greenhouse Project: Outreach activities and events Support the T’Sou-ke Community Garden and Greenhouse Project, which will provide community members with the opportunity to increase their gardening skills and help develop the existing community garden. Traditional food and food security is an important part of T’Sou-ke Nation’s goal for self-sufficiency and sustainability, and greater health and wellness. By partnering with the Camosun EARTH Gardening Program, community members will have the opportunity to develop horticultural skills and learn about traditional cultural practices at the same time. Supports: • Goal 2/Objective 1: Deepen ties with local Aboriginal communities and organizations through joint projects. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution Under the direction of a part-time Project Manager, community members will: • Learn how to operate and maintain a community garden • Go on outings with 4 summer students and T’Sou-ke Nation staff to identify and collect native plants and foods in our traditional territories and using SENĆOŦEN words A fully functioning community garden and greenhouse at T’Sou-ke Nation at end of Year 3. More community members with horticultural knowledge and experience. More community members with the potential to attend post-secondary horticultural programs. Healthier community members. • Attend workshops on food gathering, preparation and processing. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 28 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 29 ASP Goal* Proposed Activity & Activity Description Category 3 Indigenize Camosun College ENGL Composition course: Develop new curriculum for ENGL Composition that is more relevant to Aboriginal learners. Development or enhancement of Aboriginal programs or courses Rationale Anticipated Outputs Logistics For Year 1: Aboriginal students have indicated that the current ENGL Composition course is alienating, meaningless and frustrating. A significant number of Aboriginal students fail and have to repeat the course causing funding and program completion issues • Year 1: Researcher will explore current English courses, interview students and instructors to identify gaps Supports: and challenges, then work with • Goal 3/Objective 1: Curriculum Continue the Indigenization Project to create Team to frame a a culture at Camosun College that includes curriculum. First Nations knowledge and perspective and naturally considers Indigenous issues in • Year 2: Curriculum Team all its activities. will develop the curriculum. Anticipated Outcomes An Indigenized ENGL Increased course Composition course relevance and will be delivered and completion rates. evaluated in Year 3. Increased number of Aboriginal students receiving credit for ENGL Composition course the first time through it. ASP Proposed Activity & Activity Goal* Description Category 2 Outreach activities and Support an Esquimalt Nation events Job Fair to showcase local employment opportunities and highlight Camosun College programs and courses that target unemployed people with multiple barriers to work and education. Esquimalt Nation Job Fair: Improved grades of Aboriginal students taking ENGL Composition. Rationale Logistics Esquimalt Nation has a 95% unemployment rate on reserve. To address this, the Nation is currently implementing an employment and training strategy to assist 66 employable Esquimalt Nation members who are currently on Social Assistance to find jobs. One two-day job fair each Spring for three years, at Craigflower Elementary School, attended by Aboriginal Community Liaison and other Camosun reps, will showcase programs and courses in: This project will support another Esquimalt Nation Community Project – included under the Minimum Ministry Funding, above – to deliver the BEST program at Esquimalt Nation’s Administrative office for 20 members at a time in 2012. The Spring 2012 Job Fair will focus on jobs available (and the training required for them) at the Ralmax Group of Companies, as well as Camosun opportunities. Decreased number of students withdrawing from English. • Year 3: Faculty will deliver and evaluate curriculum. Supports: • Goal 1/Objective 2: Develop and deliver activities that Aboriginal communities/organizations themselves have identified as essential to increasing participation in post-secondary education. • Goal 2/Objective 1: 1&3 Métis Nation of Greater Victoria workshops: Support the development and delivery of cultural workshops by the Métis Nation of Greater Victoria to AECC staff and Camosun students, and the creation or acquisition of Métis cultural artifacts, pictures, posters, etc., to visually represent Métis presence on campus. Outreach activities and events An MNBC representative identified that identity issues are prevalent among Métis people, and that creating an “at-a-glance” welcoming environment for Métis students is essential. MNGV will develop and deliver: • 2 cultural education AECC faculty and advisors are interested in workshops to learning more to better serve Métis students. AECC staff/year Supports: MNGV will develop and deliver: • 2 cultural workshops to AECC staff/year • 1 Métis traditional teachings workshop to staff and students/ year. • 1 Métis traditional teachings Significant Métis workshop to staff Provide culturally relevant support and visual presence in guidance to potential and current Aboriginal and students/ AECC office and year. learners. across campuses. AECC will work • Goal 3/Objective 1: to acquire or Continue the Indigenization Project to create support the a culture at Camosun College that includes creation of Métis First Nations knowledge and perspective artifacts, etc. and naturally considers Indigenous issues in over all three all its activities. years. • Goal 1/Objective 1: Deepen ties with local Aboriginal communities and organizations through joint projects. A College that is more relevant and receptive to Métis learners. Anticipated Outputs Anticipated Outcomes Three two-day job fairs at Craigflower Elementary School, for employable Esquimalt Nation members. The 66 employable Esquimalt Nation members who are currently on Social Assistance will find jobs and/or decide to access Camosun College’s PSE options. • School of Trades and Technology • Continuing Education and Contract Training • Career and Education Exploration • Employment Training and Preparation • Academic upgrading programs for adult learners. Métis students have an increased sense of belonging at the College and more will access AECC services. 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 30 Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 31 ASP Proposed Activity & Activity Goal* Description Category 1 Indigenous student learning skills services: Support a part-time position (.2 faculty, or 1day/week) position to provide learning skills support specifically for Aboriginal learners. Student support services and initiatives Rationale Anticipated Outputs Logistics Anticipated Outcomes Current learning skills support services at .2 faculty Camosun’s Help Centres are overburdened. position (1 day a week) for 8 In addition, the structure of the Help months per Centres, the wait times and the environment campus. lack relevance to Aboriginal students and many consider the Centres intimidating. Appendix E Aboriginal PSE and Training Policy Framework and Action Plan 2012 www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf Table 1: ASP Activities During Pilot Phase, 2008-2011 Supports: • Goal 1/Objective 1: Provide culturally relevant support and guidance to potential and current Aboriginal learners. Activity PreASP Year 1 Year 2 Year 3 Legacy Access, Retention, Completion • • • • Relevance & Partnership Receptivity Engagement Curriculum Development and Delivery (developed 15 courses; 2 programs) 1 Indigenous Human Services Career Access Program (IHSCAP): Continue to deliver IHSCAP, a college-preparatory program that introduces Aboriginal learners to a variety of certificate and diploma programs in Human Services and Indigenous Studies. Delivery of Aboriginal programs or courses on campus During our original ASP consultation in 2007, Aboriginal learners and communities identified the need for more collegepreparatory programs to help them qualify for college-level programs, particularly in trades, nursing and business. We worked with Aboriginal communities during ASP Phase 1 to develop this highly successful certificate program, and have now delivered it twice on campus, to nearly 50 Aboriginal students. The program has enabled these students to explore various Human Service-related programs and to develop study skills that have helped them to be successful in community, family and child studies programs. Supports: • Goal 1/Objective 2: Develop and deliver activities that Aboriginal communities/organizations themselves have identified as essential to increasing participation in post-secondary education. Deliver IHSCAP over 3 terms each year. Deliver IHSCAP to 24 Camosun students each year. More Aboriginal learners moving on to such certificate or diploma programs as: • Community, Family and Studies • Community Mental Health • Community Support and Education Assistant • Early Learning and Care • • Archeological Field Assistant program Community Delivery • • • • • • Indigenization of Residential Building Maintenance Worker program • • • • • • Indigenous Business Leadership (3 courses) • • • • • Update Curriculum for Indigenous Family Support • • • • • • • • • • • • Indigenous Family Support Traditional Foods Workshop Series • Indigenous Studies. Health & Social Service worker curriculum • Indigenization of English 150 and 160 • Indigenous Management & Admin program (IMAP) • Community Workshops Pauquachin Admin office • BEST Program delivered to T’Sou-ke First Nation • • Recruitment Workshops in Pacheedaht • • Lateral Violence Workshop Malahat Nation • Training Series with Aboriginal Social Service students & frontline workers • • • • Developed 2 Crim Justice blended delivery courses • • • • 1. *Increase access, retention, completion and transitions opportunities for Aboriginal learners. 2. *Strengthen partnerships and collaboration in Aboriginal post-secondary education 3. *Increase relevance and receptivity of institution 32 Indigenous Human Services Career Access program Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan • • • • • • • • • • • • • • • 33 Activity PreASP Year 1 Year 2 Indigenize Community Mental Health Program Year 3 Legacy • • Access, & Retention, Relevance Receptivity Completion Partnership Engagement Indigenous Speakers Series Camas Harvest & Pit Cook Drum making workshop Year 1 Year 2 Year 3 Legacy • • • • Elders’ Voices • • • • AECC Marketing Strategy • • • • • • Trades and Access surveys • • Indigenous Business Leadership awareness/recruitment project • • Explored Intellectual Property Rights/ ethics with Songhees Lands manager; obtained President’s fund to research ethics • Employee Education TELŦIN TŦE W̱ ILNEW̱ (Understanding Indigenous People) Employee Education Program PreASP Activity Access, Retention, Completion Relevance & Receptivity Partnership Engagement • • • • • • • • • • • Services for Students • • • • • • • • • • • • • • • • • • • • • • • • Historical Issues that Impact Health and Wellness Workshop • Planned/delivered S’tenistolw Conference • • • • • • • Advising, recruitment, and transition sessions in 4 local school districts, 6 local communities, 5 organizations • • • • • • Policy and Strategic Planning Human Resource ‘best practices’ research project • Work toward Indigenizing Curriculum Approvals • Gratitude Feast Métis Scholarship • • Networked with 13 Aboriginal organizations and communities • Welcome Centre Art Commissions (Coast Salish) • • Table 2: Alignment with Strategic Plan • • • • • • • • • • • • • • • Successful obtaining Gathering Place grant 34 Centralized Curriculum Team includes Indigenization • • Successful obtaining President’s Fund grant for Indigenous Plant Garden at Gathering Place • • • Culture of Excellence Engaged Communities Sustainable Results Strategy 1: Be Canada’s college of life-changing learning Strategy 4: Achieve excellence through continuous improvement and flawless execution Strategy 10: Build strong, mutually beneficial relationships with key stakeholder groups Strategy 13: Build a sustainable organization (financial, social, environmental) Strategy 2: Deliver learning anytime and anywhere Strategy 5: Enhance our culture of innovation Strategy 14: Foster an entrepreneurial culture Strategy 3: Value the diversity of our learners and the communities we serve Strategy 6: Build structures & processes that enable excellence in all we do Strategy 11: Be a recognized driving force in regional economic development Strategy 7: Foster learner success through best practices in SEM Strategy 12: Strengthen our ability to learn, teach, and work together Strategy 15: Improve our operational efficiencies Strategy 16: Create an attractive, welcoming and supportive physical environment Strategy 8: Support the excellence of our teachers as leaders of education • • Life-changing learning • Inspiring Relationships Indigenization Plan Strategy 9: Develop a national reputations for excellence in applied research These strategies are matched to the Indigenization Actions listed on pages 36 and 37 under Inspiring Lives Strategy Inspiring Relationships Indigenization Plan 35 Alignment with Strategic Plan … continued from page 35 Indigenization Actions Inspiring Lives Strategy Alignment with Strategic Plan … continued from page 36 Project Lead Completion Date Inspiring Lives Strategy Project Lead Completion Date Corner Post 3: Policy and Strategic Planning Corner Post 1: Curriculum Development & Delivery TELŦIN TŦE W̱ ILNEW̱ (TTW̱ ) will be taken through the education approvals process 1, 2, 3, 5, 7, 8 and will be offered to students as well as employees. Corrine Michel May Work with Camosun International and others on formulating the strategy and framework of Interculturalization. Interculturalization encompasses both Indigenization and Internationalization but also allows an exploration of Canadian culture incorporating a necessary lens for authentic change to occur. 1, 2, 3, 4, 5, 8, 10, 12, 13, 14, 16 Corrine Michel; Diana Shields, et al February Interculturalization: As part of the strategy TTW̱ will be reviewed, renewed, and incorporate elements of Interculturalization including internationalization 1, 2, 3, 4, 5, 6, 7 Corrine Michel; Anna Stein; Curriculum Team April Support Director and Chair of AECC in building relationships leading to negotiating relationship agreements with T’Sou-ke, Pacheedaht, Scia’new, and Esquimalt nations. 10, 11, 12, 13 Janice Simcoe; Sarah Loewen; Corrine Michel Ongoing Create Indigenized composition course 1, 2, 3, 4, 8, 13 Anita Kess; Corrine Michel January 3, 6, 7, 16 1, 2, 3, 4 Corrine Michel; Patti Odynski; Karin Kaercher Janice Simcoe; Sarah Loewen; Corrine Michel June Work with Curriculum Team to develop online educational resources to assist faculty with Indigenization of curriculum Work with AECC Chair and Human Resources to implement some recommendations outlined in the Aboriginal HR “Best Practices” report June 3, 5, 13 Carly Hall; Janice, Simcoe; Corrine Michel January Practical Nursing: working with faculty to implement Indigenized provincial curriculum Continue to work with Chair of Education Council & College Curriculum Committee to Indigenize processes and policies 1, 3, 4 Corrine Michel; Carly Hall ongoing Support Community Projects Coordinator in deepening relationship with T’Sou-ke, Scia’new, Pacheedaht, and Esquimalt Nations. 1, 3, 4, 10, 12 Tanya Kirkland ongoing Nursing: working to continue Indigenization of curriculum 1, 3, 4 Nursing working committee June 3, 10, 12 Romy Pritchard; Corrine Michel March Academic & Career Foundations: working to Indigenize curriculum and teaching methods Participate in workshop series delivered by Métis Nation of Greater Victoria and, if appropriate, propose/implement policy to better serve Métis students 3 Jill Auchanachie December Work as part of the Aboriginal Service Plan team to meet ministry goals 1, 3, 4, 6, 7, 8, 10, 11, 12, 13 Janice Simcoe; Tanya Kirkland; Corrine Michel April Dental Hygiene: beginning to work on the Indigenization of department 3 Shirley Bassett TBD Report to Indigenization Steering Committee three times per year 10, 12, 13 Corrine Michel Nov, Jan, May Distributed Education: Learning Skills course 1, 3, 4 Susan Chandler; Jackie Conway TBD Report to Aboriginal Service Plan Advisory Committee twice per year 10, 12, 13 Corrine Michel Dec, June Find existing Aboriginal courses that ‘best fit’ in the LYNC program and implement them through the South Island District Partnership 1, 2, 4, 7 Kelly Betts; Corrine Michel TBD Signage on all buildings that acknowledge territory 3, 16 Janice Simcoe; Joan Yates June Indigenous Human Services Career Access Program (IHSCAP) 1, 3, 4 Ruth Lyall Ongoing Corner Post 4: Employee Education Interculturalization: As part of the strategy, TTW̱ will be reviewed and renewed 1, 2, 3, 4, 5, 7, 8, 10, 12, 13 Corrine Michel; Anna Stein; Curriculum Team April Deliver TELŦIN TŦE W̱ ILNEW̱ to administration, faculty, and service providers 2, 3, 6, 7, 8, 10, 12, 13 Corrine Michel; Tommy Happynook Ongoing (except in July/Aug) Coordinate special events like the Camas Harvest & Pit Cook event and contribute as appropriate to Conversations Day, Celebration of Teaching, and other opportunities to teach about Indigenization 10, 12, 13 Corrine Michel Ongoing Provide consultation services with curriculum developers and teaching faculty seeking assistance with Indigenization of curriculum development, enhancement, and learning environment processes 3, 4, 5, 8, 10, 11, 12, 13 Corrine Michel Ongoing Corner Post 2: Services for Students 36 Indigenization Actions Elders’ Voices; Elders-in-Residence 1, 2, 3, 4, 10, 12, 13 Tommy Happynook Ongoing Participate in community events to demonstrate Camosun’s commitment to deepening relationships and connection 3, 4, 10, 12 AECC staff particularly Trevor Day (Aboriginal Liaison) Ongoing Coordinate community-based advising, recruiting, and workshop activities in T’Souke (Sooke), Pacheedaht (near Port Renfrew), Scia’new (Beecher Bay), and Esquimalt 3, 4, 10, 12 Trevor Day Ongoing Coordinate “Sample the Campus” visits and tours for high school students 1, 3, 10 Trevor Day; Tanya Kirkland January or June Support research and educational collaborations between community and faculty such as the Ancestors Animation project, the Math & Music course, and trades initiatives 1, 3, 4 Janice Simcoe; Sarah Loewen; Corrine Michel Ongoing Inspiring Relationships Indigenization Plan Inspiring Relationships Indigenization Plan 37 Table 3: Indigenization & the ASP MAVED Goals for ASP Camosun Goals Camosun Objectives Increase the access, retention, completion, and transition opportunities for Aboriginal learners. Increase the receptivity and relevance of post-secondary institutions and programs for Aboriginal learners, including providing support for initiatives that address systemic barriers. Strengthen partnerships and collaboration in Aboriginal post-secondary education. Create a culture at Camosun College that includes Indigenous knowledge, perspectives, and naturally considers Indigenous issues in all its activities. All Aboriginal students see themselves reflected in the curriculum and services we provide to them. All graduates of our programs carry the knowledge and skills to work effectively and respectfully with Aboriginal people. Enhance Student Services Performance Measures Student satisfaction # of students served # of students enrolled # of graduates Develop Indigenized Curriculum # of Indigenized courses # of graduates Policy Design/Implement increased # of policy-based initiatives to meet goals of Strategic Plan # of graduates Employee Education Attendance at Indigenization workshops # of Scheduled Development projects focused on Aboriginal Education Student satisfaction Community involvement # of graduates 38 Inspiring Relationships Indigenization Plan