Universities respond to indigenous student needs

Canadian universities have scaled up programmes and services specifically designed for indigenous students, raising academic programming to accommodate this group by 33% between 2013 and 2015.

The country’s 97 public and private not-for-profit universities collectively offer 233 undergraduate and 62 graduate-level programmes focusing on indigenous issues or specifically designed for indigenous students.

These were outlined in a recently updated online directory from Universities Canada. The comprehensive database aims to meet the needs of indigenous students and provides a resource tool for students, parents and guidance counsellors.

The directory shows that 86% of Canadian universities offer targeted support services including academic counselling and peer mentorship. Equally, 69% offer programmes to help indigenous students transition to university, including mentorship programmes, some starting in elementary years.

Pathways to reconciliation

“Education is an important pathway to reconciliation between indigenous and non-indigenous people in Canada. By working with indigenous leaders, communities and scholars, universities have made changes to support access and success in higher education,” says Universities Canada President Paul Davidson.

However, he acknowledges that more is required and university leaders are committed to additional improvements to curricula, services and governance structures to reflect indigenous culture and knowledge. Universities Canada represents the national and international interests of the country’s 97 public and private not-for-profit universities.

Currently, indigenous youth are Canada’s fastest-growing population segment, with more than 650,000 people under 25 years.

However, Davidson says the university completion rate for indigenous people aged between 25 and 64 years is under 10% compared to over 26% for non-indigenous Canadians.

He says Canadian universities want reconciliation and in 2015 adopted 13 principles on indigenous education to improve success and strengthen leadership.

Developed in consultation with indigenous communities, these principles outline a shared commitment to enhancing educational opportunities and fostering national reconciliation.

Davidson believes most Canadian universities partner with local indigenous communities; and offer this student body financial support and provide transitional programmes. Campuses are creating resources, spaces and approaches promoting dialogue and intercultural engagement.

University of Saskatchewan

The University of Saskatchewan’s College of Agriculture and Bioresources has staff dedicated to aboriginal – First Nations, Métis and Inuit – programming and engaging with aboriginal communities.

The university’s Media Relations Specialist Jennifer Thoma says the college is home to the Indigenous Land Management Institute, a research centre dedicated to collaborating with aboriginal communities on land use, resource management solutions and creating a forum for aboriginal, and public and private stakeholders.

The college signed a memorandum of understanding with the National Aboriginal Lands Managers Association to transfer course credits between the Professional Land Management Certification Program and the Kanawayihetaytan Askiy Program, allowing graduates easy access to a professional certification.

Via its Promise and Potential: The third integrated plan, the university has set targets for aboriginal student enrolment and retention rates – undergraduate students (15%), graduate students (9%) and a 10% hike in the first- to second-year retention rate.

University of Saskatchewan President Peter Stoicheff recently announced that the university and Saskatchewan’s 23 other post-secondary institutions have signed an understanding to collaboratively close the education gap, the first province-wide agreement of its kind in Canada.

The university’s transitional programmes include a legal studies for native people programme as an eight-week summer course allowing aboriginal students to study first-year property law before commencing law school in the autumn, and the aboriginal student advancement programme as a support structure via tutorials, learning communities, bursaries, small-class sizes, culturally sensitive instructors, courses to build academic skills and cultural events or time with elders.

University of Regina

University of Regina President and Vice-chancellor Dr Vianne Timmons says there was mutual benefit to integrating traditional indigenous knowledge with contemporary thought – whether in academic programmes, research or daily practices.

“It enriches us and ensures we work together towards reconciliation,” she says.

Given that the university’s campuses are located on traditional Treaty 4 and Treaty 6 lands, the university management believes it has a moral obligation to “do everything possible” to ensure First Nations descendants of the treaty signatories fully and equally experience “the new buffalo” (education).

“It is not easy overcoming a 150-year legacy and advancing national reconciliation with indigenous people is an ongoing journey. Learning from others is critical as is adapting to particular circumstances and adopting best practices,” Timmons says.

She believes different institutions require various models with indigenisation being as simple as acknowledging living, working and studying in traditional territories; naming or renaming campus buildings to reflect aboriginal languages and themes; incorporating aboriginal art on campus or as far-reaching as committing to infusing indigenisation across the institutional strategic plan.

The University of Regina began indigenisation 40 years ago when uniting with the Federation of Saskatchewan Indian Nations to found the Saskatchewan Indian Federated College.

That evolved into the First Nations University of Canada, the university’s federated partner and a unique institution specialising in post-secondary education for indigenous and non-indigenous students in a culturally supportive environment.

Timmons says Cherish Jean-Baptiste, who obtained a First Nations University of Canada bachelor degree in business administration in 2006, is one example of the initiative’s success.

Currently working as a business consultant for Crown Investments Corporation, she is president of the First Nations and Métis Fund and First Nations Business Development Program and received a University of Regina Alumni Crowning Achievement Award in 2015 recognising her as the Outstanding Young Alumni of the Year.

Other university initiatives

Simon Fraser University in British Columbia has under 2% of either students or academic staff identifying as indigenous, but the First Nations Language Centre uses an integrated approach to research in language revitalisation.

According to the university, the centre collaborates with specific First Nations language communities and their organisations.

Currently the institution has the Aboriginal University Prep Program and Aboriginal Pre-Health Program as bridging initiatives designed for aboriginal high school graduates and mature students pursuing post-secondary studies.

The Indigenous Master of Education programme offers students locally-based teacher education programmes incorporating indigenous languages and cultures in school districts.

Lakehead University in Ontario, as with the University of Saskatchewan, has over 10% of its student body identifying as indigenous and offers Ojibway and Anishinaabemowin as indigenous language courses.

The university holds student group sessions on filling out various scholarship and bursary programme applications and posts financial award information.

Cape Breton University in Nova Scotia has 5% to 9.9% of its student body identifying as indigenous, but less than 2% of its academic staff. The institution offers Mi’kmaq as a second language credit and bridging programmes in communities and on campus. It was Canada’s first institution to hold its graduation ceremony on aboriginal territory.

The university, in collaboration with aboriginal communities, developed an innovative programme in 1990 to help mature students unable to attend classes due to family commitments. Within three years, more than 100 students aged 18 to 55 years were studying full-time on campus and in their home communities.

Calls to strength commitment

However, the issue of demand far outstripping supply of financial resources has raised calls for the government to strengthen its commitment to human capital development.

“The commitment the federal government made towards primary and secondary education is a good first step in addressing [these needs]. The next step is investing in aspirations for post-secondary education to equip students for the future,” says Paul Davidson, the Universities Canada president.

Consequently, Universities Canada recommends that the federal government commits to substantial, sustained growth in support and financial assistance – including graduate scholarships and investments in existing programmes on and off-campus.

There must also be investment into graduate scholarships supporting the development of indigenous leaders and scholars.