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IN ABORIGINAL LEARNINGCENTRE FOR POLICY



“We Are Here” Voluntary Aboriginal Self-Identification (Self-ID)Project

Final ReportApril 2016

CENTRE FOR POLICY IN ABORIGINAL LEARNING

“We Are Here” Voluntary Aboriginal Self-Identification (Self-ID) Project Final Report


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Produced By:This report is produced by the Centre for Policy in Aboriginal Learning, Confederation College, 2016.

Funding for this research was provided by the Ministry of Training, Colleges and Universities (MTCU) through the Targeted Initiative Fund (TIF). The opinions, findings, conclusions and recommendations expressed are those of the contributors and do not necessarily reflect the views of the MTCU.


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AcknowledgementsThe Centre for Policy in Aboriginal Lerarning is grateful for the guidance and expertise of our external partners, your shared wisdom and advisement was instrumental to the success of the project:

Lana Ray Ph. D, Project Manager, Research, CPAL

Cathy McRae Policy Advisor, CPAL

Janice Battiston Project Advisor/Counsellor, Negahneewin Student Services, Confederation College

Julia Candlish Education Director, Chiefs of Ontario

Janine Landry Métis Nation of Ontario

Georgette O’Nabigon Post-Secondary Coordinator, Matawa First Nation

Leona Scanlon Head Post-Secondary Counsellor, Northern Nishnawbe Education Council

Howard Twance Director, Post-Secondary Student Support Program, Seven Generations Education Institute

CPAL expresses gratitude for the contributions of Confederation College staff. With appreciation, we acknowledge your hard work and commitment:

Max Bernosky Manager, Strategic Planning and Institutional Research

Chris Cartwright President, Student Union at Confederation College

Bobby Jo Chenier Aboriginal Student Life Navigator, Apiwin

Carol Cline Manager, Academic Upgrading, Literacy and Basic Skills

Lynn Dyll Associate Registrar, Registrars Department

Lianne Jackson Senior Admissions Officer, Registrars Department

Geraldine Kakeeway Student Success Advisor, Lake of the Wood Campus

Daryl Lawley Applications Specialist, Computer Services

Leslie MacGregor Associate Dean, Learning Resources Division

Gerry Martin Elder, Apiwin

Ashley Nurmela President, Oshki Anishnawbeg Student Association

Jennifer Oja Administrative Assistant, Centre for Policy in Aboriginal Learning

Chris Pace Aboriginal Student Life Navigator, Apiwin

Hui Pan Office Assistant, Centre for Policy in Aboriginal Learning

Curtis Shewchuk Former Manager, Academic Upgrading, Literacy and Basic Skills

S. Brenda Small Vice-President, Centre for Policy in Aboriginal Learning CPAL

Thank-you to the Ministry of Training, Colleges and Universities (MTCU) for supporting this project through the Targeted Initiative Fund (TIF). Your financial contribution made this project possible.


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List of Abbreviations7GEN—Seven Generations Education Institute

COO—Chiefs of Ontario

COP—Community of Practice

CPAL—Centre for Policy in Aboriginal Learning

FIPPA—Freedom of Information and Protection of Privacy Act

FNMI— First Nation, Métis, and Inuit

FWFN—Fort William First Nation

GCT#3—Grand Council Treaty 3

IMTIR—Information Management, Technology and Institutional Research

IPEC—Indigenous Peoples Education Circle

LOI—Letter of Intent

MFN—Matawa First Nation

MNO—Métis Nation of Ontario

MTCU—Ministry of Training, Colleges and Universities

NAN—Nishnawbe Aski Nation

NNEC—Northern Nishnawbe Education Council

OASA—Oshki Anishnawbeg Student Association

OCAP™—Ownership, Control, Access, Possession

OCAS—Ontario Colleges Application Service

ONECA—Ontario Native Education Counselling Association

PEUCT—Partner Engagement, Upgrading and Contract Training

PSE—Postsecondary education

PTO—Provincial Territorial Organization

RFP—Request for Proposals

SC—Steering Committee

SSE—Student and Staff Engagement

SUCCI—Student Union at Confederation College

TIF— Targeted Initiative Fund

TOR—Terms of Reference

VSM—Value Stream Mapping


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Table of ContentsProduced By ................................................................................................................................................................................................................................................................ i

Acknowledgements ............................................................................................................................................................................................................................................ ii

List of Abbreviations ........................................................................................................................................................................................................................................... iii

List of Tables ............................................................................................................................................................................................................................................................. 2

List of Figures ............................................................................................................................................................................................................................................................ 3

List of Appendices ................................................................................................................................................................................................................................................ 4

Executive Summary ......................................................................................................................................................................................................................................... 5

Introduction ........................................................................................................................................................................................................................................................... 6

Environmental Scan ........................................................................................................................................................................................................................................ 7

Part One: Methodology ................................................................................................................................................................................................................................ 8

Project Governance ............................................................................................................................................................................................................................................ 8

Collaborative Participation ............................................................................................................................................................................................................................. 9

Data Collection .................................................................................................................................................................................................................................................. 12

Dissemination ..................................................................................................................................................................................................................................................... 14

Project Evaluation: Steering Committee .......................................................................................................................................................................................... 16

Research Ethics Board (REB) ..................................................................................................................................................................................................................... 16

Limitations ............................................................................................................................................................................................................................................................. 16

Part Two: Results ........................................................................................................................................................................................................................................... 17

“We Are Here” Voluntary Aboriginal Self-Identification Framework ........................................................................................................................... 17

Relationships ........................................................................................................................................................................................................................................................ 19

Education ................................................................................................................................................................................................................................................................ 20

Data Collection .................................................................................................................................................................................................................................................. 25

Data Management ........................................................................................................................................................................................................................................... 29

Privacy ....................................................................................................................................................................................................................................................................... 30

Evaluation ............................................................................................................................................................................................................................................................... 32

Accountability...................................................................................................................................................................................................................................................... 36

Project Phase 2 ............................................................................................................................................................................................................................................... 38

References ............................................................................................................................................................................................................................................................. 40

Appendices ........................................................................................................................................................................................................................................................... 41


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List of TablesTable 1: Value Stream Mapping and Focus Groups, March to May 2015

Table 2: “We Are Here” Voluntary Aboriginal Self-Identification Framework Alignment

Table 3: Number of Additional Learners Who Self-Identified, per Method of Identification

Table 4: Increase in Academic Upgrading Self-Identified Learners since 2013-2014

Table 5: Postsecondary All Campuses, All Semesters 2010-2015/2016

Table 6: Non Postsecondary All Campuses, All Semesters 2010-2015/2016

Table 7: Postsecondary Regional Campuses Only, All Semesters 2010-2015/2016

Table 8: Postsecondary Thunder Bay Campus Only, All Semesters 2010-2015/2016


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List of FiguresFigure 1: Self-ID Information Table, Confederation College Powwow, November 2015

Figure 2: Confederation College Powwow, November 2015

Figure 3: “We Are Here” Indigenous Learners in Postsecondary Education Conference attendees, March 2016

Figure 4: Keynote Speaker Kahontakwas Diane Longboat, “We Are Here” Conference, March 2016

Figure 5: Traditional Foods Table, Self-ID Launch, November 2015

Figure 6: Cupcakes in the Shape of the Medicine Wheel, Self-ID Launch, November 2015

Figure 7: “I Am” Photo Activity, Self-ID Launch, November 2015

Figure 8: Self-ID Testimonial “I am one of a kind. Proud Aboriginal woman”

Figure 9: Self-ID Testimonial “Proud of who I am”

Figure 10: Self-ID Testimonial “I love my culture”

Figure 11: The “Triad” Logo for Indigenous Learners

Figure 12: Breakout Groups, Aboriginal Learning Forum, October 2015

Figure 13: Reflecting on Discussions, Aboriginal Learning Forum, October 2015


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List of AppendicesAppendix A: IPEC Voluntary Aboriginal Self-ID Environmental Scan

Appendix B: Steering Committee Terms of Reference

Appendix C: Steering Committee Letter of Intent

Appendix D: IPEC Survey Questionnaire

Appendix E: Aboriginal Learning Forum Invitation

Appendix F: Aboriginal Learning Forum Day 2 Agenda

Appendix G: We Are Here: Aboriginal Learners in Postsecondary Conference Call for Proposals

Appendix H: We Are Here: Aboriginal Learners in Postsecondary Conference Agenda

Appendix I: We Are Here: Aboriginal Learners in Postsecondary Conference Poster

Appendix J: Steering Committee Project Evaluation Survey

Appendix K: Student Ambassador Recruitment Details

Appendix L: Self-ID Campaign Launch Poster

Appendix M: Self-ID Paper Form

Appendix N: Aboriginal Learning Forum Day Two Evaluation Form


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Executive SummaryThis report presents the findings from the “We Are Here” Voluntary Aboriginal Self-Identification (Self-ID) Project which was undertaken by the Centre for Policy in Aboriginal Learning (CPAL) at Confederation College, in collaboration with the Northern Nishnawbe Education Council (NNEC), Matawa First Nation (MFN), Seven Generations Educational Institute, Chiefs of Ontario (COO), Métis Nation of Ontario (MNO) and with representatives from the Student Union at Confederation College (SUCCI) and Oshki Anishnawbeg Student Association (OASA). The project was funded by the Targeted Initiative Fund (TIF), through the Ministry of Training, Colleges and Universities (MTCU).

Project outcomes include:

• Provide accuracy in the number of Aboriginal learners in order to improve current and future College programs, services and supports

• Develop a community-driven model for Aboriginal Self-ID

• Facilitate a dialogue between communities, the College and Aboriginal learners in order to build a Community of Practice around Aboriginal Self-ID

The project began in 2014 with advisory from Elders and Indigenous (preferred term) communities, and with the creation of a Steering Committee. Baseline data was collected through an Environmental Scan that surveyed all twenty-four of Ontario’s colleges via the Indigenous Peoples Education Circle. Student data was collected at the main Thunder Bay campus as well as at four regional campuses (Marathon, Dryden, Kenora, and Fort Frances) through focus groups and Value Stream Mapping (VSM) exercises. Results from these sessions help informed the launch of a new Self-ID campaign at Confederation College in the fall of 2015.

As collaboration and community involvement constituted a major aspect of this project, an Aboriginal Learning Forum was held in Thunder Bay to discuss how to better collect student Self-ID data, and how this data can be shared and reported back to community. To engage with the public on the topic of Self-ID, tables and booths were also set up at various events in Thunder Bay.

A wholistic Framework was created to outline research results. This model consists of seven elements: Relationships, Education, Data Collection, Data Management, Privacy, Evaluation, and Accountability, and is aligned with the Seven Grandfather teachings of the Anishinaabe people. Research results were also disseminated as part of the “We Are Here: Indigenous Learners in Postsecondary Education Conference” hosted by CPAL in March 2016.

Final recommendations for an internal Phase 2 of the project include more Self-ID staff training, improving data collection and data management processes, as well as sharing data through a community report that relays Self-ID data collection results back to Indigenous communities.


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IntroductionThere is a need for discussions surrounding confidentiality, privacy, and data ownership as they relate to voluntary Indigenous self-identification (Self-ID). Presently, First Nation, Métis, and Inuit (FNMI) learners who self-identify as having Indigenous ancestry have little control over personal data collected. There is also confusion regarding how the collection of personal ancestral data benefits learners directly. In recognition of this, the Centre for Policy in Aboriginal Learning (CPAL) at Confederation College, in collaboration with the Northern Nishnawbe Education Council (NNEC), Matawa First Nation (MFN), Seven Generations Educational Institute, Chiefs of Ontario (COO), Métis Nation of Ontario (MNO) and with representatives from the Student Union at Confederation College (SUCCI) and Oshki Anishnawbeg Student Association (OASA), has undertaken the “We are Here” Voluntary Aboriginal Self-Identification Research Project. The project promotes increased engagement of learners and communities around the Self-ID conversation, leading to increased openness and transparency in ‘counting’ Indigenous learners.

Funded by the Targeted Initiative Fund (TIF), through the Ministry of Training, Colleges and Universities (MTCU), the project seeks to create a model for post-secondary institutions to work with Indigenous learners to become partners in the process of voluntary Self-ID data collection, in order to benefit Indigenous learners directly. A main component of this project is a comprehensive review, analysis, and evaluation of Confederation College’s current voluntary self-identification campaign entitled “Stand Up and be Counted” at all eight of Confederation’s regional campuses from 2014 to 2016, the results of which are found within this report.

This report is divided into two parts: methodology and results. The methodology section details research processes and data collection. The results section outlines outcomes, including the new “We Are Here” Voluntary Aboriginal Self-Identification Framework. This wholistic Framework consists of seven elements: Relationships, Education, Data Collection Data Management, Privacy, Accountability and Evaluation and is aligned with the Seven Grandfather teachings of the Anishinaabe people. Resulting from student engagement and feedback, and illustrated in the shape of a dream catcher, the Framework highlights the interconnectedness of Self-ID data with Indigenous learners, communities, and Colleges.

While the Framework outlines results as they relate to the “We Are Here” project, the companion document, “Wholistic Data Collection: Implementing the “We Are Here” Voluntary Aboriginal Self-Identification Framework” outlines how the Framework can be adapted or adopted in any postsecondary setting. This framework will to help to guide Indigenous self-identification data collection processes and create a community of practice surrounding Indigenous Self-ID.


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Environmental ScanTo begin the project, it was necessary to gather baseline data in order to determine what types of Self-ID initiatives are currently on-going at Ontario colleges. The project team distributed an open-ended questionnaire to college representatives in Ontario via the Indigenous Peoples Education Circle (IPEC). The purpose of this survey was for colleges to provide current details on their self-identification initiatives so that project staff could gain greater insight into Self-ID data processes related to community involvement, data centralization, and outcomes related to academic upgrading and workforce development and training.

The survey was distributed to all twenty-four colleges in Ontario. Project staff received responses from thirteen Colleges, for a response rate of 54%. The survey revealed that;

• All respondents use a variety of sources to collect Self-ID data

• Most respondents only collect Self-ID data for postsecondary students

• Most respondents do not collect Self-ID data in regional campuses

• Few respondents involve the community in their Self-ID data collection initiatives

• All respondents have some sort of poster or awareness campaign that directs students to self-identification processes

Responses from this survey helped inform gaps in current Self-ID data processes, and illustrate a lack of standardization amongst Self-ID data collection in Ontario colleges. While standardization is neither a goal nor a requirement, results indicate there is little consistency across colleges in terms of Self-ID data collection. Each college has their own unique style and method for collecting Self-ID data, and very few colleges involve community in their Self-ID data collection processes (see Appendix A for data chart).


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Part One: MethodologyDrawing from a wholistic approach which incorporates qualitative and quantitative methods, the research project’s primary objective was to examine institutional processes associated with Confederation College’s Indigenous voluntary self-identification (Self-ID) efforts to inform the implementation of a renewed Self-ID process in the fall of 2015. Additionally, the project team was tasked with developing a new model and systems for the collection and management of Self-ID data within the postsecondary education (PSE) system.

Consistent with CPAL’s ethical framework of engaging in research that is collaborative, Indigenous learners and communities were integral to the process—providing meaningful input via the project’s steering committee and sub-committees, advisory groups, value stream mapping and focus groups, as well as on-going community engagement, to ensure that the new Indigenous voluntary self-identification process benefited Indigenous learners directly.

Using both applied and participatory research methodologies, the project team undertook a two-pronged approach for data collection:

• Value stream mapping (VSM) and focus groups consisting of both College staff and Indigenous learners to outline differences between the current state and the ideal state of Self-ID data collection

• A community sharing circle with individuals working in the field of Indigenous education to discuss ideal processes for Self-ID data collection

Further to this, the emphasis on institutional processes was highlighted throughout the project, re-directing the lens away from Indigenous learners and communities as the objects of research, instead re-positioning them as active subjects in the process of knowledge creation.

An emphasis on data collection and ownership differentiated this project from previous research as questions surrounding the OCAP™ principles of Ownership, Control, Access and Possession of Indigenous data were highlighted as key considerations while conducting the research. Recognizing the OCAP™ principles help ensure that Indigenous people control their own data collection processes and help communities gain more control over how Indigenous Self-ID data is used.

Project Governance

Steering Committee

The project began by assembling a seventeen-member Steering Committee (SC). The committee served as a resource team who worked to increase relationship building, dialogue, and collaboration throughout the length of the project. Representation on the SC included a cross-section of internal College departments including Academic Upgrading, Computer Services, the Learning Resources Division, Registrars Department, and the Centre for Policy in Aboriginal Learning. Individuals representing the regional campuses, as well the College’s two student groups — the Student Union at Confederation College (SUCCI) and Oshki Anishnawbeg Student Association (OASA) — were also included. External collaborators included representation from Matawa First Nation (MFN), Seven Generations Education Institute (7Gen), Northern Nishnawbe Education Council (NNEC) and the Métis Nation of Ontario (MNO).

As a group, the SC created a Terms of Reference (TOR) that included background details on the project, the purpose and role of the SC, the role of individual SC members, SC membership, the role of the Chair and Co-Chair, as well as general operational details (see Appendix B for more information).


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The project’s SC preliminary meeting took place on November 28, 2014. The first official SC meetings occurred on January 28, 2015 and February 26, 2015. During these initial meetings, the project was introduced to the group and a Letter of Intent (LOI) was created (see Appendix C). The TOR was also developed during this time. On April 9, 2015 the SC met to discuss a strategy to engage First Nation and Métis communities, provide an update on regional site visits, reflect on member feedback, and plan for the next phase of the project. The SC met again on May 22, 2015 where Self-ID baseline data and value stream mapping results were disseminated. The SC was then broken down into sub-committees to implement recommendations from the results of the VSM sessions. A Traditional advisor also shared a cultural teaching on governance to centre the project within an Indigenous framework.

Five sub-committees met throughout the summer and fall of 2015, with some groups recruiting additional members external to the original SC as needed. The five sub-committees are as follows:

• K-12 Engagement

• Funder Engagement

• Student and Staff Engagement (SSE)

• Partner Engagement, Upgrading and Contract Training (PEUCT)

• Information Management, Technology and Institutional Research (IMTIR)

At the January 12, 2016 SC meeting an overview of the sub-committee work was presented along with project next steps. The final SC meeting took place on March 24, 2016 where the draft final report was discussed as well as project evaluation, and long-term sustainability.

Project Advisory

Initiatives were also facilitated with help from the Chiefs of Ontario (COO), who provided high level advisement throughout the duration of the project. Julia Candlish, the Education Director at the COO, and her office, supported design and implementation processes throughout all Centre for Policy in Aboriginal Learning phases of the project. The project team also contacted the Inuit groups Nunavut Sivuniksavut and Tungsuvvingat Inuit, as well as the MNO regarding project advisory.

Project staff sought cultural advisement from an Elder and a Traditional Advisor whose teachings and overall guidance has informed project methodologies and initiatives, and helped to build a foundation for Indigenous perspectives to be included in the overall Self-ID data collection process at the College.

Collaborative Participation

Collaboration and relationship building were foundational elements of this project. The project team made an effort to include as many internal and external parties in the design and implementation process as possible. This included reaching out to postsecondary administrators and counselors, Indigenous student associations, education directors from Tribal Councils and Provincial Territorial Organizations (PTO), education portfolio holders, and local education authority members, along with internal College staff, faculty, and administrators.


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Project initiatives, as outlined below, included collaboration and relationship building by

• Involving of student groups

• Incorporating Confederation College’s regional campuses

• Soliciting input from the Indigenous Peoples Education Circle (IPEC)

• Building Community Awareness

In this way, collaboration and relationship building throughout the length of the project has set the foundation for a Community of Practice to flourish in and around voluntary Indigenous Self-ID in postsecondary institutions across Ontario.

Student Groups

The Presidents of both SUCCI and OASA were instrumental to the project’s success. These student leaders not only took part in the project’s governance, but were also enthusiastic participants in the entire student engagement process. Most importantly, they helped facilitate the launch of the student Self-ID campaign, and proved to be valued resources throughout the length of the project.

Regional Campuses

Confederation College has eight regional campuses—Fort Frances, Dryden, Kenora, Sioux Lookout, Red Lake, Marathon, Geraldton, and Wawa, in addition to the main Thunder Bay campus. To begin the research process, the project team invited Regional Directors to Thunder Bay on February 13, 2015 to discuss the scope and intent of the project. The Directors also offered perspective on regional differences and whether the project’s approach needed to be tailored to individual campuses. Current processes for Indigenous students to self-identify in the region were also discussed.

Indigenous Peoples Education Circle

The project team consulted with other colleges in Ontario via the Indigenous Peoples Education Circle (IPEC) in order to share best practices related to Self-ID data collection and management. IPEC is a provincial collective of Indigenous educators with representation from all twenty-four of Ontario’s colleges. IPEC works towards improving learning outcomes for Indigenous learners in PSE, with CPAL acting as the current Secretariat.

A presentation outlining the project took place on February 8, 2015. Subsequently, a survey was distributed to IPEC members (see Appendix D for survey questions). The information was collated and results were presented to IPEC on June 22, 2015. Additional data was collected subsequent to that meeting. Results were again collated and shared with IPEC on October 7, 2015 (see Environmental Scan Appendix A for more details).

Community Awareness

In the fall of 2015, project staff attended a total of five events for the purpose of public engagement on the subject of voluntary Indigenous Self-ID. At each of these events, a booth was set-up with materials and hand-outs related to Self-ID, as well as snacks and/or giveaways (Figure 1). On September 11, 2015, project staff discussed the nature of voluntary Indigenous Self-ID at Maadaadizi, the Thunder Bay Aboriginal Student Orientation, which is a city-wide event held for all Aboriginal post-secondary students in Thunder Bay. Many parents and guardians were also in attendance at this five-hour event. Additional public awareness workshops on the nature of voluntary Indigenous Self-ID were scheduled to coincide with Aboriginal Awareness Week, which took place November 16-20, 2015. This initiative also aligned with the Chiefs of Ontario Education Symposium which was held in Thunder Bay on November 17-19, 2015.


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During Aboriginal Awareness Week, a Self-ID information table was set up for Louis Riel Day celebrations on November 16, 2015 as well as the College Powwow on November 20, 2015 (Figure 2). Additionally, a Self-ID information table was set up at the College Open House that was specifically geared towards grade eleven and twelve students in Thunder Bay. Over the two month period from September to November 2015, project staff interacted with a total of 117 people at the tables and booths at various events. Visitors to the tables represented a cross-section of individuals including: high school students, college and university students, parents and guardians, educators and experts in the field of Indigenous education, as well as the general public.

Regional feasts also occurred during this time period at the Kenora, Fort Frances and Dryden campuses. Self-ID tables were set up at each of these events, and campaign materials were distributed to students at these campuses.

It was also acknowledged that Northern communities have unique perspectives that could add value to the project. In consideration of this, project staff undertook two visits to northern First Nation communities in the Nishnawbe Aski Nation (NAN) territory—Kingfisher Lake and Wunnumin Lake. These visits took place on March 31 and April 1, 2015. The purpose of these trips was to provide awareness about the project and to discuss how these northern communities may potentially participate in the project. The project team met with key members of the community, and through these meetings it was reaffirmed that engagement at the PTO level was the best approach.

Figure 1 – Self-ID Information Table, Confederation College Powwow, November 2015


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Figure 2 – Confederation College Powwow, November 2015

Data Collection

Value Stream Mapping

Value Stream Mapping is a technique that was developed by Toyota, and is rooted within the body of “lean thinking” which seeks to work toward continuous quality improvement. It has been widely adopted to help identify gaps in systems. The overall objectives of VSM are to:

• Develop a value statement

• Understand a current process

• Envision and map a desired future state for the process

• Conduct a gaps analysis between the current and future state, creating an action plan to move forward

In the spring of 2015, VSM sessions and focus groups were conducted with both College staff and Indigenous learners. Thirty-three individuals (24 students, 9 staff ) participated in VSM sessions (Table 1). The session began with a presentation to outline the concepts of lean thinking and value stream mapping. Participants learned about the history of lean thinking, value streams, the lean principles, and eight different types of waste: overproduction, inventory, waiting, motion, transportation, rework, over processing, and untapped human potential.


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The discussion continued with background information regarding the project, and the purpose of Self-ID. To help facilitate the conversation with VSM participants, the following key areas were outlined to the group:

• Ways of self-identification

• Ease of process

• Awareness of self-identification processes

• Reason for collection of self-identification numbers

• Role of Indigenous learners and communities in the process

• Benefits and outcomes of Indigenous voluntary self-identification

Through these discussions, participants identified key words and phrases which formed the basis of their own value statements. The purpose of these value statements was to provide a high level framework to direct the creation and implementation of a model for voluntary Indigenous Self-ID. Value statements from all sites were collated to create an overall value statement to guide the project. Through this process, Indigenous learners, along with College staff, helped co-design a desired future state that removed wastes, and increased the value and experience of Indigenous learners during the Indigenous voluntary self-identification process.

VSM sessions were approximately 3-5 hours in length, and all data collected was kept confidential; students participated anonymously. Student participants were also provided with a meal on-site, a certificate of completion in VSM, and were remunerated with a gift card in exchange for their participation.

There are no set questions with VSM but the process is interactive, and conducive to students who may not be comfortable speaking aloud. Students are encouraged to write their responses on Post Its™ and place them on the value stream map. This helps chart the Self-ID process so that wastes can be identified. Since students are asked to reflect on both the current and ideal state, as well as any emotional responses that accompany these states, using the Post Its™ helps students express themselves in a non-confrontation way. The session ends with an interactive activity which allows participants to apply their newfound knowledge.

Table 1—Value stream Mapping and Focus Groups, March to May 2015

Site Date Number of Participants

Type of Session Participants

Dryden March 26, 2015 2 VSM Student

Fort Frances March, 30 2015 2 VSM & Focus Group Student

Kenora March 24, 2015 9 VSM & Focus Group Student

Marathon March 25, 2015 7 Focus Group Student

Thunder Bay March 10, 2015 9 VSM Staff

Thunder Bay May 14, 2015 4 VSM & Focus Group Student


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Community Sharing Circle

A forum on Aboriginal Learning was hosted by CPAL in Thunder Bay on October 20th and 21st, 2015. The second day of the forum was dedicated exclusively to discussions related to Self-ID. For invitation details and second day agenda (see Appendices E and F). Participants included representation from the COO, MNO, MFN, NNEC, OASA, NAN, Grand Council Treaty 3 (GCT#3), and the Ontario Native Education Counselling Association (ONECA). Questions discussed at the forum include:

• Why does Confederation College collect Self-ID data?

• Who owns the data?

• How can the data be shared?

• How is it being reported back to communities?

• Where is the accountability?

The group also discussed what the ideal process is for Self-ID data collection, what information is useful and in what format, questions and concerns regarding privacy, as well as what elements should be considered for inclusion in a Self-ID model. Ways in which to effectively report back to communities were also discussed at the forum.

Key staff related to project implementation from the office of Institutional Research, Registrars Office, and Negahneewin Student Services were also present to engage in dialogue with community members. Additionally, an external facilitator was present to share a Traditional teaching on Indigenous governance, and to help direct conversation within the Circle.

Dissemination

On March 7 and 8, 2016 CPAL hosted the “We Are Here: Indigenous Learners in Postsecondary Education Conference” at the Valhalla Inn in Thunder Bay to bring together those working in the field of Indigenous education to discuss issues related to Self-ID data collection and management, as well as evaluation, privacy and accountability (Figure 3). Research findings were presented as part of the closing keynote presentation, as follows:

Title: Indigenous Community Engagement: The ‘We Are Here’ Aboriginal Voluntary Self-Identification Research Project

Abstract: Reconciliation requires strong partnerships that encourage dialogue and action in support of self-determination. The ‘We Are Here’ Aboriginal Voluntary Self-Identification (Self-ID) research project promotes increased engagement of learners and communities around the Self-ID conversation related to data collection, privacy and ownership. This session outlines how the project worked with Aboriginal learners, partners and communities to develop strategies that identified student, community and organizational needs in order to improve accountability and strengthen partner relationships.

Presenters: Cathy McRae, Jonathan Boyer-Nolan, Ashley Nurmela


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Figure 3— “We Are Here” Indigenous Learners in Postsecondary Education Conference attendees, March 2016

Other keynotes included Kahontakwas Diane Longboat (Figure 4) and Julia Candlish who both spoke on issues related to the OCAP™ principles of ownership, collection, access, and possession of Indigenous data. A total of fifty-two people attended the conference, representing the provinces of Ontario and Quebec.

See Appendices G, H and I for conference call for proposals, agenda, and poster.

Figure 4—Keynote Speaker Kahontakwas Diane Longboat, “We Are Here” Conference, March 2016


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Project Evaluation: Steering Committee

A survey was distributed to SC members so that feedback could be solicited in a confidential manner (see Appendix J). Participation in this survey was voluntary, with a response rate of 71%. Additionally, on March 24, 2016, the SC participated in a sharing circle on project initiatives. The purpose of the circle was to reflect on accomplishments and share recommendations for next steps. Overall, feedback for the project was positive, but concerns regarding the sustainability of the “We Are Here” Self-ID campaign at the College were raised. As a result, it was decided that an internal Phase 2 of the project should be created, with implementation spear-headed by the Learning Resources Division, to facilitate on-going project sustainability.

Research Ethics Board

The Confederation College Research Ethics Board (REB) approved the project’s research application on March 11, 2015 for the value stream mapping exercises and in September 2015 for the community sharing circle.

Limitations

The project was originally delayed due to the late signing of the funding agreement. Additionally, low student participation at regional campuses was an issue due to micro populations (less than 100 students total per campus). At one regional campus, the initial focus group as well as the rescheduled session were cancelled due to issues related to staff capacity. At regional campuses where focus groups did take place, last minute cancellations or participant “no shows” meant that there were often only 2-4 students in attendance at each session.

Some phases of the implementation process were hampered by internal College processes which did not allow for recommendations resulting from the VSM sessions to be implemented. The logo contest and design of the re-launched Self-ID campaign are two examples where student feedback was not supported by College administrators due to issues related to College branding. See Data Collection (page 25) for more details.


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Part Two: Results

“We Are Here” Voluntary Aboriginal Self-Identification Framework

Part two of this report presents research results as part of the Voluntary Aboriginal Self-Identification Framework, which is a wholistic model consisting of seven elements: Relationships, Education, Data Collection, Data Management, Privacy, Evaluation, and Accountability.’

There is currently no standardized approach for collecting Indigenous self-identification data for postsecondary learners even though this data is considered an “integral component” of the Aboriginal Postsecondary Education Performance Measures Strategy as outlined by Ontario’s Ministry of Training College and Universities (MTCU, 2011, p. 20). While the Ministry recognizes there are limitations to a standardized Self-ID process, reliable baseline data is a key factor when measuring effective outcomes for Indigenous learners. This Framework helps streamline Self-ID data collection while adhering to an Indigenous-centered approach by aligning to the Seven Grandfather teachings of the Anishinaabe people (Table 2).

The Seven Grandfather teachings of the Anishinaabe people are a set of seven teachings which share wisdom on how to live with all of creation in a good way:

Wisdom—To cherish knowledge is to know wisdom;

Love—To know love is to know peace;

Respect—To honour all of Creation is to have respect;

Bravery—Bravery is to face the foe with integrity;

Honesty—Honesty in facing a situation is to be brave;

Humility—Humility is to know yourself as a sacred part of Creation;

Truth—Truth is to know all of these things.

(adapted from “The Mishomis Book: The Voice of the Ojibway” by Edward Benton-Banai)


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Table 2— “We Are Here” Voluntary Aboriginal Self-Identification Framework Alignment

Approach Result Best Practice

Relationships Humility Working together and learning from one another

Education BraveryThe courage to engage in conversations with staff and students about the importance of the Self-ID process

Data Collection Honesty Informing students why their data is being collected

Data Management WisdomProperly storing and organizing data; cherishing the knowledge gained from it

Privacy RespectRespecting student privacy and honouring data sharing agreements

Evaluation TruthUsing knowledge gained to inform programming; ensuring student needs are met

Accountability Love Reporting back to communities in a helpful way


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Relationships HumilityWorking together and learning from one another

Collaboration and relationship building are key to Self-ID processes. In the Seven Grandfather teachings of the Anishinaabe people, the gift of Humility comes from the West and is represented by the Wolf. Humility is to know that you are a sacred part of creation. Like a Wolf in a pack, successful initiatives require that everyone work together, and that accomplishments are shared with others.

Working together helps build a community of practice. As defined by Wenger, Communities of Practice (COP) “are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (pg.1). Wenger notes that COPs are made of up of members who are highly committed to their domain with a shared competence in their field. One of the main roles of COPs is to map knowledge and identify gaps, as well as solve problems and contribute to the overall improvement of a domain through shared experience.

In this case, the domain is voluntary Indigenous Self-ID and the contributors, collaborators, and communities who all took part in the on-going dialogue helped build and strengthen a diverse COP of leaders and educators in the field. The COP will continue to lead the conversation by building upon the work that has taken place over the past two years in the domain of Indigenous Self-ID.


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Education Bravery

The courage to engage in conversations with staff and students about the importance of the Self-ID process

Education is fundamental to the success of Self-ID data collection. In the Seven Grandfather teachings of the Anishinaabe people, the gift of Bravery comes from the South and is represented by the Bear. To face life with courage is to know Bravery. Having the courage to ask questions and admit that there are unknowns is supported and encouraged through this teaching.

Project staff engaged in Self-ID education and awareness in the following areas:

Student Ambassadors

In October 2015, five students were recruited to act as Ambassadors to help engage fellow learners and promote the new Self-ID campaign. Ambassadors assisted with the launch of the Self-ID campaign, provided the Student and Staff Engagement (SSE) sub-committee with direction and feedback, and answered student inquiries throughout the engagement and campaign launch process. Ambassadors also participated in the design of Self-ID campaign materials and attended select events. Ambassadors who volunteered more than three hours of their time received Self-ID engagement training, as well as a letter of reference, and an honorarium (see Appendix K for Ambassador recruitment details).

Self-ID Campaign Launch Day

On November 10th, 2015, in collaboration with OASA, the new student Self-ID campaign was officially launched in Apiwin—the Indigenous student lounge (see Appendix L for event poster). Elder Gerry Martin opened with a talk on the importance of voluntary Indigenous Self-ID and Leona Scanlon, Chair of the College’s Aboriginal Education Council (Negahneewin Council), also gave a talk. A traditional meal of stew and bannock was served, along with cupcakes that were arranged to form a Medicine Wheel (see Figure 5 and 6).

Over 150 students attended the launch with an additional twenty-six students self-identifying throughout the event. Two students declined to self-identify for personal reasons. Additional activities at the launch included traditional craft making, prize draws, and a “selfie” campaign that included students taking portraits of themselves with a Polaroid camera, inside a frame that read “I Am” (see Figure 7). Students then had the option of taking their photos home or posting them inside Apiwin.


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Figure 5—Traditional Foods Table, Self-ID Launch, November 2015

Figure 6—Cupcakes in the Shape of a Medicine Wheel, Self-ID Launch, November 2015

Another initiative at the event saw students writing anonymous testimonials of why they chose to Self-ID on a large sheet of paper, which was displayed in Apiwin throughout the event. Some of the responses include:

• “I am one of a kind. Proud Aboriginal woman” (Figure 8)

• “Proud of who I am” (Figure 9)

• “I love my culture” (Figure 10)


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Figure 7— “I Am” Photo Activity, Self-ID Launch, November 2015

Figure 8: Self-ID Testimonial “I am one of a kind. Proud Aboriginal woman”


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Figure 9: Self-ID Testimonial “Proud of who I am”

Figure 10: Self-ID Testimonial “I love my culture”

The event helped raise awareness and educate students about Self-ID, as well as contribute to the overall numbers of students who chose to Self-ID throughout the campaign.


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Staff Training

Staff training has been on-going since August 20, 2015 when a presentation on Aboriginal Self-ID was given to new staff at their orientation session. On August 26, 2015 a presentation was given at the College’s “Welcome Back” all-staff orientation session. On August 31, 2015 a discussion was facilitated with the College’s Student Support Advisors, from both the main and regional campuses, to provide information and answer questions regarding new Indigenous Self-ID initiatives. The Aboriginal Student Navigators were also provided with additional information and resources. The first of four Staff News posts began on the College’s staff intranet site on August 31, 2015 and continued until September 23, 2015. These posts provided content that both complemented and supported information provided in the staff presentations. On September 10, 2015 Self-ID support materials were distributed to the regional campuses.

A longer, more in-depth staff training session took place on February 24, 2016 as part of Bawaajigan, the College’s Indigenous-centred professional development (PD) series. A total of 21 people attended and a recorded training video of that session was made available online for other Bawaajigan participants to access.

As part of Phase 2, additional resource materials and training will be provided for staff online.


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Data Collection HonestyInforming students why their data is being collected

Data collection is a key aspect of any research project. In the Seven Grandfather teachings of the Anishinaabe people, the gift of Honesty comes from the South and is represented by the Sabe. To walk through life with integrity is to know honesty. The Sabe is a reminder to be honest, to accept and use gifts as given, and not to deceive others. In this sense, it is important to be upfront as to why data is being collected, and how it is being used.

As stated in Part One, students participated in focus groups and VSM sessions to help design an effective Self-ID process at the College. As part of these sessions, students provided input on how to design the Self-ID question and facilitate the engagement process. Through this process, it was understood that Self-ID language and campaign material must be respectful, transparent, inclusive, beneficial, simple, consistent and clear.

Feedback from students included the following:

• Colour scheme for the campaign should reflect traditional colours of the medicine wheel (black, yellow, red and white)

• All communications geared towards Indigenous students should have an Indigenous theme or symbol so that Indigenous students know that they are the target audience

• Self-ID language should be clear and to the point

Results from this feedback are as follows:

Colour Scheme

College administrators did not recommended using colours from the medicine wheel in the Self-ID campaign, as the established colour scheme for Indigenous initiatives at the College is orange and white. The Advancement and Communications department felt that keeping within the College’s existing branding parameters would better serve the new Self-ID campaign.

Indigenous Theme or Symbol

Project staff were able to participate in the design process of an Indigenous themed symbol to accompany the Self-ID campaign. However, students originally suggested that this symbol be the result of a logo contest held in association with OASA, but it was decided by College administration to have the Advancement and Communications department design the symbol with input from project staff. The SSE sub-committee met several times throughout the design process to help shape the look of the symbol. It was decided that First Nation, Métis, and Inuit learners should all be represented within the symbol. In order to do so, the logo became a combination of three symbols—a feather representing First Nations, the Métis infinity symbol to represent Métis people, and an Inuksuk to represent the Inuit. The medicine wheel colours were incorporated into this new “triad logo”, as it became known, as well as the colour blue to represent the Métis (Figure 11).


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Figure 11:—The “Triad” Logo for Indigenous Learners

Later, the words “Celebrating Indigenous Peoples’ Diversity” were added below the logo. This symbol was well received by both students and College staff. While the logo was originally created to accompany Self-ID materials, it was later adopted by Negahneewin Indigenous Student Services to be included in their communication and outreach materials as well.

Self-ID Language

Previously students were only able to self-identify either through registration on the Ontario Colleges Application Service (OCAS), or via internal College survey. Other means of self-identification (i.e.—via financial aid) were not captured in the College’s main information system. The project team created both a paper form and a web form to assist students in the self-identification process. Both of these new initiatives include a “frequently asked questions” (FAQ) portion to help answer any questions students may have regarding Self-ID. (For examples of the paper form see Appendix M). Language on the Self-ID form was originally adapted from pages 32-34 of the 2013 Colleges Ontario report that was proposed and vetted by IPEC. As the lead on the research project, Colleges Ontario hired the Aboriginal Research Institute through a request for proposals (RFP) process. A draft of the forms were vetted by the Self-ID SC, the SSE sub-committee, OASA, as well as with both Métis and First Nation students (there are currently no known self-identified Inuit students at the College).

The paper and web form initiatives were launched in the fall of 2015. The ease of which students could fill out these forms meant that, along with engagement initiatives, many students who had not previously self-identified were able to do so. In the two months after the Self-ID campaign launch in October 2015, the College saw an additional 104 individuals Self-ID (Table 3).


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Table 3 – Number of Additional Learners Who Self-Identified, per Method of Identification

Event/Method Learners

Webform 33

Self-ID Launch 26

Region/Regional Feasts 25

College Open House 3

Aboriginal Awareness Week 16

Apiwin Drop-Ins 1

TOTAL 104

Non-Postsecondary Students

To help facilitate data collection for non-PSE students, internal College processes were streamlined for Partner Engagement, Upgrading and Contract Training students. Since upgrading and contract training learners apply directly to the College, not via OCAS, the process for capturing Self-ID data is different for these students. The project team worked closely with the Manager of Upgrading Programs, Literacy and Basic Skills as part of the Steering Committee, and through the Partner Engagement, Upgrading and Contract Training (PEUCT) sub-committee, to identify gaps in the current system.

Since Academic Upgrading students with Indigenous ancestry were not being captured in the system accurately, new processes were put in place to capture Indigenous Self-ID data. These processes included updating application forms and ensuring that Self-ID data was entered correctly into the system. These initiatives resulted in a 213.8% increase over the previous year in Indigenous learners who self-identified as the 2014-2015 numbers more than doubled to 139 learners. For 2015-2016, there are currently 150 self-identified Indigenous learners, which represents a 230% increase over 2013-2014, as follows (Table 4):

Table 4—Increase in Academic Upgrading Self-Identified Learners since 2013-2014

Year Self-Identified Learners Percentage Increase over 2013-2014

2013-2014 65 n/a

2014-2015 139 213.8

2015-2016 150 230

The process for Indigenous learners to self-identify has now been streamlined, resulting in more effective processes. The changes made by the Manager of Upgrading Programs, Literacy and Basic Skills as part of the PEUCT sub-committee were necessary so that the College can more accurately capture the Indigenous student demographic, and enable better reporting.


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Funder Engagement

As part of the Funder Engagement subcommittee, the feasibility of collecting voluntary Indigenous Self-ID data resulting from funder or sponsorships letters was discussed. It was determined that letters and forms could be amended to include a disclosure of data collection statement, in collaboration with individual funders, which would allow Self-ID data collection to be captured at the funder level. A pilot of this initiative is included in Phase 2 of the project.

With simpler and more streamlined data collecting methodologies, accuracy in Indigenous learner data for both postsecondary and non-secondary learners has been improved. These updated numbers will help inform decision making processes at the College as funds are allocated to various programs, services, and supports for the upcoming 2016-2017 academic year.


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Data Management WisdomProperly storing and organizing data; cherishing the knowledge gained from it

Managing data requires Wisdom, not only to store and organize the data properly, but to honour the knowledge gained from it. In the Seven Grandfather teachings of the Anishinaabe people, the gift of Wisdom comes from the North and is represented by the Beaver. To cherish knowledge is to know Wisdom. Wisdom, also referred to as intelligence, is given for the good of the people, and must be used appropriately.

Project staff met with both the Information Technology (IT) and Institutional Research (IR) departments at the College several times to work towards improving the way Self-ID data is collected and managed. Additionally, a representative from the IT department sat on the SC and participated in the Staff VSM session in Thunder Bay. Project staff also worked closely with the Manager of Strategic Planning and Institutional Research, who sat on the Information Management, Technology and Institutional Research (IMTIR) sub-committee to improve Self-ID data management at the College.

The Project team established that only OCAS and internal survey data on Indigenous learners were being entered into the system. Feedback from both staff and students indicated that the OCAS question was confusing, and somewhat misleading, since students had to choose between either identifying as a Canadian citizen, or an Aboriginal person (not both). Since the OCAS system was set to default to Canadian citizen, many students were also left unaware that other options were available to them so they were not self-identifying when they applied for college. However, OCAS is currently reviewing their forms, and Project staff provided feedback to OCAS on how to improve their Self-ID question.

It was also suggested that internal surveys were not the most effective way to have students Self-ID. Response rates were lower than expected and student feedback indicated that participation would be higher if the process was easier. Therefore, paper and web forms were created to simplify the process. See Data Collection (page 32) for more details.

In order to improve data metrics, project staff investigated the creation of a system which would allow reports to be run that contain information on sub-populations, sources of data, and newly defined categories of learners (i.e.—Ojibway, Treaty #3). It was determined that reports with additional learner types could be run, but that subgroups in the system would have to be defined and created first. Additionally, data could not be captured retro-actively. Therefore, this option could only be implemented moving forward, with the help from the IT and Registrars departments. This option will be further explored as part of Phase 2.


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Privacy RespectRespecting student privacy and honouring data sharing agreements

In the Seven Grandfather teachings of the Anishinaabe people, the gift of Respect comes from the West and is represented by the Buffalo. To honour all of Creation is to have Respect. Respect for privacy was a major component of this project since respect builds trust.

The Project team followed all privacy standards as set out by the Freedom of Information and Protection of Privacy Act (FIPPA), as well as all of Confederation College’s own privacy policies throughout the length of the project, and will continue to adhere to them after the project has been completed.

Confederation College’s existing privacy mechanisms follow guidelines as detailed in FIPPA. These include two main principles:

• Access to Information

• Privacy

FIPPA recognizes the College’s need to collect personal information for a variety of reasons. Confederation College only collects personal information that relates directly to, and is necessary for, operating the programs and administrative activities of the College.

The College is required to collect personal information in accordance with the rules set out under FIPPA. The College ensures that privacy interests of applicants, students, and employees are not compromised by putting in place departmental procedures to ensure obligations under FIPPA are met. The College must use personal information only for the stated purpose for which it was collected, or for a consistent purpose. The College must inform an individual when collecting personal information, why the information is being collected, and if it will be shared, and with whom.

A general guideline for data collection is as follows:

• Collect and record only required information

• Be objective and factual in what is recorded. Avoid recording unsubstantiated or subjective comments

• Mark records containing information requiring protection as CONFIDENTIAL and treat accordingly

The SC and the SSE sub-committee discussed what information to collect and limited information collected to what was absolutely necessary. It was determined that only two questions were required—information related to Indigenous ancestry and First Generation data.


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The two questions that we are currently asking Indigenous learners are:

1. Do you identify as:

• First Nation (Status/Non-Status Indian)

• Métis

• Inuk (Inuit)

I prefer to describe my Indigenous identity/ancestry as: ______________

2. Do you consider yourself a First Generation Learner?

(First Generation Learners are students whose parents/guardians have not attended post-secondary education.)

• Yes

• No

In addition, there is information required by FIPPA that informs the student as to why the information is being collected, and under what right the College has to it. Contact information for anyone who has questions is also included, as follows:

Personal information on this form is collected in accordance with sections 21, 39 and 43 of Freedom of Information and Protection of Privacy Act and under the legal authority of the Ministry of Training, Colleges and Universities Act, R.S.O. 1990, and the Ontario Colleges of Applied Arts and Technology Act, 2002, Regulations 34/03 and will be used to collect information about Aboriginal learners. Should you have any questions concerning your personal information please contact CPAL at (807) 475-6465.

An example of the paper form is available at Appendix M.

Privacy was also respected in the following ways:

• Any data collected as part of the project was either stored on a password protected hard drive, or in the College’s secure information system

• Any correspondence with personal information was clearly marked CONFIDENTIAL

• Individual web and paper forms were immediately destroyed after information was recorded on the secure server

Data Sharing Agreements

The project team is currently exploring options for potential data sharing agreements with Indigenous communities and organizations as discussed at the Aboriginal Learning Forum, hosted by CPAL in October 2015. A pilot of this initiative will be included in Phase 2 of the project, if necessary.


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Evaluation TruthUsing knowledge gained to inform programming; ensuring student needs are met

Evaluation is a way to ensure effective and streamlined processes, and to determine if student needs are being met. Evaluation is an important piece of any research project. The project team is committed to evaluating the outcomes of the project so that knowledge gained can inform future programs.

Project staff sent out anonymous surveys to key individuals as part of the evaluation process for the community sharing circle, the staff training PD session, and the “We are Here” conference (see Appendix J for a copy of the SC evaluation survey). In deference to learner needs, an evaluation was not distributed to students after the initial launch of the Self-ID campaign as timelines would have conflicted with the final exam period. However, an evaluation piece will be included as part of the Self-ID campaign re-launch in September 2016, as part of Phase 2.

As a final project evaluation piece, Self-ID learner data for the 2015-2016 academic year was compared to previous years to help determine if the new campaign encouraged more students to self-identify over previous years.

Community Sharing Circle, Aboriginal Learning Forum

An evaluation was distributed at the end of the sharing circle as part of the Aboriginal Learning Forum (see Appendix N for details). The response rate was 100% as participants were asked to voluntarily and confidentially fill out the survey before leaving for the day.

All respondents were either “very satisfied” or “somewhat satisfied” with the day’s agenda and everyone ranked the forum overall as either “excellent” or “good”. Most respondents appreciated the circle format and thought that it allowed for inclusive discussion. It was also appreciated that College staff, in addition to project staff, were present in order to engage with participants.

The main irritant of the day had to do with the venue—respondents indicated that the room was too small and the chairs were too hard.

Bawaajigan Self-ID Staff Training PD Session

Like all Bawaajigan PD sessions, a voluntary, confidential survey was sent out electronically to all participants. Responses indicated that 22% of participants were “very satisfied” and 55% of participants were “satisfied” with the content of the session. Only one person indicated that they were “dissatisfied” with the content. The overall response rate of this survey was 45%.


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We Are Here: Indigenous Learners in Postsecondary Education Conference

A comprehensive evaluation was sent electronically to all conference participants after the conference ended. The survey asked participants to reflect on the conference as a whole, as well as on individual sessions. A total of 89% of people were either “completely satisfied” or “moderately satisfied” with the choice of speakers/presenters at the conference, and 42% “strongly agree” that the conference met their expectations. A total of 84% of respondents indicated they either “strongly agree” or “agree” that the information presented at the conference will inform their work or practices.

For the final keynote presentation, which disseminated results from this project, 90% of respondents indicated that information presented will “absolutely” or “mostly” assist them in their professional practice, and that they learned new information relevant to their work. One commenter indicated that the presentation inspired them in their Self-ID work moving forward.

The one piece of criticism related to the conference was that some of the sessions were too similar to one another and that more variety should have been offered. However, since the theme of the conference was Indigenous Self-Identification processes and practices, all sessions related to this theme.

Project Evaluation: Data Analysis

In order to determine if accuracy in Indigenous learner Self-ID data collection has improved as a result of project initiatives, data since 2010 was collected through the Institutional Research department. Tables 5-8 compare the overall student population at Confederation (blue line), against the number of Indigenous learners who have voluntarily self-identified (orange line) over the past six years. Indigenous learners who have self-identified as a total percentage is represented by the grey line.

Table 5 indicates that the number of Indigenous postsecondary learners who have self-identified has remained flat at 20% since the previous year, but has steadily increased since 2010. Table 6 demonstrates one of the main successes of the project. Non-PSE learners, such as those in Academic Upgrading, who self-identified has increased by four percentage points over the previous year and seven percentage points over 2012. As outlined in Data Collection (page 25), project staff worked with the Manager of Upgrading Programs, Literacy and Basic Skills to improve Self-ID data collection initiatives by updating application forms and ensuring that Self-ID data was entered correctly into the system. This has resulted in a significant increase in non-PSE learners who self-identify.

For regional students, Table 7 indicates that Indigenous postsecondary learners who voluntarily self-identified has decreased by two percentage points over the previous year and five percentage points since 2012. However, this same number has remained constant at 17% at the Thunder Bay campus, and has increased two percentage points since 2013 (Table 9).

With the exception of postsecondary learners in the region, Self-ID numbers have either remained flat or increased over the 2014/2015 academic year. While this indicates certain success, it is evident that more work needs to be done in the region in order to engage learners regarding Indigenous self-identification.


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Table 5: Postsecondary All Campuses, All Semesters 2010-2015/2016

Table 6: Non Postsecondary All Campuses, All Semesters 2010-2015/2016


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Table 7: Postsecondary Regional Campuses Only, All Semesters 2010-2015/2016

Table 8: Postsecondary Thunder Bay Campus Only, All Semesters 2010-2015/2016


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Accountability LoveReporting back to communities in a helpful way

In the Seven Grandfather teachings of the Anishinaabe people, the gift of Love comes from the East and is represented by the Eagle. To know Love is to know peace. Reporting back helps communities with data collection, and contributes to overall accountability initiatives.

As discussed in Data Collection (page 14), a forum on Aboriginal Learning was hosted by CPAL in Thunder Bay on October 20 and 21, 2015 (Figure 12). The second day of the forum was dedicated exclusively to discussions related to Self-ID. Participants, including representation from the COO, MNO, MFN, NNEC, OASA, NAN, GCT#3, and ONECA, took part in a community sharing circle on Self-ID processes. Ways in which to effectively report back to community was a major topic at the forum, as well as what data would be useful to report on (Figure 13).

The Manager of Strategic Planning and Institutional Research, the Associate Dean of the Learning Resources Division, and representation from the College’s Registrars Office were all in attendance and available to speak towards possible data sharing. It was determined that in order to adhere to privacy regulations, only aggregate data could be shared as part of the community report. As a pilot, the project team suggested that the project could possibly move forward with one of the following three options:

• The College could share aggregate data with communities via a report or a data sharing agreement, if needed

• The College could share aggregate data with communities on a pilot basis framed as a longitudinal study-data sharing agreement which would be time limited and research focused

• The College could conduct a survey every 3 years in collaboration with communities and have an ongoing REB for this with a preamble/consent aspect on the form

However, after further discussion, it was determined that the initial pilot year would not require any of these options and that project staff could move forward with a community report with limited metrics, with the option of expanding the metrics in subsequent years.

As a follow-up to the community sharing circle, a meeting took place on February 29, 2016 via teleconference. At this meeting it was suggested that the community report should focus on Indigenous learner success, but that more investigation is required to determine what type of data individual communities would like included in the report. As part of Phase 2, the community report will continue to be investigated in further detail as more feedback from communities is sought.


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Figure 12—Breakout Groups, Aboriginal Learning Forum, October 2015

Figure 13—Reflecting on Discussions, Aboriginal Learning Forum, October 2015


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Project Phase 2

As outlined in Project Evaluation: Steering Committee (page 16), the SC met on March 24, 2016 to reflect on accomplishments, and share recommendations for next steps. At this meeting, it was decided that an internal Phase 2 of the project should be created to help facilitate on-going project sustainability at the College. Led by the Learning Resources Division, the following six recommendations comprise Phase 2 of the project:

1. Staff Training

Staff Training should continue into the 2016-2017 academic year. There is an opportunity for Self-ID staff training sessions to be included as part of the College’s Academic Showcase May 11-12, 2016, which is a two-day PD session for all staff and faculty. Additional resource materials and training should also be provided online for all staff to access.

2. Sponsorship Letters

The sponsorship letter pilot should move forward, as detailed in Funder Engagement (page 33). Since it was determined that letters and forms can be amended to include a disclosure of data collection statement, implementing this pilot will help to streamline Self-ID data collection.

3. Create Data Subgroups

As detailed in Data Management (page 29) data metrics could be improved by creating sub-populations including sources of data, and newly defined categories of learners (i.e.—Ojibway, Treaty #3). It is recommended that the feasibility of this be further explored with the help from the Institutional Research, Information Technology, and Registrars department.

4. Data Sharing Agreements

Options for potential data sharing agreements with Indigenous communities and organizations should continue to be explored, especially in relation to the proposed community report recommended below.

5. Evaluation of Self-ID Campaign

It is recommended that after the “We Are Here” Self-ID campaign is re-launched in the fall of 2016, an anonymous evaluation be sent out by Institutional Research to all students in order to gauge student response and overall awareness regarding Indigenous Self-ID.

6. Community Report

Feedback from communities should be sought in relation to the proposed community report in collaboration with Institutional Research in order to determine what type of data individual communities would like included in the report. The community report pilot as detailed in Accountability (page36) should also move forward.

By implementing the recommendations identified in this report, Confederation College has the opportunity to demonstrate its ongoing commitment to Indigenous learner interests. Through the College’s adherence to the recommendations outlined for Phase 2, the desire to collaborate and enhance community involvement as set forth in the initial proposal will continue in the sustainability of the new self-identification campaign. In facilitating the sustainability of this project, the College is poised to continue its leadership role in the area of Indigenous self-identification

Moving forward, the adoption of these recommendations will further contribute to the internal Community of Practice that began with the decentralization of Negahneewin throughout all of Confederation College in 2013.


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As a vehicle for internal dialogue and change, a Community of Practice that continues to grow as a result of the ‘We are Here’ research project will inform ongoing implementation processes.

Sharing research results and learning from one another can also help inform work in the area of Indigenous learner voluntary Self-ID among colleagues across the colleges, particularly through IPEC. With ongoing vision and leadership, the hard work and dedication of those working in the field of Indigenous education will support Indigenous learners in Ontario’s colleges.


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References

Aboriginal Education Office (2007). Building Bridges to Success for First Nation, Metis and Inuit Students, Developing Policies for Voluntary, Confidential Aboriginal Student Self- Identification: Successful Practices for Ontario School Boards. Ontario, Canada: Ministry of Education.

Aboriginal Research Institute (2013). Voluntary Self-Identification for Aboriginal Students in the Ontario College System, A Report to the Colleges Ontario Aboriginal Student Data Project Working Group. Ontario, Canada.

Benton-Banai, Edward (2010). The Mishomis Book: The Voice of the Ojibway. University of Minnesota Press.

Chiefs of Ontario. OCAP™. OCAP™ is a registered trademark of the First Nations Information Governance Centre (FNIGC). Retrieved from FNIGC.ca/OCAP

Wenger, E. (2006). Communities of practice: a brief introduction. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice


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Appendices

Appendix A: IPEC Voluntary Aboriginal Self-ID Environmental Scan

Name Data Collection Sources Non-PSE Regional

Differences?Community Involvement Success/Innovation

Cambrian - SIS*- Only if they have a student number **

- No - Awareness

- launched a successful 2014-15 initiative that saw an increase in those who identified

Canadore

- OCAS

- Internal data collection (Student Services, Financial aid, R.O)

- Welcome letter*

- Facebook

- Postcards

- Yes (more streamlined process)

- No

- Awareness

- Access to community specific consolidated numbers

-“Count me In” campaign raised awareness

- Self-ID policy drafted

- reworked entire campaign

- Created student positions for outreach

- access via Banner

Centennial

- KPIs*

- Orientation registration*

- Student Financial services*

- Questionnaires*

- Yes

(Info is tracked via registration in that particular course, called HYPE)

- No- None (for privacy reasons)

- Self-ID question on Orientation questionnaire has had success

Collège

Boréal

- OCAS

- Registrar’s Office

- Yearly Self-ID list* (Questionnaire)

- Yes** - No - Awareness- the use of the Colleges Ontario Self-ID form has had some success

Confederation- OCAS*

- Surveys*

- Sometimes (Depends if the student is in Banner)**

- Yes (no formal system in place in the region)

- Awareness - Stand Up and Be Counted campaign


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NameData Collection Sources

Non-PSERegional Differences?

Community Involvement

Success/Innovation

Durham

- OCAS

- Student Success Survey (first year students only)

- Webpage*

- No - No- Awareness (poster campaign)

- Poster Campaign

George Brown

- OCAS

- Surveys

- Sponsorship letters

- Forms at Orientation*

- KPI data*

- No - n/a - Awareness

- regular and visible service events

- multiple opportunities to Self-ID throughout the year

La Cité

- OCAS (not useful)

- Cultural events*

- Questionnaires*

- No - n/a - none- diversity questionnaire has been useful

Niagara

- OCAS

- Sponsorship letters

- In office registrations/Aboriginal Students Services

- Registrar

- In office (face to face contact with student)

- No

- Awareness

- Promotion at community events

- registration form launches in September 2015

- system was reworked so that status can be changed when speaking with a Student Services Officer

Sault

- Self-ID Cards*

- Sponsorship Letters

- On-line Self-ID Program called MySelf

- Yes** - No

- this work is undertaken by the Native Education Department

- Self-ID cards as distributed via first year classroom visits has been successful


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NameData Collection Sources

Non-PSERegional Differences?

Community Involvement

Success/Innovation

Seneca- Survey*

- No - No - None at present - n/a

Sheridan

- OCAS (privacy Concerns)

- “third party payments”*

- Online requests

- Referrals from Student Services

- Event soliciting

- Yes

(Students must be individually sought out)

- Currently no Self-ID processes in place in regional campuses

- None (although sometimes students are encouraged to Self-ID by their home communities)

- cultural events have been successful

- Native elder program helps students Self-ID

- the term “Self-ID” may be putting some students off

St. Lawrence- OCAS*

- some outreach

- generally

(some students are not accessible)

- n/a - none- outreach has been helping

KEY FINDINGS: Not all Colleges have the capacity to collect data.

(54.2% response rate)

No standard approach; however, surveys or targeted initiatives are the most popular. OCAS not seen as reliable.

No distinct initiatives for non-PSE students to count Aboriginal learners.

There may be less cultural services and events at regional campuses, which affects Self-ID data collection.

No formal process to involve community.

Face to face or targeted questionnaires are most successful.

* most reliable

** process is the same

BOLDED items are flagged for further discussion


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Appendix B: Steering Committee Terms of Reference

Terms of Reference for the Steering Committee on the

‘We Are Here’ Voluntary Aboriginal Self-Identification Research Project

Background:

This Steering Committee provides leadership and recommendations in the decision-making process for the launch, implementation and completion of the ‘We Are Here’ Voluntary Aborignal Self-Identification Research Project (referred to as the Research Project/Self-ID). The Centre for Policy in Aboriginal Learning (CPAL) at Confederation College, as the proponent of this Research Project, is responsible for the reporting and accountability to the funder, the Ministry of Training, Colleges and Universities, in accordance with a contractual agreement.

Indigenous Research Framework:

This Research Project will be aligned with the Indigenous Research Framework developed at the Centre for Policy in Aboriginal Learning for the purposes of Indigenous centred research projects and activities. We acknowledge that ceremony informs and underlies all of our research activities.

Purpose:

The purpose of this Steering Committee is to be responsible for the implementation of the ‘We Are Here’ Voluntary Aboriginal Self-Identification Research Project. The Project will undertake a comprehensive review, analysis, and evaluation of Confederation College’s current voluntary Aboriginal self-identification (Self-ID) campaign which will inform a model for post-secondary institutions to work with First Nation, Métis, and Inuit (FNMI) learners to become partners in the process of voluntary Self-ID data collection, in order to benefit FNMI learners directly.

The range of responsibilities of this Steering Committee includes review of the work plan; monitoring deliverables throughout the duration of this collaboration; and determining strategies related to Aboriginal voluntary self-identification and regional partnership processes for the duration of the Research Project from February 26, 2015 through to March 31, 2016.





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Role of the Steering Committee:

The role of the Research Project/Self-ID Steering Committee is to:

• Assume responsibility in accordance with the parameters of the original Proposal Submission dated May 21, 2014 (See original Proposal). Ensure that the research process aligns with the proposed work plan on implementation for the period of September 25, 2014 to March 31, 2016.

• Manage and maintain the focus of the Research Project to avoid further expansion of the original scope

• Provide strategies for community engagement, consultative approaches and dialogue across Northwestern Ontario

• Take responsibility for full engagement and dependability in the overseeing of this Research Project

• Undertake to address conflict and disagreement in a thoughtful, respectful way with a view to reconciling differences of opinion in this collaborative process

• Communicate openly about ideas, concerns and questions relating to the strategic advisement of this Research Project

• Commit to group process and loyalty to the whole of the Committee

Role of Individual Steering Committee Members:

The engagement of each committee member relies upon the commitment of its representative to this Research Project. The role of the individual Representative on the Steering Committee includes:

• Understanding and appreciation of the context and benefits of the voluntary Aboriginal Self-ID process

• Recognizing that the research goals as outlined in the original submission reflect Aboriginal Learning processes that will inform provincial College policy in the area of voluntary Aboriginal Self-ID principles and practices

• Becoming knowledgeable and informed about the research process

• Demonstrating a strong commitment to the Research Project’s outcomes

• Demonstrating leadership surrounding Aboriginal voluntary Self-ID to build a community of practice at the College and beyond

• Collaborating with the best intentions to complete this Research Project in the period identified

• Learning and sharing personal gifts towards the realization of the Research Project

In practice this will require:

• Familiarity with the goals and scope of this Research Project sufficient enough to explain to colleagues at their organization what this means to their local engagement

• Informed awareness of the process and the achievement of deliverables relating to the Research Project


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• An adherence to ethical and principled approaches in decision-making

• Engaged, consensus based decision-making

• Full consideration of ideas, concerns and questions raised throughout decision-making

• Observance of the protocols of the Research Project’s collaborative and administrative process

• Personal commitment to work with an “open heart and a good mind” consistent with Indigenous ceremonies and the seven grandfather teachings of Love, Respect, Humility, Honesty, Bravery Wisdom and Truth

Membership of the Steering Committee:

The membership of the Steering Committee is representative of all research partners in Aboriginal Learning:

The Steering Committee shall be comprised of:

Janice Battiston—Project Advisor, CPAL

Chris Cartwright—President, SUCCI

Bobby Jo Chenier—Aboriginal Student Life Navigator, APIWIN

Carol Cline—Manager, Academic Upgrading, Literacy and Basic Skills

Lynn Dyll—Associate Registrar, Registrars Department

Lianne Jackson—Senior Admissions Officer, Registrars Department

Geraldine Kakeeway—Student Success Advisor, LOWC

Janine Landry—Aboriginal Outreach Worker (MNO representative)

Daryl Lawley—Applications Specialist, Computer Services

Leslie MacGregor—Associate Dean, Learning Resources Division

Cathy McRae—Policy Advisor, CPAL

Ashley Nurmela—President, OASA

Georgette O’Nabigon—Post-Secondary Coordinator, Matawa

Lana Ray—Project Manager, Research, CPAL

Leona Scanlon—Head Post-Secondary Counsellor, NNEC

S. Brenda Small—Vice-President, CPAL

Howard Twance—Director of Post-Secondary Student Support Program, Seven Generations Education Institute


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The Role of the Chair/Co-Chair:

The role of the Chair is to convene the meetings of the Steering Committee. When the Chair is not available the designated alternate co-chair will Chair these meetings.

General Operations of the Research Project:

Administration of the Project:

The administration of this Research Project is situated at the Centre for Policy in Aboriginal Learning (CPAL) at Confederation College. This Research Project is managed by CPAL in accordance with Confederation College’s administrative policies and accountabilities. Further, CPAL reports to the President of Confederation College with community responsibilities to the Negahneewin Council.

Agenda Items:

Steering Committee Agenda development is managed by the Steering Committee Co-Chairs. Steering Committee members may request specific Agenda items as required up to ten days before the next scheduled meeting. The Agenda package will be sent to each member one week in advance of the scheduled meeting.

Minutes and Meeting Documents:

The responsibility of the recording and completion of Minutes relating to the work of the Steering Committee is divided between the committee Co-Chairs. The Co-Chairs, or a member of the CPAL staff, will complete the record of the meetings within one week of the end of the meeting. The draft minutes will then be reviewed by CPAL staff prior to committee distribution.

Quorum:

For the purposes of quorum, half plus one of the representatives of the Steering Committee must be in attendance at the meetings. As the Committee of the whole is comprised of seventeen (17) members, the number for quorum is more than fifty percent of the representation.


Schedule of Meetings:

The schedule of meetings is monthly for the purposes of this Research Project due to the strict accountabilities associated with the deliverables. The frequency of meetings can be reassessed at a late date if need be.

Contingencies:

In the event of unforeseen circumstances the Steering Committee will meet, as required, to address and resolve the outstanding issue/concern immediately.

Every six months the Steering Committee will take time to evaluate the effectiveness of the committee and review the Terms of Reference.


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Appendix C: Steering Committee Letter of Intent

LETTER OF INTENTTo Improve Upon VoluntarySelf-Identification Processes forPost-Secondary Aboriginal Learners

The ‘We are Here’ Voluntary Aboriginal Self-Identification Research Project, funded by the Targeted Initiative Fund (TIF), through the Ministry of Training, Colleges and Universities (MTCU), seeks to create a model for post-secondary institutions to work with First Nations, Métis, and Inuit (FNMI) learners to become partners in the process of voluntary self-identification (Self-ID) data collection, in accordance with protocols outlined in the Freedom of Information and Protection of Privacy Act (FIPPA). A main component of the project is a comprehensive review, analysis, and evaluation of Confederation College’s current voluntary Self-ID campaign, including all eight of Confederation’s regional campuses, over the next two years (2014-2016).

There is a need for discussions surrounding confidentiality, privacy, and data ownership as they relate to voluntary Aboriginal Self-ID. Presently, FNMI learners who self-identify as having Aboriginal ancestry have little control over personal data collected. There is also confusion regarding how the collection of personal ancestral data benefits learners directly. In recognition of this, the Centre for Policy in Aboriginal Learning (CPAL) at Confederation College will work collaboratively with Northern Nishnawbe Education Council (NNEC), Matawa First Nations (MFN) and Seven Generations Education Institute, along with representatives from the Student Union at Confederation College (SUCCI) and Oshki Anishnawbeg Student Association (OASA) to undertake the following goals:

• Facilitate a dialogue on data ownership between communities, FNMI learners, and the College in order to build a community of practice around Aboriginal Self-ID

• Develop a community-driven model for FNMI Self-ID

• Provide accuracy in the number of FNMI learners in order to improve current and future College programs, services and supports

The project will be facilitated with the help from Aboriginal communities, as well as with representatives from the Chiefs of Ontario (COO), the Métis Nation of Ontario (MNO) and the Inuit Tapiriit Kanatamithe (ITK).





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Appendix D: IPEC Survey Questionnaire

Aboriginal Voluntary Self-Identification Questionnaire

The Centre for Policy in Aboriginal Learning at Confederation College is currently undertaking a 2 year research project to examine the Aboriginal voluntary self-identification process at the College’s main and regional campuses. If you recall, at the last IPEC meeting Lana Ray, Project Manager, Research, CPAL provided an overview of the research project and explained that one of the components of the project was an environmental scan of current Aboriginal voluntary self-identification processes. At this time the Circle agreed that they would be willing to fill out a brief survey surrounding Aboriginal voluntary self-identification and that this information would be used to inform CPAL’s research project as well as be collated as a resource that would be distributed back to the Circle. To ensure that this environmental scan does not duplicate existing work the questions are complimentary to the “Voluntary Self-Identification for Aboriginal Students in the Ontario College System” report commissioned by Colleges Ontario in 2013.

1. What is the name of your College?

2. a) From what sources do you currently draw your information on the number of Aboriginal learners at your College? (E.g. OCAS)

b) From these sources what is your preferred source to draw your information from and why? (E.g. highest numbers, most reliable)

3. a) Do you count Aboriginal learners at your college that are not enrolled in Post-Secondary education (E.g. academic upgrading, workforce training)

b) If yes, does the process(es) differ? Please explain.

4. a) Does the process for voluntary Aboriginal Self-Identification differ to any extent at regional campuses?

b) If so, how is data from regional campuses linked to the main campus?

5. What is the extent of community involvement in your Voluntary Aboriginal Self ID process? (E.g. awareness, data integration, data ownership, access or control)?

6. Please share any success stories or innovative practices related to Aboriginal voluntary Self-ID that you have implemented since 2013

Miigwetch/Niawen/Merci/Thank-You for taking the time to fill out this questionnaire. Please send your completed responses by April 6, 2015 to Cathy McRae, Policy Advisor, CPAL at: [email protected]. If you have questions about the content of this questionnaire please email Lana Ray, Project Manager, Research, CPAL at: [email protected]


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Appendix E: Aboriginal Learning Forum Invitation

Please join us for a Forum on Aboriginal Learninghosted by The Centre for Policy in Aboriginal Learning,Confederation Collegeon October 20 and 21, 2015at the Thunder Bay Art Galleryin Thunder Bay, ON.

This is an opportunity for leaders, visionaries and policy makers in Aboriginal learning to come together to:

• Understand and prioritize the components of Aboriginal learning

• Discuss key institutional barriers and Best Practices in Aboriginal learning

• Discuss how Aboriginal voluntary self-identification (Self-ID) data should be stored, accessed and used in Ontario Colleges

Knowledge gained from this Forum will inform the creation of a report card on Aboriginal learning at Ontario Colleges, as well as a model for voluntary Aboriginal Self-ID.

Please email Cathy at [email protected] by October 2 to RSVP





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Appendix F: Aboriginal Learning Forum Day 2 Agenda

Aboriginal Learning at Ontario Colleges ForumOctober 21, 2015AGENDAAboriginal Voluntary Self-Identification (Self-Id)

Time Activity Objectives

9:00 a.m. Introductions and Opening RemarksWelcome from S. Brenda Small, Vice President, Centre for Policy in Aboriginal Learning

9:15 a.m. Facilitator Remarks

To set the foundation for a discussion on Aboriginal voluntary Self-ID at the College

To set ground rules for respectful dialogue

9:30 a.m.Aboriginal Voluntary Self-ID Project Overview

To understand the project purpose and objectives

To understand the current state of Aboriginal voluntary Self-ID at the College

10:30 a.m. Break

10:45 a.m. - 1:00 p.m.Aboriginal Voluntary Self-ID Sharing Circle

To discuss and come to a consensus on how Aboriginal voluntary Self-ID data at Confederation College should be stored, accessed, and used

1:00 p.m. Lunch

1:30 p.m. Travel Home





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Appendix G: We Are Here: Aboriginal Learners in Post-Secondary Conference Call for Proposals

Call for PresentationsWe Are Here: Indigenous Learners in Postsecondary Education

March 7-9, 2016Valhalla Inn, Thunder Bay

Hosted by the Centre for Policy in Aboriginal Learning, the “We are Here: Indigenous Learners in Postsecondary Education” conference seeks to expand upon the regional dialogue related to its “We are Here” Aboriginal voluntary self-identification research project by inviting submissions that showcase best practices and innovation in the following areas:

• Aboriginal Self-Identification

• Data Collection – The process of collecting data

• Data Management – How data is organized and stored

• Privacy – Ensuring student privacy; data sharing agreements

• Evaluation – How data is used; how student’s needs are met

• Accountability – How data is used; reporting back to community

• Post-Secondary and Indigenous Community Collaborations

Format of Presentations

Paper Presentation: Sessions will be 90 minutes in length, including time for questions and discussion.

Workshops: Sessions should be interactive and will be 90 minutes in length.

Poster Presentations: This is an exclusive opportunity for students and emerging scholars to showcase their work. Poster presentations will be exhibited throughout the conference.

Submitting a Presentation Proposal

To submit a proposal please email Kari Chiappetta at [email protected] include your name, position, presentation title, abstract, and contact information.Submission deadline is February 12, 2016 at 5 p.m. | Maximum 200 words





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Appendix H: We Are Here: Aboriginal Learners in Post-Secondary Conference Agenda


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Appendix I: We Are Here: Aboriginal Learners in Post-Secondary Conference Poster


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Appendix J: Steering Committee Project Evaluation SurveyPlease indicate your response for the following questions:

Strongly Agree | Somewhat Agree | Neutral | Disagree | Strongly Disagree

Terms of Reference and Composition

1. The committee has a clear and appropriate Terms of Reference.

2. The committee has the right number of members.

3. The committee has members with the skills and expertise necessary.

Committee Management

4. Information is received sufficiently in advance of the meeting.

5. The committee met the right number of times over the length of the Project.

Committee Effectiveness

6. The committee worked effectively.

7. The committee effectively performed its role in supporting the Project

Chair Effectiveness

8. The chair is prepared for committee meetings.

9. The chair keeps the meetings on track.

10. The chair encourages participation and manages discussion.

Overall Committee Performance

11. Overall, I am satisfied with my contribution to the committee.

12. Overall, I am satisfied with the committee’s contribution to the Project.

Comments and/or suggestions for improvement:


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Appendix K: Student Ambassador Recruitment DetailsABORIGINAL STUDENT SELF IDENTIFICATION (SELF-ID)

Self-ID Student Ambassador Program

We’re looking for Aboriginal Student Ambassadors to help with the College’s new Voluntary Self-ID campaign at the following events and initiatives:

• Self-ID launch day in APIWIN November 10 | 11 a.m. – 2 p.m.

• Aboriginal Awareness Week Monday November 16 | 1-4 p.m. Tuesday November 17 | 10 a.m-2 p.m. Friday November 20 | 12-3 p.m.

• Classroom visits Week of November 23

Ambassadors will be on hand to talk about the Self-ID program and answer student inquiries. Ambassadors may be asked to discuss why they personally chose to Self-ID and what the benefits are.

Other activities Ambassadors might be asked to help with include:

• Setting-up events

• Taking photos and recording student testimonials

• Providing feedback on campaign materials

Ambassadors will be provided with training and staff will be present at all events to offer support.

Ambassadors will also receive a letter of reference and a gift card for their time.

If you are interested in becoming an Ambassador, or if you have questions, please contact Cathy at [email protected]

For more information on Self-ID, please visit http://www.confederationc.on.ca/aboriginalservices/selfid


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Appendix L: Self-ID Campaign Launch Poster


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Appendix M: Self-ID Paper FormINDIGENOUS STUDENT SELF-IDENTIFICATION FORM

To make certain we provide you with the services you need, and obtain information about the programs and supports that are available to you, please fill out the self-identification (Self-ID) form below. Self-identification is voluntary and information is kept confidential.

The benefits of Self-ID include:

• Access to student success initiatives, counselling services, academic supports, and information on bursaries and scholarships

• Participating in collective decision making processes with fellow students

• Helping to build a future for increasing numbers of Indigenous learners at the College

Student Name: _________________________________

Email Address: [email protected]

Student Number: 22663100_______________________

There are 14 characters in your student number, beginning with 22663100, as contained on your student card.

Please answer the following questions:

Do you identify as:

• First Nation (Status/Non-Status Indian)

• Métis

• Inuk (Inuit)

• I prefer to describe my Indigenous identity/ancestry as: ______________

Do you consider yourself a First Generation Learner?

First Generation Learners are students whose parents/guardians have not attended post-secondary education.

• Yes

• No

Thank-you. For more information, please visit http://www.confederationc.on.ca/selfid

Personal information on this form is collected in accordance with sections 21, 39 and 43 of Freedom of Information and Protection of Privacy Act and under the legal authority

of the Ministry of Training, Colleges and Universities Act, R.S.O. 1990, and the Ontario Colleges of Applied Arts and Technology Act, 2002, Regulations 34/03 and will be used

to collect information about Indigenous learners. Should you have any questions concerning your personal information please contact CPAL at (807) 475-6465.


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In order to appropriately plan and deliver programs, services, supports, and opportunities that are relevant to Indigenous learners, the College would like to know how many Indigenous students are applying, and/or enrolled.

Who can self-identify as an Indigenous person?

Any individual can self-identify as an Indigenous person if they believe they have Indigenous ancestry.

Confederation College uses the term Indigenous in reference to both the legal definition provided in Section 35(2) of the Canadian Constitution, which defines Indigenous peoples as Indian (First Nation), Métis, or Inuit, and in the spirit of this definition, to include any individual who has ancestry to, or is descended from, an Indigenous person.

Any student, who believes that he or she meets either the legal definition, or the spirit and intent of the definition, is encouraged to self-identify.

Confederation College acknowledges that students may prefer to identify using different terms that more accurately reflect their own definition or perception of identity.

How does self-identifying benefit me?

If the College knows you are of Indigenous identity or ancestry, relevant information may be sent directly to you. This may include information about specific Indigenous bursaries or other financial assistance, notice of traditional events, referrals to support services, and invitations to participate in a variety of activities.

When you self-identify as an Indigenous person, it benefits others by helping to build a sense of community and pride among Indigenous learners at Confederation College.

The information you provide also helps the College effectively measure the success of our efforts and this information is relayed to the Board of Governors, and the Ministry of Training, Colleges and Universities (MTCU).

Who will have access to my information about self-identification?

All student information collected is legally protected under the Freedom of Information and Protection of Privacy Act (FIPPA). Information about your Indigenous identity or ancestry is stored in the secure student information system.

Will I have to prove I am Indigenous?

This process is voluntary in nature and you are not required to prove your Indigenous identity.


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N: Aboriginal Learning Forum Day Two Evaluation FormAboriginal Learning Forum Day TwoEvaluation Form

1. Overall, how satisfied were you with the following:

Very Satisfied Somewhat Satisfied

Neutral Somewhat Unsatisfied

Very Unsatisfied

Facilitator

Agenda

Food

Venue

2. In your opinion, what worked well?

3. In your opinion, what could be improved upon?

4. How would you rank the Forum overall?

Excellent Good Neutral Fair PoorForum Day 2

5. Please let us know if you have any comments:

Miigwetch!