SummaryReport:PromotingStudyAbroadforIndigenousStudents

intheUnitedStatesandCanada:ACapacityBuildingWorkshop

ConfederationMeetingRoomAConstitutionSquareBuilding

350AlbertSt.Ottawa,ON

ContentsIntroduction................................................................................................................................................1

Background.................................................................................................................................................2

Themes........................................................................................................................................................6

SharingBestPractices............................................................................................................................6

DevelopingandLeveragingCommunityPartnerships........................................................................9

CreatingInstitutionalPartnerships.....................................................................................................12

FundingExchangePrograms...............................................................................................................14

100,000StrongintheAmericas:RecruitingandengagingIndigenousstudents............................14

ChallengesandOpportunities..................................................................................................................16

MovingForward.......................................................................................................................................19

Resources..................................................................................................................................................20

AppendixA:WorkshopSchedule............................................................................................................23

AppendixB:SpeakerBiographies...........................................................................................................24

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IntroductionOnMay25th2016,senioradministrators,tribalcollegerepresentatives,facultymembersinNativeAmericanandIndigenousStudiesdepartments,andrepresentativesfromstudyabroadofficesinCanadaandtheUnitedStates,cametogetherwithacommongoalofexploringchallengesandopportunitiessurroundingthedevelopmentofstudyabroadprogramsforIndigenousstudents.Thecommonthreadwasarecognitionthatweareatamomentofincredibleopportunity.Inhiskeynoteaddress,Dr.MikeDeGagné,PresidentandVice-ChancellorofNipissingUniversityexplainedthat“thisisreallyatimeofrenaissancefortheaboriginaleducationcommunity;itisatimeofincredibleadvancement.”Recognizingtheneedforcontinuedchanges,hestressedtwokeyrecommendationsfromtheTruthandReconciliationCommissionReport:(1)fosterinterculturalcommunicationanddialogue;and,(2)reimaginethesystemsnegativelyaffectingIndigenouspeopleandlives.Manyinstitutionsareprioritizingaccesstohighereducation,andthisshiftmustincludeanadditionalpushforprogramscapableofenrichingtheoverallexperienceofIndigenousstudents,suchasstudyabroadprograms.Further,theseprogramscanstimulateoutletsforinterculturalcommunicationandleadtomutualunderstandingbothforthestudentandthecommunitiestheyjoinduringtheirexchange–arecognizedneedatthispointintime.Inmanyways,theworkshopactedasaspringboardforindividualeducationalinstitutionsandorganizationsinCanadaandtheUnitedStatestorecognizethevalueofdevelopingpartnershipsinthissharedendeavor.Thisdocumentisintendedtogiveanoverviewofthecommonchallenges,lessons,andsolutionsthatweresharedattheworkshopandtoprovidearesourceforparticipantsandotherinterestedindividualsandinstitutions.OurgoalnowistoestablishanetworktopavethewayforpartnershipscapableofprovidingstudyabroadprogramsthatrecognizetheuniqueexperiencesandprovidesupporttoIndigenousstudents.FulbrightCanadawouldliketothanktheU.S.StudyAbroadOfficeintheOfficeofGlobalEducationalProgramsattheU.S.DepartmentofStatefortheirsupportinrunningtheeventandalloftheparticipantsfortheirengagementandforsharingtheirideasandexperiences.FulbrightCanadaislookingforwardtocontinuingtheconversationandsupportingprogramsthatimproveaccesstostudyabroadprogramsforIndigenousstudents.Ifyouhavequestionsaboutoradditionstothisdocument,orquestionsaboutFulbrightCanada’sprograms,pleasecontactRebeccaDixon(rdixon@fulbright.ca).

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BackgroundIndigenousyouthisoneofthefastest-growingsegmentsoftheCanadianpopulation,with650,000Indigenouspeopleundertheageof25.Despitethechallengestheyfaceinaccessingandcompletingpost-secondaryeducation,youngIndigenouspeoplearealsoincreasinglypursuingvarietyofpost-secondaryeducationoptions.AccordingtotheNationalHouseholdSurvey(NHS)conductedbyStatisticsCanadain2011,almosthalf(48.4%)ofAboriginalpeopleaged25to64reportedhavingapostsecondaryqualification,yetonly9.8%heldauniversitydegree,comparedtomorethan26%ofnon-IndigenousCanadiansinthesameagegroup.(StatisticsCanada.“NHSInBrief:TheeducationalattainmentofAboriginalpeoplesinCanada.”NationalHouseholdSurvey,Catalogueno.99-012-X2011003.2011.)YoungerAboriginalpeoplewerefoundtohavehigherlevelsofeducationthanolderones(StatisticsCanada.“NHSInBrief:TheeducationalattainmentofAboriginalpeoplesinCanada.”NationalHouseholdSurvey,Catalogueno.99-012-X2011003.2011.)UniversitiesarerespondingtothegrowingnumbersofIndigenousstudentsbyincreasingtheirservicesandtryingtoaccommodatetheparticularneedsandinterestsofthesestudents.UniversitiesCanadareportsthattherehasbeena33%increaseoftargetedprogramsforIndigenousstudentsintheperiodof2013-2015.Their2015surveyofCanadianuniversitiesrevealedthat:

• 86%ofuniversitiesoffertargetedservices,includingacademiccounsellingandpeermentorshiptomeettheuniqueneedsofIndigenousstudents.

• 30+Indigenouslanguagestaughtatuniversities.

• 79%ofuniversitieslinkwithIndigenouscommunities,offeringoutreachprograms,educationalsupport,andmentorshipopportunitiestostudents.

• 69%ofuniversitiesoffertransitionprograms,includingoutreachprogramsinIndigenouscommunities,academicsupportandmentorshipforIndigenousstudentsstartingasearlyastheelementaryschoollevel.

• Universitiesoffer233undergraduateand62graduateprogramsonIndigenousissuesorforIndigenousstudents–a33%increasesince2013.

(UniversitiesCanada.“EnhancingIndigenous

studentsuccessatCanada’suniversities.”2016.)OurresearchhasfoundCanadianuniversitieshaveintroducedawiderangeandincreasingnumberofprogramsandservicesattorecruitIndigenousstudents,supportthemacademicallyandpersonallyduringtheirstudies,andofferspecificculturalandcommunityspacesandresources.UniversitiesCanadahasputtogetheraDirectoryofIndigenousProgramsandServices,whichallowsstudentstosearchforuniversitiesthatoffer

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particularkindsofprogramsandservices,including,forexample,transitionprograms,childcare,peer-to-peermentoring,andElderengagement.Whatthisdatabasedoesnotprovide,however,isinformationonstudyabroadopportunitiesthataredirectedatorofferspecialsupportforIndigenousstudents.OurinitialresearchandsurveyshavenotrevealedmanyexistingprogramsofthesortinCanada,althoughthisislikelytochangeoverthecomingyears.InternationalizationhasbecomeanimportantpriorityformanyCanadianuniversities,andmoreandmoreCanadianstudentsaretakingtheopportunitytostudyorparticipateinanacademicexperienceabroad.AccordingtoUniversitiesCanada,97%ofuniversitiesoffertheirstudentsinternationalexperiencessuchasacademiccoursework,fieldschools,work-termsandcommunityservicelearning,butonly3.1%offull-timeundergraduates(about25,000)hadaninternationalexperiencein2012-13,andonly2.6%hadafor-creditexperienceabroad(upveryslightlyfrom2.2%in2006)(“Canada’sUniversitiesintheWorld:AUCCInternationalizationSurvey2014.”AssociationofUniversitiesandCollegesofCanada,p.5).Studyabroadexperiencesoffermanyadvantagesforstudents,includingfosteringcross-culturalcompetenciesandadaptabilityandenhancedcompetitivenessforemployers(“Canada’sUniversitiesintheWorld:AUCCInternationalizationSurvey2014.”AssociationofUniversitiesandCollegesofCanada).However,studentsraisethefinancialcostsassociatedandthedifficultiestransferringcreditsbacktotheirhomeinstitutionsassomeofthemainchallengesdeterringthemfromstudyingabroad.IninmanycasesforIndigenousstudents,manyofwhomcomefromlowerincomefamilies,thecostsofstudyabroadarelikelytobeprohibitive.UniversitiesCanada’ssurveyrevealsthatuniversitiesunderstandthisisachallenge:78%ofuniversitiesprovidesomefundingtosupportstudyabroadinitiatives,however91%reportthatfundingremainsachallenge.IntheUnitedStates,thenumberofAmericanIndianandAlaskaNativestudentsenrolledincollegesanduniversities,andthenumberofpostsecondarydegreesawardedhasmorethandoubledinthepast30years.(DeVoe,J.F.andDarling-Churchill.K.E.(2008).StatusandTrendsintheEducationofAmericanIndiansandAlaskaNatives.Washington,DC:U.S.DepartmentofEducation.NationalCenterforEducationStatistics.(NCES2008-084).)However,onlyfivepercentofAmericanIndiansandAlaskaNativeshavereceivedgraduateorprofessionaldegrees,comparedto10percentforthetotalU.S.population,andonlyninepercentofAmericanIndianshaveearnedbachelor’sdegreescomparedto19percentfortheU.S.population.(DeVoe,J.F.andDarling-Churchill.K.E.(2008).StatusandTrendsintheEducationofAmericanIndiansandAlaskaNatives.Washington,DC:U.S.DepartmentofEducation.NationalCenterforEducationStatistics.(NCES2008-084).http://www.ncai.org/about-tribes/demographics#R11)In2011,PresidentBarackObamasignedExecutiveOrder13592,creatingTheWhiteHouseInitiativeonAmericanIndianandAlaskaNativeEducation.ThisInitiativefocusesonalllevelsofeducation,butspecificallyincludesimprovingaccessandcompletionofpost-secondaryeducationasoneofitsgoals(2.iv).WHIAIANEalsocommitstobuildingthe

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capacityofthe32accredited1TribalCollegesandUniversities(TCUs)asanintegralpartofthepost-secondaryeducationoptionsavailabletoAmericanIndianandAlaskaNativestudents.TheTCUsareinstitutionswascreatedandcharteredbytheirowntribalgovernmentorbythefederalgovernmenttoprovidehighereducationopportunitiestoAmericanIndiansthroughprogramsthatarelocallyandculturallybased,holistic,andsupportive.TheyareusuallybasedonorveryneartoreservationsandareoftentheonlyeducationalinstitutionsthataregeographicallyandfinanciallyaccessibletoAmericanIndianandAlaskaNativestudents.TCUsofferapprenticeships,diplomas,certificates,anddegreesandserveapproximately30,000full-andpart-timestudents(WHIAIANEWebsite“TribalCollegesandUniversities”).Accordingtofall2010enrollmentdata,8.7percentofAmericanIndianandAlaskaNative(AmericanIndianandAlaskaNative)collegestudentswereattendingoneofthe32accreditedTCUs(2010ReviewofFederalAgencies’SupporttoTribalCollegesandUniversities).ThepercentagesofAmericanIndianandAlaskaNativestudentsattendingTCUsareincreasingyearly(NationalCenterforEducationStatistics).TheAmericanIndianCollegeFundreportsthat86percentofTCUstudentscompletetheirchosenprogramofstudy,whilefewerthan10percentofAmericanIndianandAlaskaNativestudentswhogodirectlyfromreservationhighschoolstomainstreamcollegesanduniversitiesfinishtheirbachelor’sdegree.TherearethusclearchallengesforAmericanIndianandAlaskaNativestudentswhoattendmainstreamcollegesanduniversitiesintheUnitedStates.AsinCanada,however,theseinstitutionsareworkingtoimprovetheservicesandsupporttheyoffertotheirAmericanIndianandAlaskaNativestudents.Whilethereisnooveralldatabaseoftheseprogramsandservices,examplesfromourworkshopparticipantsincludeaNativePre-OrientationProgramatDartmouthCollege,shortcoursesonIndigenousnationbuildingandspecificsupportforIndigenousmedicalstudentsattheUniversityofArizona,andstudentgroupsandcommunityspacesatmanyotherinstitutions.OnceagainstudyabroadprogramsdirectedatandofferingspecificsupportforAmericanIndianandAlaskaNativestudentsarerelativelyrare,althoughseverallanguageandculturalexchangeprogramsareavailable,particularlybetweeninstitutionsintheSouthwestandinstitutionsinLatinAmerica(seeour

1TheAmericanIndianHigherEducationConsortiumhas37memberTCUs.TheWhiteHouseInitiativeonAmericanIndianandAlaskaNativeEducationlistsonly32asfullyaccredited,withoneintheprocessofaccreditation.

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Resourcessectionforexamples).The2015OpenDoorsReportreleasedbytheInstituteofInternationalEducationinpartnershipwiththeU.S.DepartmentofState'sBureauofEducationalandCulturalAffairs,reportsthatstudyabroadbyAmericanstudentshasmorethantripledinthelasttwodecades,reachinganewhighof304,467in2013/2014.However,thesenumbersindicatethatonlyabout10percentofU.S.studentshaveastudyabroadopportunitybeforecompletingtheirundergraduatedegrees.Ofthis,only0.5%ofstudentswhostudiedabroadwereAmericanIndianorAlaskaNative–apercentagewhichhasnotimprovedfromsimilarsurveysconductedin2003/2004and2008/2009.Basedonthisbackgroundinformation,itisclearthatthereisaneedfornewprogramsthatwillencourageandsupportIndigenousstudentsinbothcountriestoparticipateinstudyabroadopportunities.Universities,colleges,andTCUsinbothCanadaandtheUnitedStatesareallworkingtobetterprovideservicestotheirIndigenousstudentsduringtheirnormalcourseofstudyandthroughenrichmentopportunitiessuchasstudyabroad,butthereisaneedforadiscussionofcommonchallenges,asharingofbestpractices,andacreationofprogramsthatcanserveasmodelsforothers.Wehopethisdocumentcanserveasaresourcetobegintheseconversationsbysharingthenotesfromthecapacitybuildingworkshopandbyhighlightingsomeofthekeyopportunitiesandstepsforwardthatwerediscussed.

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ThemesTheworkshopincludedfivethemedsmallgroupdiscussions.Participantshadtheopportunitytospeakabouteachtheme,guidedbyafacilitator.Thefollowingisasummaryofthenotesthatthefacilitatorstookduringtheirsessions.Thesenoteshavealsoinformedothersectionsofthisdocument.Thefivethemesare:

SharingBestPractices100,000StrongintheAmericas:RecruitingandengagingIndigenousstudentsDevelopingandLeveragingCommunityPartnershipsCreatingInstitutionalPartnershipsFundingExchangePrograms

SharingBestPracticesFacilitator:Ms.CarolynLaude,SeniorAdvisor,AboriginalInitiatives,UniversityofOttawaParticipantssharedandconsideredbestpracticesforpromotingstudyabroadforIndigenousstudentsfocusedonprogramdesign,recruitment,support,andovercomingchallengesaswellashowtotrack,analyze,andsharebestpractices.Thediscussionengagedwiththefollowingquestions:1)WhataresomeofthebestpracticesforpromotingstudyabroadtoIndigenousstudents?2)HowdoyourecruitIndigenousstudentsforstudyabroad?Whatkindofprogramsorwhatelementsofspecificopportunitiesdostudentsseemmostexcitedabout/interestedin?3)Whataresomebarrierstotheirparticipation?Whatkindsofconcernsdotheyexpress?4)Whatkindofspecificsupportdotheyneed?;and,5)Howcanbestpracticesbesharedbetweeninstitutions?ThefivedistinctgroupdiscussionsgaverisetodifferentthematicareasfromwhichFulbrightCanadacandrawbestpracticesandguidancewhenexploringcreativewaysofengaging,supporting,andofferingstudyabroadopportunitiestoIndigenousstudents.Thethemesincludethefollowingtopicalareas:CommunityConnection

• Promotion,support,andthedevelopmentofstudyabroadprogrammingmustinvolvecommunity(i.e.,communityfirstinordertocreateahighlyresponsive,accommodating,flexible,andnotaprescriptiveortop-downprogramdesign)

• Communityneedsandinterestsarecriticalelementsintheprogramdesignandthematchingofstudentswithcommunitiesforexchanges

• ImportanceofconsideringprogramdesignfromanIndigenousperspectiveasopposedtoaWesternlens

• Engagethecommunityearlytospreadthewordaboutstudyingabroadopportunities

• Needtoraisecommunityawarenessconcerningwhatthestudentmightexperienceduringastudyabroadexchangetolessentheeffectsofcultureshock

Comment[RD1]:Couldputthenotesinappendicestomake‘challengesandopportunities’sectionmakemoresense?

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• Findwaystobalancethecommunity‘normal’withthestudentexperiencetoavoidculturalafter-shock(i.e.,studentistransformedbytheexchangeexperience,butotherssuchaspeers,family,andcommunitymightnotfeelthesameway)

• Managethecommunity‘fearfactor’inordertobuildpathwaysandcommunitysupportforstudentexchanges

• Keep‘communitytogetherness’asatopofmindmatterwhendesigningtheexchangeprogram

RelevanceofStudyAbroadExperience

• Makestudyabroadexperiencesandprogramdesign(short-termof3monthsorless)relevantwiththestudent’slifesituation(i.e.,considerchild-care,singlemom,families,poverty,dealingwithdaytodaypressuresofstudyingatschool,studentdislocationchallenges)

• Matchingthestudent’srealitywiththeexchangeopportunitytoempowerandbuildexperience(i.e.,IndigenoustoIndigenousexchangeopportunities,localversuscosmopolitan,connectionstootherIndigenousdiasporaswhohaveexperiencedsettler-colonialism,decolonizingexchangeswithdecolonizedpopulations,individualversusgroup,tripversusstudyabroad(e.g.,landbasededucation,SamischoolexchangewithInuit,DakotatoDakota,andMétistoMétis))

• Makingappropriateconnectionswithexchangeopportunities(i.e.,decolonizingexperiences–whyandhowdoyougetattheknowledgeandthemes?)

• Highereducationisalreadyastretchforsomestudents,placingtheminaforeignenvironmentmaycreateacrisisofrelevancythatraisesthequestionofwhethertheywanttogofurtherawayornot

• Needtounderstandtheaudiencetomaketheexperiencerelevant(e.g.,dialtheprogramdesigndownappropriately)

• Inexperiencewithexchangesthenbettertopairthestudentwithapartnerand/orwithothertribalgroups

• Recognizethediversityofneeds/differences/barriersoftheIndigenouspopulationsandgroups(i.e.,beingawayfromthereserveisdifferentthantheurbanIndigenousexperience,financial,experiencewithtraumacandifferasIndigenouspeoplesarenothomogenous,etc.)

• Findingtheappropriatepathwaysthatmatchtheexperience(i.e.,generalexchangeprogramsdonotworkforIndigenousstudentsbecausetheyarebasedonaself-servemodel)

• Createabuddymatchingcomponentbetweennotonlyindividuals,butpossiblycommunitiesaswell

FindingBalance

• Exchangeprogramprinciplesshouldconsistofinclusiveness,sensitivity,accessibility,andrecognizing/embracing/accommodatingdifference

• Recognitionofstudentlifedifferencesandexperiences(i.e.,languageretentionissues,reserveversusurbanAboriginalrealities,racism,violence,inter-generationaltrauma,youthatriskissues,livingawayfromhome,financialimpactsandtheabilitytoparticipatediffer,etc.)

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• Thinkaboutdifferentinstitutionalsettingsandhowtheserealitiescanhinderorprovideaccesstostudyexchanges(i.e.,affordability,do-ability,andaccessibilityinrelationtothetypesofexchanges(short-term,longerterm,group-basedorprojectbasedsuchasMétisgroupexchangetoEcuadortolearntraditionalknowledge)

• Considerlifeexperienceandhowthisshouldbefactoredintothestudentexchangeexperiencetohelpwithleavinghome(comfortzone)

• Creatingexchangeexperiencesthatleadtostudentandcommunitygrowth,enrichment,andempowerment

• Needtodispelthemythoffinancialcosts(earlyon)sothatstudentscanseeexchangesasaviableopportunitybybuildingfinancialsafeguardsintotheprogramming

• Buildculturalelementsintotheprogramming(i.e.,HowdoIrentanapartment?HowdoIfindpeopletolivewith?)

• Bridgethedivideofdissociationforstudents(i.e.,studentsfeelgreatabouttheexperience,butupontheirreturntheystarttofeelbadbecauseothersaroundthemcan’trelatetotheexperience)

• Empowerstudentstobecross-culturalagents• Makesurethatstudentshaveaccesstorelevantcourses(i.e.,meaningofgender,

etc.)StagesofExchangeProcessPre-carePhase

• Connectwiththephysicalmarkersofdifference–Isthelocationsafeforexchanges?• NeedtodevelopadirectoryofIndigenousworldopportunitiesforstudying

abroadintheIndigenouscontextinadditiontoawebsiteforIndigenousstudyabroadinCanadawithprotocols(e.g.,emergency,engagementofstudentsoutofthecountry,etc.)inordertogrowtherealizationofexchanges(i.e.,FulbrightCanadalead)

• Examinethedataonwhoisparticipatinginstudyabroadexchanges• Emotionalandculturaltransitionoutforthestudentshouldbelinkedbacktothe

communitybeforeleaving(i.e.,smudging,singing,respecting/honouring,goingouttorepresentthecommunity)–pre-departurereflections

• Promotionandmarketingofstudyabroadexchangesbecomespartoftheexperienceandstudentstalkabouthowtheyweretreated

• Establishacontactpersoninthecommunityforthestudenttotouchbasewithwhileonexchange

• Studyabroadprogrammingmusthavelongevitysothatfuturegenerationsofstudentscanbeprepared(10yeartimeline)

• Continuouscycleofrolemodels/alumnitoshareexperience• Earlypromotionbypeersandotherstoteachstudentshowtothriveandsurvivein

anexchangeprogramenvironment• Providetrainingforstudentadvisorstohandlethecareandafter-carephaseswith

students(i.e.,whattodowithstudentself-reflection,issues,andcelebrations)CareandSupportPhase

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• Needpeertopeercommunication–mentororothertounderstand/processandvaluetheexperience,whichcanbelifealteringforastudentandtheircommunity/family

• Establishedsupportsystemofsiblings/family(athome)inadditiontosupportatthehostcommunitytoaddressfeelingsofisolation,cultureshock,racism,orotherexperiences

• Createopportunitiesfor‘momentsofreflection’andsharingofbestpracticeswithotherstudents(i.e.,dotheyfitandwhy,addressalienation,momentsof‘othering’atthepersonalandsociallevels,etc.)

• Creategeopoliticaltiesacrossborders(i.e.,buildandstrengthenfamilyandcommunityrelationsacrossborders)

After-CarePhase

• Studentsneedtimeforprocessingthenewexperienceandrecyclingandbuildingtheseexperiences,butoncethey’rehometheyshouldspeakwithamentor(covenanting)

• Studentresponsibleforcomingbacktothecommunityandreciprocatingwithadebrief(theideaofgoingbacktowhereyoustartedfrom),whichpromotes‘circletime’(i.e.,foodandtalking)andlinksthespiritualdimensiontotheexperience

Partnerships

• Ensurethereareculturalconnectionsbetweenhomeandvisitingnationsinadditiontoestablishinghoweducationofstudentswillbenefitthemaswell

• Worktogethertoestablishbestpracticeswithexchanges–Whatworks?Whatdoesn’twork?

• CreateopportunitiesforIndigenousmatriarchalroles,humanrights,andsocialjusticematterstobeexploredthroughpartnershipswithhostingnationsandcommunities

• Studyothermodels(i.e.,NewZealand)toestablishlessonslearnedwhendevelopingtheFulbrightCanadaprogram(i.e.,Maoriconsortiumhaddesignatedscholarshipsthatattractedapplicants,whichthenallowedtheprogramtodevelopprofileandlegitimacy)

• Partnershipsandrelationshipsarecriticaltothesuccessofanyprogram.FulbrightCanadaneedstoaskitselfhowcommunities,universitiesandotherpotentialpartnerscangetorwillbeinvolved

• NeedtoaskourselveswhethertherearereallybestpracticesorwhetherexchangesareaboutthedevelopmentofappropriatepathwaysthatmatchIndigenousstudentexperiences

DevelopingandLeveragingCommunityPartnershipsFacilitator:Dr.KeithJames,DepartmentHead,AmericanIndianStudies,UniversityofArizona

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Participantssharedandconsideredhowtodevelopandleveragecommunitypartnerships,whiletakingintoaccountcommondifficultiesandspecialconsiderationsintheprocess.Thediscussioncentreditselfaroundseveralthemesdiscussedfurtherbelow:successfulprograms,culturalaspectstopartnerships,communitypartnerships,aboriginalcommunityconsiderationsandIndigenoustoIndigenouslearning.Background• 370millionIndigenousaroundtheworld;institutionsseekingstudentsshouldbe

interestedinthatlevelofnumbers• FewerinitiativestargetedtowardurbanIndigenouspopulations,potentialfor

internationalcollaborationtargetedtowardsurbanIndigenousgroups.• Appetiteamongmanynon-IndigenousstudentstogetIndigenous-contentcourses;

sometimeshavepracticaldifficultygettingaccess(e.g.,courseschedules;lackofspacewithinrequirementsofstudents’degreeprogramrequirements).

SuccessfulPrograms• UniversityofWinnipeginvolvesinter-cityIndigenousyouth7-12oncampus;youth

cancontinuewithvolunteeringopportunities;thencanapplytogetemploymentwithUniversityofWinnipegprograms.à“RibbonUniversity”helpsstudentswhodroppedoutofhighschoolaidwithgettingdiploma.Programusesholisticapproach,includingspiritualcomponents.àUniversityofWinnipeghasmandatedanIndigenous-studiescourseforallstudents.(Hasbeensomepush-backfromsomestudents—orsomepeopleclaimingtospeakforthem.)

• StudyabroadinNicaragualedIndigenousstudentfromSUNYtobecomecommittedtoNicaraguanIndigenouscommunities.àStudyabroadopportunitiesshouldsupportandbeconductedinconjunctionwithlocalIndigenouscommunities

• ThompsonRiversUniversityhaseleveneldersasfacultymembers,supportedbyfacultyunion;exampleofpositivesuccessesleveragingthousandsofyearsofIndigenousknowledge;helpsmakecommunitiesfeelcommitmentfromandtouniversity;everynewfacultymembergetsinvitedtocommunityceremony;newcourseinmicrobiologywithPh.D.matchedwitheldertoteach,studentsinvolvedindeveloping.(SimilarprogramfoundatUniversityofManitoba)

CulturalConsiderations• Avoiding‘culturaltourism’shouldbemajoraspectindevelopingaprogram• Culturalawarenesstrainingisonewaytomitigate‘culturalconsumption’;training

shouldbeprovidedtostudents,facultyandstaffmembers• Culturalmentorshipisfurthersolution,canbeformalorinformalarrangement;

mightbeusefultoformalizementoringandculturalmentorshipassignments• (NativeNationsInstitutionatUniversityofArizonahasanicemodel&trackrecord

ofworkingwithrangeofIndigenouscommunitiesaroundtheworldonissuesofgovernance,constitution-writing,leadership,thatareimportanttothem.Shortcourses;directvisitstocommunities.

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• Namingandwordchoiceisoftheutmostimportance;AmericanIndianStudiesàAmericanIndianIndigenousStudies:ResistanceatUniversityofArizonatoincluding“Indigenous”innameofdisciplinebecauseof(claim)thatitindicateddevaluingoflocal.Mustservelocaleffectivelytomakeinternationalservicefeasible;needtomakeinternationalfeedlocalgoals&needs.

CommunityPartnerships• 4keyissuesarecriticaltopartnerships:1)investinginrelationships(getoutto

communitiesforexample);2)co-developmentoftargets;3)co-delivery;4)makeUniversityenvironmentsupportiveandwelcoming(makepeoplefeellikefamily,includingaccommodationsforfamily/communityevents).Ex:17bandsaskedforearlychildhoodprogram&thatitbeofferedafterlastsalmonrunbutbeforethe1stsnow(co-delivery/accommodation).Oneelderinlanguageteachingwhoispast-retirementage,supportedingettingapprenticetohelpteachandtomentortoallowfor(eventual)retirement.

• Leveragingcommunitypartnershipsisoftenviewedaslessprestigiousthanfacultyresearchandteaching;universitiesmustgivecredit(i.e.,inannualreviewortenureprocess)andsupporttofacultyinundertaking.(ThompsonRiversUniversityhasincorporatedcommunityoutreachintoreview/tenurewithaseriousdegreeofweighting;hasmadeabigdifferenceinsuccess.)

• Committeeengagementneedstobeputattheheartofinternationalstudyabroad;ofteninstitution-to-institutioniswhat’semphasizedandinstitutionalbenefitsaremainfocus;canbeappliedtolocal,ideallyIndigenouscommunities

• Communitieswanttheskillsthatuniversitiescanoffer,butoftenhaveconcernsaboutuniversities,aswell.Relationships/mechanismsmustbedevelopedtoreassurecommunitiesthattheirprioritiesarethefocusofpartnerships.

• Personallinkshelpfacilitatecommunitypartnershipdevelopment—tobothlocalandinternationalIndigenouscommunities.Fulbrightdoesprovidesomefundingtosupportdevelopmentoflinkstocommunitiesduringvisits,butperhapsshouldbemoresystematicandmandatory.

• Communityreviewersshouldbeplacedonuniversitygrantreviewpanelstoencouragefurthercommunityinvolvement/partnership

• Facetofacemeetingswiththecommunityshouldbeheld;IndigenousInstitutionalReviewBoards’andeldersshouldbebroughtin;

• CouldorganizeanadvisorygroupofIndigenousleadersfromaroundCanada;shouldbethecasesespeciallywithSummerInstitutesontopicssuchasIndigenouspolicy

• UrbanfriendshipcentersinCanadaaresomethingtheU.S.couldreplicate;fundedbyFederalGovernment,HeritageCanada,nottheDepartmentofIndigenousandNorthernAffairsCanada(INAC)

• SUNYworkscloselywithAkswansanee,whichbydefinitioncreatesinternationalelement

AboriginalCommunityConsiderations• Manyuniversitieshaveattemptedtomakecommunitymorewelcomingwith

ceremony,spiritualareas/structures

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• PullofhomecommunitiescreatesdifficultieswithinternationalexchangeforIndigenouscommunities;studentsoftenlesslikelytobewillingtogofarawayfromhome

• Connectingwithclanmothers,familyetc.inadvancetotrytohelpwithretentiondidnothaveasignificantimpactondropout(SUNY)

• Suggestion:Recruitwholefamiliestodegreeprogramsratherthanjustthe(traditionalcollege-age)children–tocombatattritionandbuildfeelingofcommunityoncampus

• Suicidepreventionmustbefirstpriority,thenretention• Community-learningasacourseordegreerequirement

àSizeofsomeclassesmakesitdifficulttomakethisfeasible àStudentsneedtobegivenchoicesandadequatepreparation• Manytraditionalknowledgeholdersdonothavetypicalacademiccredentials,

wouldbegoodtodevelopprogramtogivesomeacademicstatustotraditionalknowledgeholders.

IndigenoustoIndigenousLearning• UniversitiescanactasfacilitatorsofIndigenous-to-Indigenouscommunity

partnershipsàTogetherwithAssemblyofFirstNationsworkedonexchangesoflanguageandculturebutledtopartnershiponnaturalresources

• InternationalIndigenous-to-IndigenouspartnershipscanbeusefultoolàThompsonRiversUniversity--aMaoridelegationwasbroughtintohelpestablishalanguagepreservationprogram;internationalpartnerslearnednewthingsaboutownneedsandprogramsastheywerehelpinglocalbands.MaoricommunitywasalsointerestedinsomeNaturalResourcestewardshipthatwasgoingoninBC;localIndigenouscommunitiesinterestedinwhatMaorihadalreadydonere:languagepreservationandteaching;became2-wayexchange.

CreatingInstitutionalPartnershipsFacilitator:Mr.HanwakanWhitecloud,CentralRegionalManager,In.Business,CapeBretonUniversity/UniversityofWinnipegPartnerships

• Ensurethereareculturalconnectionsbetweenhomeandvisitingnationsinadditiontoestablishinghoweducationofstudentswillbenefitthemaswell

• Worktogethertoestablishbestpracticeswithexchanges–Whatworks?Whatdoesn’twork?

• Askingwhatstudentswantiscrucialasisfacilitatingandensuringtheirengagement.

• Seekingoutapersonwhosharessimilarvaluescanbeinstrumentalinformingapartnership

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• Smallerinstitutionshaverelationshipswiththecommunitythatcannotbereplicated

Technology

• DuetolimitedfundinginmanyCanadianIndigenouscommunities,technologyshouldbeusedasaprominentpartner;considerreachingouttoGoogleorathink-tank,givingthemtheexposition,andseeingwhattheycouldcomeupwithassolutions

• Possibilityofusingtechnologytocreateavirtualrealityuniversity?• Supportingthedevelopmentofinfrastructureiskey,particularlyforinternet

connectivityandaccesstoopportunities• Studentsoftenstrugglewithnew,unfamiliartechnology–ex.Blackboardis

unfamiliarhoweverfacebookisawell-usedmedium;consideremployingwellknowntechnologyforotherpurposes

CulturalAspects

• Institutionsshouldpartnerwiththeunfamiliar,toenrichlearningforbothcommunities.àDiscussionsofwherethestudentsarestudyingshouldtakeplace,thelandthattheyareonàStudentsshouldlearnaboutthecommunitythatcamebeforeandcontinuestoexist

• RevivingIndigenouslanguagesisastrongreasonforpartnerships• ThroughrecognizingIndigenoussovereignty,inter‘nation’alexchanges(between

Indigenousnationswithinourcountry)couldbemadepossibleàRecognizingtheborderbetweencountriesanditsimplicationsàPossiblecrossborderaswell,potentialforinter-nationexchangebetweentheDakotasofCanadaandtheUnitedStates

• RevivingIndigenouslanguagesisastrongreasonforpartnerships• Culturalaspectofstudyingabroadmustberecognized;possibilityofpartnership

betweentribes• Recognizingprincipleofglobalcitizenshipiswaytocreatecommon

goals/objectivesex.WorldonlinejournalforbiospheresàCancreateconversationbetweenstudentsandcommunity

LegalandLogisticalConsiderations

• Whoactuallyownsacoursewhichisdeveloped?Losingcontrolofintellectualmaterialisnegative.Pre-agreementsmustbemade;lawyersandprofessorsmayneedtobebroughtin.Thereshouldbenosuspicions.

• PartnershipsshouldbeexplicitinwhatisandisnotpartoftheirMemorandumofUnderstanding(MOU).Howmuchtimeisneededfortheinvestment?Whataretheprojectedoutcomes?

• Potentialofco-sponsoredFulbrightChair?Twoorthreeuniversitiescouldsharethecostsandbenefits.Wouldbeefficientintermsofcost,andbenefitswouldbe

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widespread.Thiswaythescholarcouldbenefitfrominteractingwithmorethanonecommunity.àThechairwouldnotbeworkingforanyoneinstitution,itwouldbeworkingforyouth,thereforeitwouldnotbeanexclusiveinvestment

• Universitiesshouldmovetowardsthecommunitycentretoapproachfurtherdevelopments

• HowshouldinstitutionalpartnershipsworkforurbanIndigenousstudents?Theconceptsof‘nation’and‘identity’arequitediverse.

FundingExchangeProgramsFacilitator:Dr.MichaelHawes,CEO,FulbrightCanada100,000StrongintheAmericas:RecruitingandengagingIndigenousstudentsFacilitator:Mr.DickCustin,CulturalAffairsOfficer,U.S.EmbassyinOttawaWhatItIsThemodelfortheprogramwasacooperativeventurebetweentheUnitedStatesandChina.ChinasentMandarinandCantoneseteacherstoU.S.highschoolswiththegoalofboostinglanguageproficiencytoencouragemoreU.S.youthtostudyinChina.TheWhiteHouseaskedtheStateDepartmenttoadaptthemodelforthewesternhemisphereandcreated“100,000StrongintheAmericas,”aninitiativetoattract100,000studentsfromtheregiontostudyintheU.S.,andencourage100,000U.S.studentstostudythroughoutthehemisphere.Theprogramisfundedthroughapublic-privatecollaborationandprovidesgrants(availablethroughregularroundsofcompetition)touniversitiesthatproposepartnershipswithcounterpartsthroughouttheregion.InthecaseofCanada,CanadianandU.S.institutionsmaysubmitproposals–andevenincludeathirdcountry–toestablishacademicexchangeprograms.Grantsaregenerallyabout$25,000each.Theoddsofgainingagrantdependonthequalityoftheproposalandthenumberofproposalssubmitted.WhatItIsNOT100,000StrongisNOTascholarshipprogram.Itdoesnotprovideuniversitieswithmoneytofundstudents’tuition–onlymoneyforadministrative,start-upandmaintenancecostsforacademicexchangeprograms.Thosearethecoststhataregenerallyless“sexy.”Lotsofcontributorsliketosupportscholarships,butfindingmoneytooperatetheprogramsthemselvesisalotharder.That’swhere100KStrongcomesin!Win-winforeveryone.Howis100,000StrongFunded?Asnotedabove,theprogramisapublic-privatepartnership.TheU.S.governmentcontributed$1million.TherestcomesfromgenerouscorporationssuchasCocaColaand

Comment[RD2]:NeedMichael’snotes

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BancoSantander.Corporationscontributewiththegoalofboostingstudentexchangesand,often,nurturingexpertiseinspecificareasthatwillhelptheirindustries.Sometimes,contributorscanearmarktheirroundofgrantsforspecificcountriesorfieldsofstudy.WhatIsa‘GrantsRound’?That’ssimplyacallforproposals.Asnoted,somegrantsroundsareopentospecificcountriesorfieldsofstudy.Themostrecentgrantsround,fundedbySantander,wasopentoallcountriesinthehemisphere,includingCanada.Unfortunately,onlytwoproposalsincludedCanadianinstitutions.Thegoalistoseemanymore!HowCanMyUniversity/College/CEGEP/CommunityCollegeQualify?Nowthatyouknowhow100,000StrongintheAmericasworks,youshouldcheckoutwww.100kStrongAmericas.orgtolearnaboutopengrantsroundsandapplicationprocedures.Ifyouregisteronthatsitefore-mailupdates,you’llbeamongthefirsttohearofupcominggrantsroundsforwhichyourinstitutionmayqualify.SubmityourproposalforanacademicexchangeprogramwithapartnerinstitutionintheU.S.(andbeyond),andyoucouldbeawinner!HowDoesMyInstitutionBenefit?Ifyourproposalgetsfunded,yourexchangeprogramgivesyouruniversityachancetobuilditsownbrandbycreatingauniqueprogramratherthansimplyfittingintoestablishedexchangeprogramslikeGilmanorFulbright,nomatterhowexclusivethosemaybe.ExchangeprogramsbetweenU.S.andCanadianinstitutionsbuilddiversityandcaché!Forexample,aprogramthatincludesIndigenousnationsthathavebeensplitbytheU.S.-Canadianbordermightbenefitfromanexchange/partnershipthatbringsthemtogether.It’sinnovative!Evennewsworthy!Suchaprogrammightbeidealtosubmitunder100KStrong.HowDoStudentsBenefit?Sometimesstudentsputtheirownexchangestogetherbecausetheycan’tfindwhattheyneed.IndigenousStudiesisoneareainwhichthatmighthappen.Bycreatinganexchangeprogramunder100KStrong,youaremeetingstudents’needs,providinganadministrativeframework,ANDeliminatingthebureaucraticobstaclestheywouldfaceontheirown,includinguncertaintyoverwhethercreditstransfer.

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ChallengesandOpportunitiesInthissectionwesummarizesomeofthemainchallengesandopportunitiesoutlinedinthenotesabove.Challengesatthehomeinstitutions

• HowtobuildaninternationalIndigenouscommunityon-campus• Howtoaccuratelyaccountfornumberofindigenousstudentsenrolledinthe

institutionandparticipatinginstudyabroadprogramsinordertomeasuresuccessofoutreachovertime.Oneworkshopparticipantnotedthat‘thisisacriticalissueinacontextinwhichmanystudentscomefromindigenousdiasporiccommunities,mostlyfromTexasandtheSouthwest.’

• Howtomovefromspecialcoursesandcertificatestofullundergraduateandgraduateprograms

RecruitmentChallenges

• Howtoovercomestudents’reluctancetoleavetheircommunitiesbehindoveralongerperiodoftimeduetoclosecommunity/familytiesandresponsibilities

• Howtoovercomestudents’perceptionthatanexchangewillbetooexpensiveforthem–andtoensurethatthereisfinancingsothatitisn’t!

• Howtoovercomeperceptionsthatstudyabroadismeantforaparticulartypeofstudentthattheymaynotidentifywith

StudentExperienceChallenges

• Howtoeasecultureshockandseparationfromhomecommunity–whilethiscanbeaproblemforallexchangestudents,itcanbeespeciallydifficultforIndigenousstudents,whosecommunityconnectionsarestrongandwhomaybetheonlyonesintheircommunitytohaveleftthecountry/livedinalargecity/experiencedthatculture

• Howtodealwithracismand‘othering’duringastudyabroadexperienceProgramDesignChallenges

• Howtoaccountforthediversityofneeds/differences/barriersoftheIndigenouspopulationsandgroups(i.e.,Indigenouspeoplesarenothomogenous,etc.)

• Howtoavoid‘culturaltourism’andsuperficialformsofculturalexchangeandrepresentation

• Howtoensurenamingandlanguageisrespectfulandinclusive(differentindividuals,communities,andcountriesidentifythemselvesusingdifferentlanguage)

CommunityChallenges

Comment[RD3]:Needmoredetailhere?Dowelikethebulletpointsordowewantmoreofanarrative(moreconsistentwithothersectionsofthedocument?)

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• Howtoensurethatcommunitypartnershipbuildingisrecognizedandappreciatedforscholarswhoparticipateinexchangeprograms(itisoftenviewedaslessprestigiousthanfacultyresearchandteaching)

• Howtoparticipateinculturalexchangeandresearchwhilerespectingcommunityrulesaboutsharingofknowledgeandpractices(ownershipofIndigenousknowledgeandintellectualproperty)

o Manytraditionalknowledgeholdersdonothavetypicalacademiccredentials,wouldbegoodtodevelopprogramtogivesomeacademicstatustotraditionalknowledgeholders.

• Howtomatchtheinterestsofthescholarwiththeneedsofthecommunity(apre-requisitetoestablishingtrust)

Thoughthesechallengesarenotinsignificantandwillrequirestrategiesthatarespecifictotheinstitution,therearemanyopportunitiesmovingforward,including:

• Continuingtodevelopindigenousspacesandprogrammingatthehomeuniversitiesisanimportantfirststeptowardsupportingindigenousstudentsoncampusandencouragingthemtotakeadvantageofenrichmentactivities,suchasstudyabroad

• ExistingoutreachandpartnershipbuildingwithlocalIndigenouscommunitieswillallowuniversitiestorecruitamongstthesecommunitiesandtoprovideexchangestudentswithconnectionstolocalIndigenouscommunities(ratherthanthestudentshavingtoreachoutthemselves)

o Personallinkshelpfacilitatecommunitypartnershipdevelopment—tobothlocalandinternationalIndigenouscommunities.Fundingtosupportdevelopmentoflinkstocommunitiesduringvisitscouldbemoresystematic.

• DevelopingcoursesandmajorsinNativeAmericanandIndigenousStudies

• Workingfrom,andpromotingexistinginstitutionalrelationshipsbetweenmanyuniversitiesincountrieswithasimilarorsharedindigenoushistoryorculture.CanadaandtheUnitedStates,CanadaandAustralia,andNewZealand,theUnitedStatesandMexicoandCentralAmericaareagoodstartingplaceforcreatingandgeneratinginterestinstudentstudyabroadexperiences.

o Studyothermodels(i.e.,NewZealand)toestablishlessonslearnedwhendevelopingtheFulbrightCanadaprogram(i.e.,Maoriconsortiumhaddesignatedscholarshipsthatattractedapplicants,whichthenallowedtheprogramtodevelopprofileandlegitimacy)

o IndigenoustoIndigenousexchangeopportunities,connectionstootherIndigenousdiasporaswhohaveexperiencedsettler-colonialism,decolonizingexchangeswithdecolonizedpopulations

o Reachouttocommunitieswhoselandsandhistorycrossborders(e.g.SUNY’sworkwiththeMohawkNationatAkwesasne)

Comment[KB4]:No,Ilikethesummary.Itdoesrepeatsomeinformation,buthasbeenrewordedtoflowquitenicely(goodjobonthat).Althoughstrategiestoovercomingthesechallengeswouldbenice,Ifeelliketheywilldifferfromplacetoplace–meaningitwouldbeimpossibletoprovideacomprehensiveanswerthatwouldapplytoeveryonehere.Insummary,Ilikethissection,andthinkitisgoodtoleaveitin.

Comment[RD5]:Removeallofthis?Itsortofsummarizeswhatisabovebutmaybenotnecessarysincewedonotliststrategiestoovercomethesechallenges/havenotmatcheduptheopportunitiestothechallenges.Orshouldwetrytosuggestsuchstrategies?

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• Growingthenumberofdomesticexchangeprogramswithafocusonindigenouscultureandlanguagesorwithindigenousinstitutions(TCUs)andcommunitiesbuildsinstitutionalknowledgeofhowtocreatesuchprogramsandcouldpotentiallygeneratemoreinterestininternationalstudyabroadamongststudentparticipants.

• Increasingthevarietyofstudyabroadopportunitiesofferedwillhelpindigenousstudentsidentifywhatprogramsarebestforthem,theirfamily,andtheircommunity;theseshouldincludeshorttermandsummerprograms,language-focusedprograms,andfield-specificprograms(inlaw,etc.)

o Individualversusgroup,tripversusstudyabroad,land-basededucationprograms

o Developingdifferentrecruitmentstrategiesandtypesofprogrammingthatwouldappealtobothurbanandon-reserveIndigenousgroups.

o CreateopportunitiesforIndigenousmatriarchalroles,humanrights,andsocialjusticematterstobeexploredthroughpartnershipswithhostingnationsandcommunities

o Thisvarietyandflexibilitywillhelpallstudents,includingothernon-typicalstudentswhoarenotIndigenousanddonotparticipateasmuchinexchanges(lowincomestudents,studentswithfamilyobligations)

• GrowingnumberofIndigenousstudyabroadalumnicanservetohelpinformandinspiretheirpeersabouttheadvantagesofstudyabroad;student-to-studentrecruitmentiskey

o Studentresponsibleforcomingbacktothecommunityandreciprocatingwithadebrief(theideaofgoingbacktowhereyoustartedfrom),whichpromotes‘circletime’(i.e.,foodandtalking)andlinksthespiritualdimensiontotheexperience

o Createabuddymatchingcomponentbetweennotonlyindividuals,butpossiblycommunitiesaswell

o Ensuringfundingisavailabletoallowtheseprogramstimetogrow

• Usingtechnologytobuildrelationshipsandcollaborateacademically,bothattheinstitutionalandpersonallevelasapre-andpost-exchangetool.ThiscanlengththeexchangeexperiencebeyondthestudyabroadcomponentandaccommodatethefinancialandgeographiclimitationsformanyIndigenousstudents.

o Studentsoftenstrugglewithnew,unfamiliartechnology,soitmaybemosteffectivetoemploywellknowntechnology(suchasFacebook).

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MovingForwardManyofourworkshopparticipantsareintheprocessofdevelopingstudyabroadexperiencesthattargetIndigenousstudents.Someofthesearesettolaunchinthenextyear(Dartmouth’sIndigenousStudentMobilityProgrammewithotherinstitutionsintheMatarikiNetwork)whileothersarestillintheplanningphase(theUniversityofArizona’sdiscussionswithSimonFraserUniversityanduniversitiesinNewZealandandAustralia,andwellastheUniversityofManitoba’sdiscussionswithImmigration,RefugeesandCitizenshipCanada).Overthenextfewyearstheseprogramswillbeabletoserveasmodelsforotherinstitutionsinterestedincreatingstudyabroadprogramsforindigenousstudents.Movingforward,FulbrightCanadawouldliketocreateanetworkforfurtherdiscussionontheseissuesandtohelpinstitutionsinterestedinstudyabroadforindigenousstudentsconnectwitheachother.Thisnetworkwill:

• Existonanonlineplatformwherenetworkmemberscancommunicatewitheachotherandshareinformation/ideas/articles/fundingopportunities.

• AllowustodevelopadirectoryofIndigenousworldopportunitiesforstudyingabroadintheIndigenouscontext

• AllowustodeveloparesourcewebsiteforIndigenousstudyabroadinCanadaandtheUnitedStateswithprotocols(e.g.,emergency,engagementofstudentsoutofthecountry,etc.)inordertogrowtherealizationofexchanges

• CreateanadvisorygroupofIndigenousleaderswithinandbetweeneachcountry• Hostotherworkshops,suchas:

o AworkshoponlinkingtogethercampusprogramsforIndigenoustowardacomprehensive,synergisticapproachtolinkingtoandbenefitingfrominternationalIndigenouscommunitiesandeducationalprograms.

o Aworkshopfortribalcollege(andumbrellaorganization)leadershiponpartneringwithmainstreamuniversities&internationallytowardstudentsuccessandcommunitycapacitybuilding

Comment[RD6]:Whatkindofplatform?Facebook?Basecamp?

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ResourcesThefollowingaresomeoftheonlineresourceswehavefoundaboutprogramsandopportunitiesforindigenousstudents.Ifanyoneknowsoffurtheropportunitiesnotincludedinthislist,pleasesendustherelevantlinkssothatwecanupdatetheinformationinourdatabase.FULBRIGHTCANADAPROGRAMSWhileallofFulbrightCanada’sprogramsmayberelevanttoIndigenousstudentsandscholarsandweencourageyoutolookthroughtheentirelist,wewouldliketohighlightourVisitingResearchChairsprogramsinIndigenousStudiesinCanadaandintheUnitedStates,theScholarinResidenceProgram,andtheFulbrightArcticInitiative.Wealsoprovidefundingforalumnitoundertakecommunityprojects.INDIGENOUSPROGRAMSANDSERVICESDIRECTORY(CANADA)UniversitiesCanadahascreatedanonlinesearchabledatabasetoassistIndigenousstudents—andtheirparents,teachersandguidancecounsellors—infindingtheresourcesandprogramstohelpthemsucceedatuniversity.100,000STRONGINTHEAMERICASWEBSITEOnthissite,educatorsandadministratorscan:findmoreinformationonthe100,000Strongprogram–howitworks,whattypesofprogramsqualify,howtoapply,etc.;findapplicationmaterialsforgrantsavailableundertheprogram;andregisterfore-mailstogetupdateswhennewgrantroundsbecomeavailable.CONSORTIUMFORNORTHAMERICANHIGHEREDUCATIONCOLLABORATIONDATABASEThissiteisadirectoryofexchangeprogramsthroughoutNorthAmericathatcanbeusedtoidentifypotentialpartners.Onceinstitutionsentertheirdataintothedatabase,they’llbecomepartof(andhaveaccessto)adirectorypopulatedbynumerousinstitutionsthathaveprovidedthesameinformation.Theycanthenusethisdirectorytofindpartnerinstitutionswithsimilarprogramsandgoals.Thedatabaseisopentoalluniversities/colleges/communitycolleges/CEGEPsinCanada,theUnitedStatesandMexico.10REASONSFORNATIVEAMERICANSTUDENTSTOSTUDYABROADThispageonthewebsiteofTheProjectforLearningAbroad,TrainingandOutreach(PLATO)listsreasonsforIndigenousStudentstostudyabroad.PLATOisastudyabroadtraining,certification,anddiversityoutreachprogramwhichprovidescomprehensivesupportresourcesforstudyabroadtoallU.S.collegeanduniversitystudents–withspecialsupportforunderrepresentedstudents.Ithasresourcestohelporient,train,andsupportstudentsbefore,during,andaftertheystudyabroad.RESOURCESANDSCHOLARSHIPSFORNATIVEAMERICANSTUDENTS(U.S.)PLATO’slistofresourcesandscholarshipsforNativeAmericanstudents.

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MEMORIALUNIVERSITYOFNEWFOUNDLAND:LABRADORINSTITUTEINTERNATIONALINDIGENOUSINTERNSHIPThepurposeoftheLabradorInstituteInternationalIndigenousInternshipistoenableIndigenousyouthtogainexperiencesinternationally.TheprogramtargetsIndigenousyouthandprovidesinternshipsforIndigenousyouthofLabrador.ThesuccessfulapplicantswillgainexperienceininternationalIndigenousissuescoveringarangeoftopicsincludingenvironmentalprotection,governance,culturalheritage,economicdevelopment,education,socialjustice,health,andlanguageretention.Thisexperienceismadeupofathree-monthfellowshipinNorway,aone-monthfellowshipinFinland,andaone-monthcommunityandschoolvisitcomponent,takingplacethroughoutLabrador.MATARIKIINDIGENOUSSTUDENTMOBILITYPROGRAMMEBuildingontheircommitmenttofosteringscholarshipon,anddeepeningunderstandingof,indigenouspeoples,DartmouthCollege,theUniversityofOtagoandtheUniversityofWesternAustraliaarecollaboratingtoofferanIndigenousStudentMobilityProgrammetostudentsacrosstheMatarikiNetwork.AllthreeinstitutionshaveexperienceinIndigenousissues,haveIndigenousstudentpopulationsandareabletoofferparticipantsintheprogrammeanimmersionexperiencethroughlinkswithlocalIndigenouscommunities.Theconceptfortheprogrammeisthatasmallgroupofstudentsfromeachparticipatinginstitutionparticipatesinatwoweekacademicprogrammerunateachoftheorganisinginstitutionsinsuccessiveyears.Participantsgainexposuretoissuesofgreatsignificancetolocalhostandpartneruniversityindigenouscommunities,andanunderstandingofhowthoseissuesmaybeaddressedintheirrespectivehomecountries.ThefirsteditionoftheprogrammewasheldatOtagoin2016,withfutureprogrammesscheduledtotakeplaceatUWAin2017andDartmouthin2018.DARTMOUTHPROGRAMINNATIVEAMERICANSTUDIESOFF-CAMPUSPROGRAMThisoff-campusprogramisbasedattheInstituteofAmericanIndianArts(IAIA)locatedinSantaFe,NewMexico.AlthoughwithintheUnitedStates,itisconsideredaForeignStudyProgram.DartmouthstudentscantakecoursesinFederalIndianLaw,ContemporaryNativeAmericanArt,andthehistory,culture,anddailylifeofIndigenouspeopleintheSouthwest.MAYANLANGUAGEINSTITUTETheUniversityofTexasatAustinoffersasummerintensiveK’iche’programinGuatemalainaconsortiumwiththeUniversityofNewMexico,TulaneUniversityandVanderbiltUniversity.StudentsstaywithlocalK’iche’familiesandreceiveintensiveinstructioninthelanguage.UTAustinstronglyencouragesindigenousstudentstoparticipate,especiallythosewhodonothaveMayaorMesoamericanbackgrounds.UTAustinisalsoplanningaprogramforNahuatllanguagestudyinTecomate(Chicontepec),Veracruz,MX.AGNESENELMSHAURYPROGRAMINENVIRONMENTANDJUSTICETheAgneseNelmsHauryPrograminEnvironmentandSocialJusticesupportsanarrayofprogrammingtofurtherresearch,education,andpartnershipsforsociallyjustsolutionstoenvironmentalproblems.SomeofthesearespecificallyforIndigenousstudents,suchas

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TheOxford-HauryNativeAmerican/FirstNationsOxford-HauryScholarship,orforworkwithIndigenouscommunities.

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AppendixA:WorkshopSchedule12:00–12:15pm:WelcomingRemarksbyDr.MichaelHawes,FulbrightCanadaCEOand

Ms.KayMayfield,Minister-CounselorforPublicAffairs,U.S.EmbassyOttawa12:15–1:00pm:KeynoteSpeaker:Dr.MikeDeGagné,President,NipissingUniversity1:00–2:30pm:PanelDiscussiononInnovativePrograms

Moderator:Dr.MelodyBurkins,AssociateDirectorforPrograms&Research,TheJohnSloanDickeyCenterforInternationalUnderstandingDr.KeithJames,DepartmentHead,AmericanIndianStudiesattheUniversityofArizonaandFulbrightCanadaAlumnus1995-1996and2004-2005Ms.GloriaLopezEsq.,System-wideAffirmativeActionOfficer,OfficeofDiversity,Equity,andInclusion,StateUniversityofNewYorkandFulbrightCanadaChair2015-2016Ms.DebraJ.Parrish,President,KeweenawBayOjibwaCommunityCollege(KBOCC)

2:30–4:00pm:Break-OutDiscussionGroupsTherewillbefivedifferenttopicswithatablemoderatorforeachone.Participantswillrotatebetweentopicsandspendapprox.15minutesoneachone.Thetablefacilitatorswillcompilethecommentsofeachgroupandreportbackattheendoftheday.

100,000StrongintheAmericas:RecruitingandengagingIndigenousstudentsFacilitator:Mr.DickCustin,CulturalAffairsOfficer,U.S.EmbassyinOttawaSharingBestPracticesFacilitator:Dr.CarolynLaude,SeniorAdvisor,AboriginalInitiatives,UniversityofOttawaDevelopingandLeveragingCommunityPartnershipsFacilitator:Dr.KeithJames,DepartmentHead,AmericanIndianStudies,UniversityofArizonaCreatingInstitutionalPartnershipsFacilitator:Mr.HanwakanWhitecloud,CentralRegionalManager,In.Business,UniversityofWinnipegFundingExchangeProgramsFacilitator:Dr.MichaelHawes,CEO,FulbrightCanada

4:00pm–4:30pm:CoffeeandNetworking4:30–4:45pm:Break-OutGroupsreportback4:45–5:00pm:ClosingComments5:30pm–7:00pm:ReceptionTheMackenzieRoom,TheLordElgin,100ElginStreet,Ottawa,ONK1P5K8

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AppendixB:SpeakerBiographiesDr.MichaelHawes,ChiefExecutiveOfficer,FulbrightCanadaDr.MichaelHawesisaprofessorofpoliticalscience,atirelessadvocateofinternationaleducation,andaproudalumnusoftheFulbrightprogram.HeisChiefExecutiveOfficeroftheFoundationforEducationalExchangebetweenCanadaandtheUnitedStatesofAmerica,ExecutiveDirectoroftheCanada-U.S.FulbrightProgram,andExecutiveDirectoroftheKillamFellowshipsProgram.UnderhisdirectionFulbrightCanadahaswitnesseddramaticgrowthinitsprogramsandinthenumberofstudentsandscholarsthattheprogramsupports.Since1985,hehasbeenaprofessorofinternationalrelations(currentlyonleave)intheDepartmentofPoliticalStudiesatQueen'sUniversityinKingston.HehasheldfellowshipsandvisitingprofessorshipsinCanada,theU.S.,Japan,Mexico,andSweden.HecurrentlychairstheboardoftheInstituteforStudiesinInternationalDevelopmentatMcGillUniversity,isamemberoftheeditorialboardoftheCanadianForeignPolicyJournal,andisamemberoftheACSUSAdvisoryBoard.KayMayfield,MinisterCounselorforPublicAffairs,U.S.EmbassyOttawaKayMayfieldistheMinister-CounselorforPublicAffairsfortheU.S.MissiontoCanada,assignedtotheU.S.EmbassyinOttawa.SheisacareerdiplomatandamemberoftheSeniorForeignService.SheservedmostrecentlyinWashington,D.C.,intheDepartmentofState’sBureauofHumanResources.HeroverseasdiplomaticpostingsincludePakistan,Guatemala,Taiwan,andNigeria.InWashington,sheservedintheDepartmentofState’sExecutiveSecretariat,theBureauofDemocracy,HumanRightsandLabor,andtheBureauofWesternHemisphereAffairs.Sheholdsabachelor’sdegreeinpoliticalsciencefromSouthwesternUniversityinGeorgetown,Texas,andamaster’sdegreeinjournalismfromTheUniversityofTexasatAustin.SheismarriedtoMarkMayfield,aretiredconsularofficer.Dr.MichaelDeGagné,PresidentandVice-Chancellor,NipissingUniversityMikeDeGagnéistheseventhPresidentandVice-ChancellorofNipissingUniversity.HiscareerincludesworkwiththefederalgovernmentinmanagementofAboriginalprograms,andasanegotiatorofcomprehensiveclaims.MostrecentlyhehasservedasthefoundingExecutiveDirectoroftheAboriginalHealingFoundation,anationalorganizationwhichaddressedthelegacyofIndianResidentialSchools.HehasservedonnumerousBoardsofDirectorsinthehealthanduniversitysectorsincludingasChairmanofOttawa'sQueensway-CarletonHospital,andChairmanoftheChildWelfareLeagueofCanada.HehasaPhDinEducationfocusingonAboriginalpost-secondarysuccessfromMichiganStateUniversity,andMastersdegreesinAdministrationandLaw.HelecturesnationallyandinternationallyintheareasofIndigenousgovernanceandreconciliation.HeisarecipientoftheOrderofCanadaandtheOrderofOntarioaswellastheQueen’sDiamondJubileeMedal.

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Dr.KeithJames,DepartmentHeadofAmericanIndianStudiesattheUniversityofArizonaKeithJames(Onondaga)receivedaPh.D.inSocialPsychologyandOrganizationalBehaviorfromtheUniversityofArizona.HeiscurrentlyDepartmentHeadofAmericanIndianStudiesattheUniversityofArizona.HehaspreviouslyhadpositionsatfourothermajorU.S.universities,aswellasvisitingappointmentswithsixforeignhighereducationinstitutions,andheservedfortwoyearsasaProgramOfficerfortheNationalScienceFoundation.HisscholarlyworkisonIndianandIndigenouscommunitydevelopment;creativityandinnovationintheworkplace;communityandorganizationalsustainability;organizationalcyberandphysicalsecurity;andsocial-culturalinfluencesonworkandlifeoutcomes.Ms.GloriaLopezEsq.,System-wideAffirmativeActionOfficer,OfficeofDiversity,Equity,andInclusion,StateUniversityofNewYorkandFulbrightCanadaChair2015-2016GloriaLopez,anativeofBelize,providesguidanceonaffirmativeactionmatterstothe64StateUniversityofNewYorkcampuses.Sheispassionateaboutsocialjusticeandhumanrightsandunderstandstheimportanceoffosteringrelationshipswithpeoplefromdifferentbackgrounds.AsamemberoftheNYSAdvisoryCommitteetotheU.S.CommissiononCivilRights,shewasakeydrafterofapaperpublishedbytheCommissionthatidentifiedsystemicbarrierstominorityparticipationinfederallyassistedhousingprograms.AsFulbrightChair,herresearchinvolvestheeffectsofinternationalbordersonIndigenouspeople,findingsuitableresolutions,andprovidingadvocacyfortheheritage,rights,andpracticesofIndigenouspeoplesasafundamentalprotection.ForIndigenouspeoplesdividedbyinternationalborders,immigrationlegislationandenforcementposemanyhardships.Whileexploringfundamentalhuman/constitutionalrightsandpractices,herprojectwillassessdenialorobstructionofrightsanddemocracyinlightofconstitutionaltheory,politics,andthroughhistoricalincidents,law,treaties,andfact;andthewaythesehavechangedovertime.Ms.DebraJ.Parrish,President,KeweenawBayOjibwaCommunityCollege(KBOCC)DebraJ.ParrishisanenrolledmemberoftheKeweenawBayIndianCommunity(KBIC),locatedontheL’AnseIndianReservationinBaragaCounty,Michigan.ParrishearnedanAssociateinBusinessandaBachelorofFineArtsdegreefromNorthernMichiganUniversity.ParrishhasbeenemployedbytheKeweenawBayIndianCommunityforoverfortyyearsandisaformerTribalCouncilmemberofthegoverningboard.Shewastheinitiatorofreopeningthecollegein1998,hasbeeninstrumentalinthetremendousgrowthoftheinstitution,andhasservedasPresidentforthepastseventeenyears.ShecurrentlyservesontheBoardofDirectorsfortheAmericanIndianHigherEducationConsortiumandwasrecentlynominatedtotheBoardofDirectorsfortheAmericanIndianCollegeFund.Shebelieveseducationandculturalpreservationisvitalforfuturegenerationsandthatmaintainingasupportivecampusenvironmentisimperativeforstudentsuccess.

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Dr.MelodyBurkins,AssociateDirectorforPrograms&Research,TheJohnSloanDickeyCenterforInternationalUnderstanding;AdjunctProfessor,EnvironmentalStudiesProgram,DartmouthCollegeDr.MelodyBrownBurkinsistheAssociateDirectoroftheJohnSloanDickeyCenterforInternationalUnderstandingandAdjunctProfessorofEnvironmentalStudiesatDartmouthCollege.Anearthandecosystemsscientistwithover20yearsofexperienceinacademiaandgovernment,sheisanadvocateforpolicy-engagedscholarshipandisdevelopingprogramsinsciencepolicyanddiplomacy,aswellasgenderequityandrepresentation.BurkinsservesasamemberoftheNationalAcademies’BoardonInternationalScientificOrganizations(BISO)andisChairoftheU.S.NationalCommitteefortheInternationalUnionofGeologicalSciences(USNC-IUGS).PriortoherworkatDartmouth,sheservedastheenergyandenvironmentpolicyadvisortoU.S.SenatorPatrickLeahyinWashington,DC,andinadiversityofmanagementandleadershiprolesattheUniversityofVermontadvancingstrategicinitiativesinSTEM,environmentalmonitoring,economicdevelopment,supercomputing,and“transdisciplinary"researchinitiativeswithstate,national,andinternationalpartners.BurkinsearnedherMSandPhDinearthandecosystemsciencesatDartmouthCollegeandherundergraduatedegree(BS,geology)fromYaleUniversity.