Welcome to the Office of Indigenous Affairs

INAF Programs & Services

INAF Programs & Services

The Office of Indigenous Affairs offers a wide variety of programs and services, that are ever growing and developing according to student needs and available funding (a big thanks to the 4-year Aboriginal Service Plan initiative for allowing INAF the opportunity to offer so many of these pilot projects).

All INAF programs, services and activities are designed to address and nurture the key foundations of Indigenous student success: ACCESS, RETENTION, TRANSITION and COMPLETION.

 

Aboriginal Service Plan

The Aboriginal Service Plan (ASP) initiative is intended to increase Aboriginal learners' access, participation and success in the post-secondary education (PSE) system by increasing the receptivity and relevance of post-secondary institutions and programs for Aboriginal learners, and by supporting partnerships between post-secondary institutions and Aboriginal communities. ASPs outline goals for Aboriginal learners in terms of access, participation, and success, as well as the specific actions required to meet these goals. The ASP initiative included a 15 million funding committment over three years (2007-2010), and was part of the larger Aboriginal Post-Secondary Education and Training Strategy (2007 Strategy) announced in 2007.

Download INAF ASP Year 1 Report | Year 1 Appendices

Download INAF ASP Year 2 Report | Year 2 Appendices 1 | 2 | 3 | 4

The ASP initiative was intended to be a pilot , to be assessed upon completion. The Ministry of Advanced Education and Labour Market Development (the Ministry) is conducting an evaluation of the 2007 strategy, including the ASPs. The evaluation will be used to inform a renewed policy framework for Aboriginal post-secondary education, to be implemented in the next fiscal year.

Creating a Caring Community

The Creating a Caring Community (CCC) program was created to support Indigenous students in achieving success while in a post secondary environment-by addressing the foundational elements of access, transition, retention and completion. While a student's time at University requires a strong focus on academics, through CCC program activities, we also aim to provide students with a more holistic, balanced experience by nurturing the cultural, social and physical aspects of their journey at UVic. Feeling like part of a community, and having connections within it, is fundamental to success, and CCC includes six main monthly activities to connect them that include: New to UVic & Exit Strategies workshops; the TD Indigenous Student Career Transitions program; CCC Monthly Theme Activity; Community Kitchen; Craft & Culture Night; and Talking Circles.

New to UVic

New to UVic is aimed at new Indigenous UVic students, and was designed to help improve study skills, uphold motivation and provide tools for dealing with the stresses of university life. Bi-monthly topics included: Making & Using Notes, Reading Strategies, Exam Preparation, Write Papers/ Navigate the Library, Staying Motivated, and Reducing Anxiety/Stress.

Exit Strategies

Exit Strategies aims to support and prepare students to make the transition from post-secondary education to the workforce, and was developed in collaboration with the Nuu-chah-nulth Tribal Council and community. The main focus is to help students identify support networks and pursue career opportunities that reflect their interests, aptitudes and culture. Bi-monthly topics included: Orientation, Budgeting for Students, Effective Workplace Communication, Assessing Transferrable Skills, Career Conversations: Nuu-chah-nulth Alumni, Résumé Building, and Portfolio Building.

TD Indigenous Student Career Transitions Project

This program, sponsored by TD Bank, is designed to help fourth year, and graduate students, gain direct "on the job" skills while pursuing their educational goals. Students will work towards mentoring and/or job shadowing and professional development skills such as resume writing and interview techniques, working with a job coach, and preparing for graduate studies. As a key requirement of the program, students are expected to give back to the community either by facilitating workshops, or organizing a community event.

Financial awards will be given to students for various levels of participation, including the following program components: 1. Mentoring: a minimum of 20 - 25 hours 2. Job Shadowing: a minimum of 5 days (25-35 hours) 3. Reciprocal Learning and Giving Back: volunteer your time to give back to your community or extended community. This may take the form of organizing a community event, hosting a workshop(s), utilizing your skills to help your community is some way

Students will have an opportunity to participate in the following:

• Orientation/Career Workshops, Graduate Studies Preparation, Professional Portfolio Development, Entrepreneurship

Based on which career options are chosen, students will receive up to $2000 in awards. The third cycle of this program, June to December 2010, has brought the total participants to 35.

CCC Monthly-theme Activity

In consultation with Counselling Services and with Indigenous students, we came up with unique themes to address each month of the school year, with workshops geared towards supporting each student in their introduction to life at University. From New Beginnings in September, with workshops addressing culture-shock and transitions, to December's Reconnecting, and April's Awakening, the monthly workshops aimed to address the special needs and unique struggles of students throughout the school year.

Community Kitchen

Geared toward highlighting the importance of nutrition, and to address the reality of under-nourished university students, often living in poverty, the Community Kitchen program creates a monthly opportunity for Indigenous students to help plan and prepare healthy meals that can later be taken home to be enjoyed over the next week. 15 of the 48 total participants were also given the opportunity to take-part in a Foodsafe course, to complement their food preparation and their resumés. See more

Craft & Culture Night

Bringing students and families together, Craft & Culture Nights create an opportunity for learning the art of traditional crafts, as well as related cultural teachings. Held every second Wednesday, the Cultural Protocol Liaison teaches Cedar Weaving, and also brings in an Elder skilled in working with wool, in order to teach Cowichan knitting. Over 140 participants attended throughout the 2009/2010 school year, and it has become an opportunity for whole families to connect to local island culture on a powerful artistic and community level. See upcoming dates

Talking Circles

Focused on creating opportunities for Elders to become fundamental sources of support and guidance for Indigenous students, every week a Talking Circle is led by a local Elder and gives students a chance to take part in an open, honest dialogue about their struggles in the post-secondary environment, and receive feedback from both the Elder involved and their peers. Over 300 Indigenous students and staff took part throughout the 2009/2010 school year, making Talking Circles a vital building block in the very foundation of Indigenous student support at UVic. See Timetable

Elders' Voices

Within Indigenous communities Elders hold a place of great honour. They are considered to be the foundation of the community and the glue that keeps the community together. They are the "history books" tasked as keepers of the sacred stories, songs, language, culture and traditions.

Elders in Residence

In September of 2009, based on suggestion from students, Elders' Voices and the Office of Indigenous affairs launched an Elder-in-Residence program. Every Tuesday, Thursday and Friday, from 10-3 pm an Elder is available to answer questions, offer support, conduct ceremony or just to listen. Learn more

Week of Welcome

Happening the last week of September every year, INAF creates a timetable of welcoming and orientation activities. Welcome feasts, open houses, Elders' Teas, academic advising, faculty and student panels and social interaction with the Indigenous UVic community is the focus for this annual event.

Math Tutor

Available November 1-December 8, 2010 (Winter semester TBA), Catherine Atkinson will provide tutoring for Indigenous students on Mondays: 1:00-4:00, and Wednesdays: 9:00-12:00, in the INAF boardroom. Students can book appointments (drop-ins welcome, but appointments will be given priority) by contacting Catherine at splashcat2010@yahoo.ca. Please bring all relevant materials with you (ie. worksheets, notes, exams, etc.). Questions? Contact Lianne at inafasp@uvic.ca.

Academic Writing Tutor

Angelique Lalonde, a Métis PhD candidate in Anthropology is available to assist Indigenous students (undergrads to PhD) with paper and/or proposal writing, developing outlines, editing, and presentations. Indigenous students in need of this support are encouraged to drop-in and see her at the Office of Indigenous Affairs' General Offices in the First Peoples House (Boardroom). Tuesdays 8:30-12:00 & Thursdays1:00-4:30

Walk/Run Club

Every Tuesday & Thursday (Fall 2010) at 4:30-5:30 PM. As part of the Honour Your Health Challenge to train for the Sun Run. Meet at the First Peoples House, bring water and dress for the weather!

Yoga

Drop-in Yoga for Indigenous students, every Friday (Fall 2010) at noon in the Ceremonial Hall. Led by Angela from the Indigenous Governance staff.

Thank you to Lululemon for donating yoga mats!

Anthany Dawson Justice Award

Anthany James Dawson was born September 21, 1969 and tragically lost his life while in police custody on August 13, 1999. He was an accomplished Kwakwaka'wakw artist and his passion for life was evident in his artwork. Anthany believed that everyone deserved a fair chance in life, and was willing to help people in any way that he could.

"The Office of Indigenous Affairs is honoured to present this very special award, in memory of a life tragically lost, but whose memory will live on to inspire and support Indigenous students in pursuing justice-related studies and to make change to the system for decades to come. May the spirit of Anthany's compassion and creativity continue to live on in the work and studies of the recipients of this award."  -Kerissa Dickie, INAF Communications & Outreach

Dean's Award for Indigenous Graduate Students

The Faculty of Graduate Studies' Dean's Award for Indigenous Graduate Students is an award to recognize and support academic excellence. The Office of Indigenous Affairs and the Faculty of Graduate Studies have collaborated in the development of these awards for Indigenous students: One (1) award of $6,000 for a Master's level & Two (2) awards of $6,000 each for Doctoral level. Payments will be awarded to recipients on a monthly basis, from September to August.

Office of Indigenous Affairs' Camosun to UVic Transition Award

Available to Aboriginal Camosun College students in an Indigenous-focused program, who are accepted and transferring to UVic. Application for award requires the student to include a 500-700 word essay describing how the work that results from their education will make a difference to their own growth, and for the well-being of their family and community. For more info, please contact Suzanne Bate, Aboriginal Advisor at Camosun College, at (250) 370-3659 or e-mail bate@camosun.bc.ca.

Indigenous Alumni Gathering

This gathering is an opportunity for Indigenous alumni to reconnect with each other and with the University. A meet & greet with Indigenous-related programs and departments gives alumni a chance to learn about new programs available at UVic, and an alumni panel and riveting Keynote speakers make it an inspiring day of interaction.

Aboriginal Transitions Research Project (ATRP)

A research project that focuses on identifying the barriers and success factors as students transition from IAHLA institutes to post-secondary education. The three projects and pilots for 2010/2011 are:

The next Open Forum with be held in Vancouver on November 3 & 4, 2010.

Please contact the ATRP Project Coordinator, Sarah Cormode, with any questions at cormode@uvic.ca.

Indigenous Graduate Student Symposium

This symposium is an opportunity for selected Indigenous graduate students to present their research in an open and encouraging gathering of students, faculty and staff, with an inspiring keynote speaker to open the event. Thanks to the Virtual Learning Lodge and the department of Client Technologies (UVic), we are able to stream these presentations live so students' family and community can watch.

Successful Student Transitions Forum

This forum is a result of the partnership between the Office of Indigenous Affairs (INAF), the Indigenous Adult Higher Learning Association (IAHLA), and the Nicola Valley Institute of Technology (NVIT). The purpose is to provide Indigenous adult learners with an educational experience that extends beyond typical career fairs. It is designed to be a more holistic experience that prepares students for transitioning into post-secondary institutions.

The 2nd-Annual Successful Student Transitions Forum was hosted by UVic and the Saanich Adult Education Centre on March 23 & 24, 2010. The forum had many highlights, including a keynote address by Dr. Evan Tlesla Adams II, who is best known for his role as Thomas Builds-a-fire in the film Smoke Signals, and by Sto:lo Hip-hop musician Inez. The two celebrities captivated the students with very honest, humorous, and heartfelt recollections of their life experiences, personal journeys and educational transitions. Adams, an actor and a doctor, and Inez, a singer and a nurse, epitomized possibility and opportunity.

Other highlights included the participation of Elders from UVic's Elders' Voices and from NVIT. They were a touchstone throughout the event. Like Evan Adams and Inez, their honesty and life experiences greatly impacted the students.

The next forum will be hosted by NVIT in Burnaby, BC, in 2011.

Indigenous Recognition Ceremony

Twice annually, in June and November, the Office of Indigenous Affairs organizes a special recognition ceremony for Indigenous UVic graduates, involving traditional Coast Salish ceremony and protocol. Graduates's family are welcome to attend, and enjoy a feast in celebration! For more info, or to request participation in the next ceremony, please contact Veronica Lefebvre at (250) 472-4913 or inafadm@uvic.ca. Fall  2010 ceremony: Nov. 10

Coast Salish Feast Nights

Please contact Deb George at inafev@uvic.ca or (250) 472-4106 for more info and upcoming schedule! (next feast: November 18, 2010)

First Nations Renewable Energy Symposium

Hosted by INAF and the T'sou-ke First Nation, the 1st-Annual First Nations Renewable Energy Symposium took place on June 25, 2010. Successful First Nations renewable energy projects were showcased, along with renewable energy policies and programs. A poster session containing student research was displayed, and the T'sou-ke First Nation showcased their successful solar project with a presentation by Chief Gordon Planes and a tour of their solar installation.

Métis Knowledge Keeper Series

An annual two-day forum to share the teachings and perspectives on Métis identity, language, culture and history. Co-sponsored by the Métis Nation of BC (MNBC). For more information please contact Victoria Pruden of the MNBC at vpruden@mnbc.ca or (250) 208-4937.

Indigenous Co-op Forum

The purpose and intent of this forum is to provide information on CO-OP Education, targeting Indigenous students, faculty and staff, as well as local communities and organizations. CO-OP is an educational model that allows students to alternate their academic studies with paid relevant work experience in their field of study.

Aboriginal Traditional Food Conference

A conference aimed at increasing awareness of Traditional Food consumption and benefits. For more information please contact Sarah Cormode at cormode@uvic.ca.

Indigenous Mini-University Summer Camp

The annual Indigenous Mini-University Summer Camp, a dawn-til-dusk orientation to university life, allows outstanding Indigenous students (selected from applicants across BC) the opportunity to explore campus, take part in workshops and academic presentations, and experience the culturally diverse community of Victoria. This camp, which takes place in July, is planned with strong consideration on a balance between academic, social, cultural and physical activities. A wide variety of UVic faculties take part, with activities showcasing a great diversity of disciplines, from Indigenous Education to Medicine to Visual Arts.

See past application form (next application cycle begins in April 2011)

Indigenous Adult Orientation

The Indigenous Adult Orientation (IAO) was developed to help ease the transition from community-based adult education centers to post-secondary institutions for Indigenous adult students. This transition can be especially complex for students who juggle employment, family and community responsibilities, and/or for those who have not spend much time away from their home communities and their social support networks. The INAF staff, recognizing these and other struggles that many adults are faced with, have designed an orientation program that aims to inspire these learners to pursue higher education by demonstrating that it is possible to balance culture, identity and academics while building a supportive community within a public institution.

Deer Island Experiential Leadership Camp

A camp geared to connect urban Aboriginal youth with the land and water through a combination of traditional and academic approaches. In partnership with North Island partners and the Victoria Native Friendship Centre. Happens annually in August.

Science, Technology, Engineering, and Math (STEM) Program

Goal: Expand delivery of Science, Technology, Engineering, and Math (STEM) Outreach with current partners and increased retention/success of Aboriginal students in science, technology, engineering and math subjects

Community Partners: Tsawout, Songhees, T'Souke, Lau-Wel-new Tribal School, Tseycum, and Victoria Native Friendship Centre.

 

 

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UVic Academic Programs

(NOT facilitated by INAF)

 

In addition to the programs listed below, many UVic courses have Indigenous content or focus. Please refer to the calendar for detailed course information at www.uvic.ca/calendar

 

UNDERGRADUATE PROGRAM

Indigenous specialization (School of Social Work) Phone: 250-721-7961 Email: jgillie@uvic.ca Web: www.uvic.ca/nurs and www.caen.ca

GRADUATE PROGRAMS

CERTIFICATE AND DIPLOMA PROGRAMS

 

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Indigenous programs soar at University of Victoria

By Hans Tammemagi, Today correspondent

Story Published: Sep 5, 2010

Eleven drummers beat furiously on a large drum as they chanted a song of welcome. Elegantly carved eagles, orcas (killer whales), frogs and bears looked down from eight posts around the edge of the large room. An overflow crowd filled the ceremonial hall of the First Peoples House, a stunning new building that establishes a powerful aboriginal presence in the heart of the University of Victoria campus in British Columbia.

Designed in the shape of a traditional long house, the First Peoples House is a source of pride and a focal point for Native students and staff. It is a sign of the University of Victoria's progressive approach - the most advanced in Canada - to fostering indigenous programs and encouraging Native students, indigenous teaching and research.

History Professor Taiaiake Alfred, Mohawk First Nation, said enormous progress has been made since 1996 when he was hired as the first full-time Native faculty. Shortly after, Professor John Borrows was hired in the Faculty of Law. "We both worked hard to promote indigenous programs. He strived inside the system, and I acted like an activist," Alfred said.

"In 1997, I told the university's vice president that this has to be a place where Natives can be Natives, otherwise I'm leaving."

Having tenured indigenous staff makes a huge difference, he explained. Thinking and acting outside the structure of university hierarchy has also contributed. For example, Indigenous Governance was established as an independent group, which trains leaders from an indigenous viewpoint and philosophy with the understanding that they will work in Native communities.

Recently a "caucus" of all permanent indigenous staff was established and, although unofficial, has begun to have significant political leverage. By about 2000, a critical mass was reached, and that has grown so today there are 17 full-time Native staff and about 30 part-time or sessional staff.

The enrollment of Native students is a good measure of the University of Victoria's success. A decade ago, there were 72 indigenous students. Today, there are approximately 750, of which 100 are in post-graduate programs.

Office of Indigenous Affairs

The Office of Indigenous Affairs is the primary organization responsible for coordinating programs and ensuring indigenous students find a warm, supportive and welcoming atmosphere. It is located in the First Peoples House, which is also home to many essential services.

Many indigenous students find it difficult to leave their communities and support networks. To alleviate that feeling of separation, Native students can attend the indigenous student mini-university summer camp, which provides a one-week taste of life at the university. Once university starts, there is an Indigenous Week of Welcome to break the ice and make friends. The faculties have indigenous advisors and coordinators to help Native students understand how university works and to suggest classes that best suit their interests.

An Indigenous Student Handbook, which contains practical information, is distributed to students. Elders' Voices is a special program led by elders from several nations. This honored group helps lead ceremony, protocol and celebration for students, and four of the elders take part in the Elders in Residence program in which they provide support and guidance for students in need. The popularity of this program has exceeded expectations.

Other programs and extracurricular activities, which are usually held at the First Peoples House, include drumming, crafts, talking circles, feast nights and a speaker series. There is also a Native Counselling Centre for those who are finding the transition to university difficult.

Margaret Briere, Sechelt First Nation, who is completing her first year in Child & Youth Care, said, "The First Peoples House is like being at home, even though I'm away from home."

Roger Smith, Haida First Nation, who just finished his third year in political science with an indigenous minor said, "The First Peoples House has made an enormous difference. Many of us come from rural communities and find life in a big city difficult. I've found the Elders in Residence program and the counselling helpful, and I really enjoy the welcome-back and end-of-year feasts."

The Office of Indigenous Affairs also organizes numerous forums and symposiums, such as the First Nations Renewable Energy Symposium, the Successful Transitions Education Forum and the Traditional Foods Conference.

"There is considerable involvement with the aboriginal community outside the university, which is rewarding and means we are not in ivory-tower isolation," said Fran Hunt-Jinnouchi, Kwagiulth and Gusgimukw First Nations, director of the office. "I'm very proud of our indigenous programs."

First Peoples House

The First Peoples House, which is located in the geographic center of campus, opened its doors in August 2009. The building is both traditional and modern - with one foot in the past and one in the future. It is a reflection of a Coast Salish longhouse and is aligned with the cardinal points with the entrance facing east.

In addition to the ceremonial hall, the house offers classrooms, offices, a carving tent, a reading room and a study area. The building is environmentally sustainable and is expected to gain gold status under the LEED program (Leadership in Energy and Environmental Design). It features a planted roof with wildflowers, a storm retention pond, displacement ventilation and waterless toilets. One of the only wood structures on campus, it was designed by architect Alfred Waugh, who is part Chipewyan.

Aboriginal artwork is an integral component of the House. Two welcome posts in cedar depicting a traditional Coast Salish man with child and a mother with baby enhance the entrance. Large entry doors display killer whales, symbols of power. Eight tall colorful panels decorate the walls of the ceremonial hall. Indigenous paintings hang on walls throughout the building, and outside the sculpture of a giant whale tail emerges from the pond.

Undergraduate Programs

Professor Christine O'Bonsawin, Abenaki First Nation and director of Indigenous Studies, came to the University of Victoria because, "I was completely blown away by the strong indigenous presence here." She said about 30 undergraduate courses with significant indigenous content are offered, and the number continues to grow. Many of the courses are in education, social work and nursing.

The Faculty of Law is recognized as a Canadian leader in indigenous legal education. "We are indigenizing the curriculum, so that Native culture and history is presented to all students."

As students near graduation, they can participate in an Indigenous Student Career Transition program, where they receive advice on job hunting, interviews, preparing resumes and ways of re-integrating and giving back to their communities. Post-graduate Studies and Research Several faculties offer post-graduate studies and conduct research. About 15 courses with significant indigenous content are offered at the post-graduate level. Research is conducted in a wide range of indigenous topics, including ethnobotany, health, governance, and preservation and revitalization of language.

The Centre for Aboriginal Health Research was created in 2008 and is dedicated to promoting and engaging in health research in partnership with aboriginal peoples to improve their health. The "School" of Indigenous Governance plays an important role.

Professor Jeff Corntassel, Cherokee Nation and the acting head, said he was drawn here because no other group in the world has such a commitment and vision to helping indigenous people regain a proper place in society. There are 37 post-graduate students and entry is very competitive. "Our standards are high, and our courses are like a boot-camp in decolonization."