Aboriginal Student Achievement Model: Principles and Goals

1. The University of SaskatchewanAboriginal Student Achievement ModelDave Hannah – AVP, Student & Enrolment ServicesTom Steele, Associate Dean, College of Arts & Science

2. Goals: - To teach students habits for academic success - To provide opportunities for students to explore and set goals Goals: - To develop appropriate transition programming - To increase participation in transition programming Engagement In Learning Effective Transition Goals: - To ensure appropriate support exists - To develop students’ knowledge of and ability and willingness to access support • Goals: • To foster academic integration • To foster social integration Access to Support Sense of Belonging Aboriginal Student Achievement Model: Principles and Goals

3. Four Guiding Principles of the Model The Aboriginal Student Achievement Model has four (4) guiding principles: A) Engagement in learning B) Effective transition C) Access to support D) Sense of belonging From these principles emerge eight (8) goals.

4. Principle A: Engagement in Learning Students are excited and willing learners, have positive academic habits, have the academic skills and preparation, and see the relevance of their learning. The goals related to this principle are: 1) Help students learn the habits required for success (attending class, meeting deadlines, completing assignments, consulting with professors, utilizing academic supports, managing time, balancing priorities); and 2) Provide opportunities for students to explore and set academic, personal, and career goals that clarify the relevance of their learning to their future.

5. Principle B: Effective Transition Effective transition programming helps students adjust to university life in all of its aspects, and for Aboriginal students, it must meet their particular needs. To foster this participation, the goals are: • 3) To develop transition programming that addresses the particular needs of Aboriginal students (requires campus partners);and • 4)To increase Aboriginal student participation in transition programming.

6. Principle C: Access to Support Students require a support system that allows them to concentrate on their studies. To foster access to supports, the goals are: 5) To ensure appropriate supports exist that address the whole person and acknowledge unique aspects of the Aboriginal student experience; and 6) To develop Aboriginal students’ knowledge of and their ability and willingness to access these supports.

7. Principle D: Sense of Belonging Includes feeling a “fit” with the learning environment, the social environment, and the cultural environment. To create this sense of belonging, there are 2 overarching goals: 7) To achieve academic integration of Aboriginal studentsso students feel connected to their professors and the curriculum and see diverse academic paths and career goals as open to them; and 8) To achieve social integrationof Aboriginal students so students feel connected to their classmates and to others who share their interests, see their culture and experience reflected in campus life, and feel part of a campus community.

8. Some Key Components:Bringing the Model to Life • MOUs between University and funding agencies • Agreement that each party will cooperate in the development and coordination of activities and in information-sharing to support Aboriginal students at the U of S. • Aboriginal Recruitment Strategy • Focused recruitment of Aboriginal students who are well-prepared to attend the U of S, includes collaborative promotional materials; development of Aboriginal focused e-recruitment activities; targeted outreach to Aboriginal-focused communities, schools and events; and hiring of Aboriginal students to support communications and outreach activities. • Aboriginal Space on CampusNew, high quality & high profile dedicated space in the core of the campus • Dedicated office space for staff • Student programming space (Elder’s service, life skills coaching, career counseling, etc.) • Student advising space • Meeting & event space (e.g. guest speakers, workshops, orientation activities, receptions, and info sessions for prospective students/community groups) • Space for Aboriginal students to gather and study between classes • Computers with internet access for student use

9. Aboriginal Student Advisor • Student intake and recruitment • Registration processes • Transition and funding advising • Personal advising and referral to academic advising, personal supports • Monitoring student attendance • Working collaboratively with College of Arts & Science & other internal stakeholders • Communicating with funding agencies/post-secondary counselors (weekly contact with ~ 25 / 73 bands) • Preparing reports on student performance for stakeholders 5. Life Skills CoachingPersonal life skills coaching • One-on-one, informal sessions • Identifying personal barriers to success • Developing a proactive approach to resolving personal issues • Referrals to appropriate community resources Group Facilitation & Workshops • Based upon student needs • Requires a level of trust between facilitator & student

10. Elder Services • one male and one female • soup and bannock lunch once a week • traditional seasonal feasts • pipe ceremonies • weekly sweats • moon ceremonies • women’s healing circle • culture camp for families in thesummer • PowWow • need to celebrate in culturally responsive ways 2008, the U of S Powwow had in attendance: • 10 adult drum groups (including host drum) • 3 youth drum groups • 247 dancers • Added a a career component which attracted 30 institutions, career, and employment organizations • 707 school children (grades K-8 came from 14 schools) participated as spectators and/or dancers/drummers • 272 students from 11 high schools attended