Indigenous Education Transitions: Enhancing Aboriginal Student Services

1. Aboriginal TransitionsResearch Project 6th International Conference on Indigenous Education December 21, 2010

2. Background • Collaborative Research partnership • Indigenous Adult and Higher Learning Association (IAHLA) and member institutes • Office of Indigenous Affairs and • Office of Community-based Research • Funded by the Ministry of Advanced Education and Labour Market Development

3. Project Steering Committee • Fran Hunt-Jinnouchi - Director, Office of Indigenous Affairs, UVic • Joe Elliott – Chemainus Native College • Jan Green – a-m'aa-sip, Nuu-chah-nulth Employment and Training Program • Karen Bailey-Romanko - Director of Post-Secondary Education & Training, IAHLA • Kerry Jothen - Project Consultant, President, Human Capital Strategies • Dr. Budd Hall & Dr. John Lutz – Director and Interim Director, Office of Community Based Research, UVic • Dr. Chris Lalonde - Co-Principal Investigator, LENONET Project, UVic

4. Thank you to IAHLA Institute Partners! • Nicola Valley Institute of Technology Verna Billy-Minnabarriet • Saanich Adult Education Centre Kendra Underwood • Heiltsuk College Pauline Waterfall • En’owkin CentreLauren Terbasket • Native Education College Daniel Hill • Chemainus Native College Joe Elliott • Cariboo Chilcotin Weekend University Cindy Charleyboy • Gitksan Wet’suwet’en Education Society Tracey Woods

5. Overview This community-based research project: • Articulates the role that Aboriginal-controlled institutes play in the provision of: • culturally distinct programming • bridging and preparing Aboriginal Students to make the transition to other public post-secondary institutes • Provides recommendations about how to enhance education services for Aboriginal students in transition

6. Pauline Hilistis Waterfall Heiltsuk College, IAHLA Partner

7. IAHLA Institute Research Partners

8. Research Ethics & Methodology • Approval in Principle for Ethics Application • Community engagement • Collaborative development of research questions and research methodology • Hiring and training of research assistants • Identified community stakeholders that should be interviewed

9. Pauline Hilistis Waterfall, Heiltsuk College

10. Focus Group & InterviewParticipants • 178 people interviewed • 7 IAHLA institutes • 4 public post-secondary institutions • Elders, current students, former students, administrators, instructors, counselors, community stakeholders

11. Success Factors Key themes • Aboriginal Epistemology and Ontology • Reconnect and strengthen cultural teachings & self-identity • Aboriginal instructors, mentors, peers • Student-paced learning environment in smaller classes • Having a strong foundation assists in “culture shock” when transitioning to Public Post-Secondary

12. Pauline Hilistis Waterfall, Heiltsuk College

13. Success Factors (continued) • Wisdom of the Elders • Role as guides for students who walk in two worlds • Vital role in language, cultural teachings, identity

14. Success Factors(continued) • Academic Preparedness (Tutoring and advising) • Completion of 1st and 2nd year programs act as “stepping stone” • Community-based Education • Support systems readily available • Knowledge of Aboriginal Support Services at PPS • Access to Aboriginal Spaces for peer support, emotional, cultural, social and academic support • Space to celebrate successes • Post-secondary preparation course • Six week course – budget, banking, transportation, basic life skills and independent living

15. Barriers to Transition • Career & Employment Counseling • Limited Authentic Institutional Partnerships • Lack of Financial Support for Long-Term Planning • Housing, homelessness, nutrition, childcare and transportation

16. Pilot Projects ~ Year 2 • Reciprocal Orientation • Aboriginal Student Transition Handbook • Transformative Indigenous Learning Strategies

17. Pilot Projects Reciprocal Orientation and Partnership • Chemainus Native College & Vancouver Island University • Cariboo Chilcotin Weekend University, UNBC and Thompson Rivers University • En’owkin Centre & NVIT • Exchange of personnel, job shadowing, orientation, community engagement and development of long term strategic plans

18. Pilot Projects continued Aboriginal Transition Student Handbook • Building upon the work already completed by NVIT and Heiltsuk College • Handbook for students and resource for instructors • Serves as a template for 6-week transition preparation course

19. Pilot Project continued Transformative Indigenous Learning Strategies • Saanich Adult Education Centre • Master-Apprentice SENCOTEN language program • Elders as instructors • Heiltsuk College • Focus group with students preparing to transition (academic preparedness and career counselling) • Mentored by former students

20. Menetiye, Master Apprentice ProgramSaanich Adult Education Centre

21. Knowledge Dissemination • Forum in Vancouver, November 3 & 4, 2010 • Attended by 80 representatives from community, IAHLA institutes, public post-secondary institutions • Roundtable, November 17, 2010 • IAHLA Board Members, PPSI Aboriginal Support Services, Senior government, PPSI presidents

22. Jeannette ArmstrongEn’owkin Centre

23. Don Avison

24. Links • IAHLA • www.fnesc.ca/iahla/ • Office of Indigenous Affairs, UVic • www.uvic.ca/inaf/ • Office of Community Based Research, UVic • www.uvic.ca/ocbr/ • Undergrad to Graduate Transitions (Dr. Jo-Ann Archibald, UBC) • www.aboriginaltransitions.ca

25. Links and contact information: Sarah Cormode Aboriginal Transitions Research Project Project Coordinator cormode@uvic.ca 250.853.3730