91��ɫ

Why

While it is unlikely that all faculties will be able to hire Indigenous professors, this cannot be a barrier to including Indigenous epistemological and ontological knowledge and methodological approaches within their curriculums. Therefore, 91��ɫ encourages all teaching programs on campus to consider introducing Indigenous principles specific to their disciplines, because they have the potential to effectively support student learning while also promoting innovation through new forms of knowledge production. 

For instance, the Faculty of Engineering could work with Indigenous knowledge holders to develop curriculum around the principles of canoe and kayak construction or around the issues of water conservation, management and protection by working with knowledge holders who carry the teachings related to water. The Department of Geography, Environment and Geomatics’ expertise in climate change could be strengthened by the introduction of traditional knowledge around hydrology, changes in plant life and animal behaviours. Curriculums will be supportive of generative practice. Additionally, support should be provided to those professors, departments and faculties interested in curriculum revitalization and transformation in this fashion.

This dual strategy will engage Indigenous students more effectively and increase enrolment at 91��ɫ.

When 

Short term

How 

Ensuring that there are appropriate support people in various sectors of the campus, such as the Indigenous community engagement officer at Mashkawazìwogamig (position already filled) who can assist with building the appropriate community connections faculty members need to pursue new research programs.

Additional support is required in the form of an Indigenous curriculum specialist within the TLSS to assist faculty members.

This additionally requires the creation of a place within the University where there is a critical mass of Indigenous scholars who can bring in Indigenous intellectual traditions, to rethink existing fields, disciplines and approaches across campus (see hoop 2.2 and 2.3). It is not feasible for each program or faculty to develop this capacity on its own.

There are also specific goals/targets that each faculty should meet to make this happen:

• Each faculty should commit to seconding one or more of its professors to be trained as academic Indigenization leads.
• Each faculty should establish a committee on academic Indigenization that will work with the Indigenous Affairs office and the academic Indigenization leads.
• Training should be coordinated by the Indigenous Affairs office and the renewed Institute of Indigenous Research and Studies.

Cost 

Hire, at a minimum, one Indigenous curriculum specialist within the TLSS (with a goal to hire others as need arises).

Potential for creation of new course code(s) as curriculum is redesigned due to research directions and outcomes.

Who 

Provost | Deans | Vice-Provost, Academic Affairs | Vice-Deans

Update 

Significant strides have been made across several faculties to create courses and programming with Indigenous-specific content. These faculty-led initiatives demonstrate a sustainable model where academic units incorporate Indigenous content through their regular curriculum development processes. Sharing successful approaches across faculties can help extend these practices throughout the institution. 

Why 

To ensure we respond to the educational needs of Indigenous professionals in the Ottawa region.  

When 

Short to medium term  

How 

Develop modular stackable programs to enhance accessibility and attract Indigenous graduate students. Conduct a needs assessment with local professionals to identify priority areas for Indigenous-focused microprograms. Collaborate with Indigenous community partners and employers to co-develop curriculum and delivery models. Leverage existing course content and faculty expertise to efficiently build out offerings.  

Cost 

Labour  

Who 

Provost | Academic units 

Why

The program was created in 2004 at the behest of the Algonquin community with a view to making 91��ɫ a safer place for its young people and as such, it serves as the cornerstone of any 91��ɫ plans to Indigenize the campus.

Any Canadian university seeking to be a world-class centre for research innovation must have a strong Indigenous studies program because it is the intellectual space in which the exploration of traditional knowledge as a body of thought can be undertaken within the cultural contexts that created it, and not as a comparative form of study. Furthermore, for research and teaching to be truly thoughtful and innovative, it requires dedicated spaces where Indigenous scholars are pushing the boundaries of existing disciplines, identifying and questioning disciplinary practice, and remaking field after field. This must be done in our university.

When 

Short term to start, long-term commitment

How 

While preparing the paperwork to completely transform the program and its offerings by conceiving an Institute of Indigenous Research and Studies, the undergraduate EAS program underwent and is undergoing an external review. The external reviewers’ report supports the overall direction that the program is proposing—one centred on the hiring of a cohort of dedicated professors specializing in Indigenous studies and dedicated to Indigenous research methods and principles.

The revitalized institute and program can tap into the enormous potential in the National Capital Region by providing a professional master’s and a PhD program integrating Indigenous knowledge(s). Such programs will be of interest to people working in national Indigenous organizations and the federal government. Graduate-level programs build innovative research and the capacity that they build can help lead the academic Indigenization of 91��ɫ. Furthermore, the addition of graduate studies to EAS will service a region with no obvious competition; the nearest Indigenous studies graduate program is at Trent University, which offers collaborative graduate studies programming with Carleton. There are no stand-alone Indigenous studies graduate program in eastern Ontario.

The only viable alternative to re-creating EAS is to shut down the program altogether. This would be an unmitigated disaster in terms of our relations with the local Algonquin community, as well as other local Indigenous communities and organizations, one that would put at risk all of the University’s Indigenization efforts and its research with Indigenous communities.

Cost 

Currently the program relies on the teaching of three cross-appointed professors in geography, history and political studies (and two of those three have direct contractual obligations and responsibilities to the program), a research chair whose courses are cross-listed to the program, an instructor on a limited-term contract and a range of part-time professors. The program was allocated two new positions and hiring has taken place, with a Tier 2 CRC and regular faculty member in place January 1, 2020 and July 1, 2019 respectively. The Institute also received permission to hire two additional faculty members for 2020–21. While these hires are in the right direction, in and of themselves they are not enough to support the teaching needs of the undergraduate program, let alone build a graduate program. Indeed, the program needs to continue to grow if the University is to keep these new hires.

Additionally, new tenure-track faculty members are needed to support the teaching program and the development of the institute’s research mandate. As recommended by the external evaluators, this must also include a senior Indigenous scholar with the administrative experience to develop a graduate program and to support the research junior faculty in establishing their careers.

Funding for an Indigenous expert council to advise and support the department is required; their role will be to ensure the quality of the program in relation to community needs and inclusion of traditional knowledge.

Support the establishment of a visiting scholar program, which will require space allocation and IT support but no other financial commitments.

A fellowship located at the Institute for Indigenous PhD candidates who are in the last years of completing their dissertation would give 91��ɫ an edge in recruiting new faculty (see hoop 1.2 and hoop 2.4.1).

Who 

Provost | Dean of Arts (primary) | Other deans (secondary)

Update 

The revitalization of the Institute of Indigenous Research and Studies (IIRS) has proven to be both essential and complex. The Institute has made notable progress in faculty hiring, which has strengthened its academic capacity.  

The Institute continues to evolve its approach to fulfill its foundational mandate of serving Indigenous students and communities through research, teaching, and community-based collaboration. Moving forward, strategic coordination between the IIRS and Faculty of Arts can help maximize resources and identify collaborative opportunities to further the Institute’s mission. 

Why

To prioritize and elevate Algonquin perspectives, knowledge, and aspirations within academic discourse, considering 91��ɫ’s location on Algonquin territory.  

When 

Medium term  

How 

Explore fundraising and grant opportunities to secure funding for an Algonquin Research Chair position hosted by the Institute of Indigenous Research and Studies. Engage in consultation with Algonquin communities to co-develop the role and research agenda.  

Cost 

Research chair and professor salary  

Who 

Institute of Indigenous Research and Studies | Provost | OIA 

Why

Undergraduate students have been asking for more experiential learning and research opportunities in, with, and for Indigenous communities. At this time, there are some opportunities available because of connections made by individual faculty members and their funded research programs, but there are a few course-based experiential learning opportunities. It is possible to create these types of courses through Indigenous Studies in particular, but also in the faculties of Education and Law, and the Social Work program, for example. Experiential, including (but not limited to) land-based courses, can provide students with immersion experiences in language and community history and politics. If properly done, they will strengthen the University’s relationships with Indigenous communities and increase possibilities for collaborations and research. Initial progress has been made towards expanding experiential learning opportunities that engage students with Indigenous communities, knowledge systems, and land-based practices. Ongoing collaboration with Career Development and Experiential Learning has established promising foundations.

When 

Medium term

How 

Creating these opportunities requires building capacity by hiring additional Indigenous faculty members as well as appropriate supports in the form of Indigenous Affairs personnel within faculties. Leveraging current faculty expertise and community connections can help develop culturally grounded experiences while exploring mutually beneficial community partnerships that align with institutional capabilities.

Cost 

Set up a system of fee payment to communities. Students can pay additional tuition for experiential courses, but 91��ɫ needs to develop a policy for paying communities and/or knowledge keepers for their expertise, whether it is in the form of a sessional stipend to the additional instructors or a contribution agreement with the community, or both. This cost cannot be entirely assumed by students via tuition; this would be prohibitive for students.

Who 

Provost | Vice-Provost, Academic Affairs | AVP, Student Affairs

Why

To consider how 91��ɫ might better support Indigenous graduate students, foster pathways for their success, and to retain them for potential academic and administrative support positions to address challenges of Indigenous professors and staff.  

When 

Short term to medium  

How 

Develop graduate student mentorship program(s) for Indigenous students, thereby facilitating their access to and success in graduate studies. This will also help prepare students for their careers, as well as support their recruitment into Indigenous faculty and administrative positions.  

Cost 

Labour, scholarships  

Who 

Academic Units and Faculties | Graduate and Postdoctoral Studies | OIA

Why 

To create pre- and postdoctoral positions as well as allocate scholarships and bursaries to support Indigenous graduate students to complete their studies. This will ensure that Indigenous graduate students are appropriately positioned to take their places in the academy.

The University would benefit by having these graduate students teach at least one course and present their research. They would be paired with a supervisor/mentor within the institution for support and mentorship, which would, in turn, contribute to the building of sustainable relationships.

When 

Medium to medium term

How 

There are several models 91��ɫ can adopt

Cost    

• Realistically, each faculty should be able to fund at least one such postdoc.
• Reallocation of some of the existing research development funding to ensure that there is institutional money available for supporting such postdocs.
• Can also work with External Relations to locate potential donors for the establishment of such a program.
• Faculties must commit a sessional stipend to ensure that these postdoctoral students teach, at a minimum, one class while in residence at 91��ɫ.

Who 

Provost | Vice-Provost, Graduate and Postdoctoral Studies | AVP, Enrolment Management

Update 

This initiative remains in development. Productive conversations with the Office of Graduate and Postdoctoral Studies and Advancement have explored potential mechanisms to optimize existing funding streams for Indigenous graduate students.  

Opportunities exist to better leverage current scholarship structures, external partnerships, and strategic reallocation of unspent funds. The exploration of teaching assistantships and mentorship pairings with current faculty offers pathways for FNMI scholars entering academia while enriching the university community. 

Why

Recognizing that first-year students come to the University from a variety of backgrounds and informed by multiple experiences, our intent is to develop a pathway with academically grounded programming that builds the confidence, knowledge and skills to be successful. At the same time, we will connect them to one another and to our campus community. Students in this pathway will be brought together as a Learning Community. This Indigenous Learning Community will begin their university careers surrounded by students with similar interests and goals, be introduced to programs and colleges across campus related to their interests, and be assigned peer mentors—a team of expert learners—who will help first-year students develop the academic skills needed to flourish.  

The University will establish this program through the shared participation of Indigenous Affairs and SASS, who can collaborate with the appropriate faculties to develop core academic support programs to nurture an annual cohort of Indigenous learners following admission and registration. Indigenous course components should be a core requirement within this pathway.

When 

Medium term

How 

Planning will be undertaken and managed by Indigenous Affairs, the Office of the Registrar, and SASS and will involve those faculties such as Arts, Social Sciences, and Science with BA and BSc programs to negotiate the right course structure.

Cost 

Tuition can be the vehicle to support this program and the mentorship/tutoring supports, but there may be some costs associated with the administrative startup. We will consult with FNMI governing bodies to ensure that the pathway developed is fundable based on their financial procedures/requirements.

Who 

Provost | Academic and administrative support units as required

Update 

This hoop point is at an early conceptual stage but remains a priority for some FNMI communities.  

Relevant stakeholders will be invited to continue discussions to explore how current academic support frameworks might be adapted to better serve FNMI students.

Why

Through Mashkawazìwogamig, 91��ɫ has already developed and facilitated a number of successful mentorship programs for students in STEM and will continue to engage with these programs. It is now time to begin creating similar educational and mentorship opportunities for students within their faculties.

When 

Short to medium term

How 

We would need to rely on the expertise inherent within interested faculties to develop the most appropriate form of student mentorship programs.

Cost 

TBA

Who 

Vice-Provost, Academic Affairs | Vice-Deans

Update 

Mentorship initiatives have begun to take shape within some faculties, marking an important step toward supporting FNMI student success through peer and professional guidance.  

Identifying faculty champions and integrating FNMI mentorship considerations into current student support frameworks offers a sustainable path forward. 

Why

The former Institute of Canadian and Aboriginal Studies had an international visitorship program which provides a letter of invitation and working space to different types of scholars looking to be in Ottawa. With the eventual closing of the Canadian Studies program, these visitorships will be reimagined as an Indigenous visiting scholars program.

When 

Long term

How 

Requires the collaboration of the Faculty of Arts and the newly formed IIRS. Partnerships with other faculties can help facilitate the recruitment of national and international Indigenous scholars with research expertise based on distinctive disciplinary perspectives, and assist with the funding of different events including, for instance, a speaker series and/or conference.

Cost 

To the extent that existing funds can be repurposed (see above), the incremental cost should be minimal.

Who 

Provost | Dean of Arts | Academic delegate for Indigenous engagement | Chair or Director, ICAS

Update 

Several academic units have taken the initiative in hosting visiting Indigenous scholars, demonstrating the feasibility of faculty-led approaches to scholar engagement. 

Why

There are practical, ethical, and moral considerations involved in working with First Nations, Metis and Inuit communities, which have cultural and procedural requirements based on their own governing practices and expectations. Faculty and students at 91��ɫ should be aware of these considerations when developing their Indigenous-focused research projects.

Within Indigenous communities, the most widely referenced framework for governance over research, community knowledge and data, is known as :

• Ownership: Indigenous communities have ownership over their information and cultural knowledge.
• Control: Indigenous communities have control over how their information is used or accessed—and must be consulted and give informed consent to all stages of the research cycle.
• Access: Indigenous communities must have access to their own information and ultimately decide on group and individual access rights based on cultural needs and protocols.
• Possession: Indigenous communities are stewards of their own information and data and responsible for its security.

Many FNMI communities have developed research protocol agreements that any researcher working specifically with them is required to consult and/or follow, but there are also university-specific statements, as well as the .

Currently, 91��ɫ does not have a clear statement or protocol about how to undertake research with Indigenous communities, and that gap must be closed.

When 

Medium term

How 

During summer 2020, the academic delegate for Indigenous engagement and the Indigenous Affairs team will undertake a survey of best practices regarding Indigenous research protocols as developed by Indigenous communities/governing bodies, universities, and agencies that oversee institutional research, in order to begin developing a 91��ɫ Indigenous research protocol guide. Following that, we will work to implement this IRPG with the University of Ottawa’s Office of Research Ethics and Integrity.

Cost 

TBA

Who 

The academic delegate for Indigenous engagement will begin a consultation with the director of the Office of Research Ethics and Integrity.

Update 

Productive conversations with the Office of Research Ethics and Integrity and the Library have taken place to discuss how to better support Indigenous research at 91��ɫ and prepare faculty and students for the research environment with and for Indigenous nations.  

Further development of a framework is necessary to ensure researchers engaging with Indigenous communities do so in a culturally appropriate, transparent, and respectful manner. 

Why 

To ensure researchers understand the needs and values of Indigenous Peoples and nations in their projects while ensuring ethical collection and data management.  

When 

Short to medium term  

How 

Make available training programs and raise awareness amongst students and professors about guidelines and protocols for ethical data collection and storage, leveraging the work of other universities and institutions.  

Cost 

Labour  

Who 

Office of Research Ethics and Integrity | Library | OIA  

Why

To streamline Indigenous people’s experience across campus.  

When 

Short term  

How 

Establish closer collaboration with faculties and services to facilitate cross-campus reporting and coordination of Indigenous Affairs initiatives. Establish an Indigenous Affairs Working Group, convened by the Office of Indigenous Affairs, with representation from faculties and key service areas. Through regular meetings and ongoing communication, the Working Group will foster a more integrated, holistic approach to supporting Indigenous initiatives by leveraging collective expertise and resources across campus.  

Cost 

N/A  

Who 

Provost | OIA  

Why

To consider how 91��ɫ might better support Indigenous graduate students, foster pathways for their success, and retain them for potential academic and administrative support positions to address challenges of Indigenous professors and staff.  

When 

Short term to medium  

How 

Develop graduate student mentorship program(s) for Indigenous students, thereby facilitating their access to and success in graduate studies. This will also help prepare students for their careers, as well as support their recruitment into Indigenous faculty and administrative positions.  

Cost 

Labour, scholarships  

Who 

Academic Units and Faculties | Graduate and Postdoctoral Studies | OIA 

Why 

To further support Indigenous athletes and facilitate the creation of Indigenous athletics events.  

When 

Medium term  

How 

Provide training for athletics staff on Indigenous perspectives on sports and wellness and support student participation in existing Indigenous athletic events and programs. Collaborate with Indigenous students and community members to incorporate Indigenous athletics programming and events.  

Cost 

Labour  

Who 

Recreation and Varsity Sports | OIA

Why 

To address the harmful terminology and language found in library archives and holdings, in line with the decolonial library practices emerging across Canada.  

When 

Medium to long term  

How 

Collaborate with the library to decolonize library archives and holdings.  

Cost 

Labour  

Who 

Library Services | OIA  

Why 

To ensure that all 91��ɫ satellite campuses are fully aware of existing Indigenous student support services, initiatives, and efforts to provide appropriate and culturally responsive support to their Indigenous students.  

When 

Short to medium term  

How 

Provide training for current student services staff across all campuses (RGN and Lees, Kanata North, Windsor, Toronto and Pembroke) on Indigenous student support best practices as well as on existing Indigenous support services and initiatives. Establish a communication network to facilitate information sharing between campuses.  

Cost 

Labour  

Who 

OIA | Health Sciences | Medicine | Education | Engineering | Telfer | OVPRI