Indigenous Initiatives Fund
The University of Manitoba created the Indigenous Initiatives Fund to support unit-based projects that further the university's goals and priorities associated with Indigenous achievement as stated in Taking Our Place, the University of Manitoba's Strategic Plan, 2015-2020. Faculties, schools, colleges, libraries and administrative units are invited to submit proposals to the fund.
Indigenous Initiatives Fund recipients in the news
2020-2021 funds - $350,514 funded, 8 projects
A Knock on the Door: Creating a Comic Book Version of the Essential History of Residential Schools from the Truth and Reconciliation Commission
Sean Carleton, Assistant Professor, History and Native Studies, Faculty of Arts; Cary Miller, Department Head and Associate Professor, Native Studies, Faculty of Arts; Niigaan Sinclair, Associate Professor, Native Studies, Faculty of Arts; Raymond Frogner, National Centre for Truth and Reconciliation; Jill McConkey, Acquisitions Editor, University of Manitoba Press; Gord Hill, Kwakwaka’wakw artist, Alert Bay, British Columbia
Coming to terms with Canada’s history of schooling and colonialism is a top priority for many Canadians in light of the work of the Truth and Reconciliation Commission (TRC). After almost a decade of research, the TRC released its final report in 2015 to raise public awareness about the history of the Indian Residential School system in what is today known as Canada. A key focus of the TRC's Calls to Action (specifically 62, i. to make “age-appropriate curriculum on residential schools”) is on developing new materials to help educate Canadians about the history of residential schooling to support reconciliation efforts. Most of the histories are geared towards adults, including the TRC’s own publication of the history sections of the final report, “A Knock on the Door: The Essential History of Residential Schools from the Truth and Reconciliation Commission” (University of Manitoba Press, 2016).
To help put truth before reconciliation, to establish the University of Manitoba as a leader in residential school education, the “A Knock on the Door” project will create a comic book version of the TRC’s history of residential schools, to be published by the University of Manitoba Press, to be used in K-12 education, post-secondary schooling, and community outreach initiatives. The goal of the project is to establish innovative linkages on campus to support knowledge mobilization and truth and reconciliation education throughout Manitoba and across Canada.
Truth and Reconciliation: Exhibitions on Canada's Residential School System for Indigenous Children and on Indigenous Education - Past, Present, and Future
Frank Deer, CRC and Associate Professor, Faculty of Education; Thomas Falkenberg, Professor, Faculty of Education; Amy Farrell, Assistant Professor, Faculty of Education; Karen Favell, Lecturer, Faculty of Education
The Faculty of Education is creating a public exhibition space in the Education Building about the Canadian Residential school system for Indigenous children, Indigenous education of children in the past and the present, and its vision and possibilities for the future. The exhibition space will be accessible to the UM community and the public at no cost. In this space, we will exhibit expressions of reconciliation and material objects from the National Centre for Truth and Reconciliation as well as videos and other multimedia. The project consists of the development and the implementation of plans for two curated exhibitions, which are each one year in length and which will follow the opening of the exhibition space. It will also include a series of public events linked to the opening of each of the two exhibitions.
Indigenous Voices – Connecting Communities and Curriculum
Michele Rogalsky, Special Academic, School of Agriculture; Faculty of Agricultural and Food Sciences; Maggie Abwao, School of Agriculture Instructor; Kathleen Wilson, School of Agriculture Instructor; Phil Veldhuis, School of Agriculture Instructor; Reg Dyck, School of Agriculture Instructor; Garrett Sawatzky, School of Agriculture Instructor; Jacquie Manaigre, School of Agriculture Instructor; Colin Penner, School of Agriculture Instructor; Kyle Bobiwash, Assistant Professor and Indigenous Scholar, Department of Entomology; Annemieke Farenhorst, Professor, Department of Soil Science and Associate Dean; E. J. Fontaine & Eva Wilson-Fontaine, Co-Founders, AMIK Inc. and Cedar Lake Ranch; Leah Fontaine, Indigenous Initiatives Educator; Jeri Ducharme, Indigenous Initiative Educator; Colleen Webb, Team Lead, Development and Consultation; Cheikh Ould Moulaye, Faculty Development Specialist
This project will provide a forum for Indigenous voices to share their stories, history and culture with University of Manitoba students, staff and the Manitoba agri-food community through the creation of professionally produced culturally relevant videos featuring Indigenous leaders and Nations. One film will feature School of Agriculture alumni Ardell Cochrane, Robert Maytwayashing and E. J. Fontaine sharing their success stories as Indigenous leaders. Community members from Swan Lake First Nation and Peguis First Nation will also share their stories, Indigenous perspectives, traditional and cultural responsibilities, roles in sustainable food production and land stewardship. Another film will feature Cedar Lake Ranch, an Indigenous owned and operated land-based cultural and educational facility, and First Nations members fostering a greater understanding of Indigenous knowledge and culture.
These videos will be an additional resource for sharing Indigenous perspectives, history, and cultures in the revised Diploma in Agriculture program. The videos will be woven into the content of several courses, and a team of instructors will work in collaboration with the curriculum specialists from the Centre of Advancement in Teaching and Learning to include additional Indigenous knowledge, models and approaches into several courses into the overall program. The videos will also be used to enhance the planned cultural sensitivity training for academic staff while highlighting the accomplishments of our Indigenous Alumni and First Nations communities.
Kitigay: Indigenous Food Systems Course Options and Curriculum Development at University of Manitoba with First Nation and Metis Communities and Businesses.
Dr. Kyle Bobiwash, Assistant Professor, Faculty of Agricultural and Food Sciences; Marla Robson, Indigenous Projects Coordinator, Clayton H. Riddell Faculty of Environment, Earth and Resources (CHREER); Dr. Myrle Ballard, Assistant Professor, Faculty of Scienc; Mr. Dennis Ballard, Wawatay Lead, Faculty of Science; Professor Shawn Bailey, Assistant Professor, Faculty of Architecture/Engineering; Dr. Brian Rice, Professor, Kinesiology and Recreation Management; Dr. Dan Henhawk, Assistant Professor Kinesiology and Recreation Management; Randy Herrmann, Access coordinator, Faculty of Engineering; Dr. Shirley Thompson, Associate Professor, Natural Resources Institute, CHREER
A University of Manitoba pilot of Indigenous Food Systems courses will improve Indigenous food security and sovereignty by addressing First Nation and Métis academic and community needs. "Kitigay" is an Anishinaabe word meaning to plant. This funding will plant Indigenous foods, medicine, and different accreditation pathways in Indigenous food systems by working with Indigenous communities and businesses. An extensive menu of blended and distance education, from the Faculties of Agricultural and Food Sciences, Kinesiology and Recreation Management, CHREER, and Science, provide the building blocks to engage in a curriculum development process with different Indigenous partners. Some existing courses from these academic units will be converted to virtual short course offerings for the first offering in 2021/22. Students will obtain a UM letter of accomplishment with the successful completion of course requirements. Through collaboration with the Brokenhead Ojibway Nation community and Indigenous students and professors, a series of internships and courses will be developed with Indigenous content that inspire minds. Internships will offer hands-on experiential learning approaches to food production, food processing, nutrition, wild rice cultivation, traditional harvesting, business, land stewardship and food preparation. This drive to teach and discover sustainable food systems with Indigenous peoples and communities will transform UM into a centre of excellence in Indigenous education and research and build trust with Indigenous communities to further reconciliation.
Learning Hub Pilot -- Community Partnership with Interlake Reserves Tribal Council
Ruth Shead, Director, Indigenous Engagement and Communications, Office of the Vice-President (Indigenous); Sarah Olson, Project Assistant, Indigenous Engagement, Office of the Vice-President (Indigenous); Steering Committee of the Manitoba Collaborative Indigenous Education Blueprint
The closure of the University of Manitoba and other post-secondary institutions due to the COVID-19 pandemic has had far-reaching effects on students. Indigenous students have been disproportionately affected for a number of reasons. Many rural Indigenous students face huge challenges in being able to participate in online learning. Large households living in small spaces, Internet connectivity, lack of appropriate physical space and equipment, and community shut downs all prevent students from being able to leave their homes for better Internet access and/or make it challenging to complete their course work.
We plan to establish Learning Hubs in First Nations communities across Manitoba, which will allow Indigenous students living on reserve an appropriate space to participate in online learning through the duration of the pandemic and beyond. The UM, along with our partners in the Manitoba Collaborative Indigenous Education Blueprint (MCIEB), propose to work with Interlake Reserves Tribal Council (IRTC) to establish a pilot Learning Hub to support the learning needs of students living on reserve to participate in online learning for a 16-week trial period.
The pilot Learning Hub will contain 10 work stations available to any students enrolled in any Manitoba post-secondary institution through the MCIEB partnership. In addition to accessing a safe and appropriate learning and study environment, students will be supported by staff who will assist them with accessing online learning platforms, raise awareness of services available, and guide students in accessing academic and wellness support services.
Supporting Indigenous High School Student Participation in the Northern Student-led Arctic Research (NorthSTAR) Program
Dr. Emily McKinnon, Instructor II, Access Program Science Education Specialist, Extended Education
This project includes partnerships and collaborations with:
Dr. Jane Waterman, Professor, Dept. of Biological Sciences, Faculty of Science; Dr. Jim Roth, Professor, Dept. of Biological Sciences, Faculty of Science; Ms. Celeste Kosik, Helen Betty Osborne Ininew Education Resource Centre; Mr. Rudy Subedar, Independent consultant to Manitoba First Nations Schools; Ms. Donna Labun, Teacher, Kelvin High School; Dr. Stephen Petersen, Director of Conservation and Research, Assiniboine Park Zoo; Ms. Jill Larkin, Parks Canada Resource Manager, Wapusk National Park and leader of Churchill Junior Rangers
One of the strategic priorities of the University of Manitoba is to increase success rates and representation of Indigenous students and scholars in all faculties. Currently, Indigenous students are underrepresented in the Faculty of Science and science programs. Our outreach program aims to provide training, research experience, and networking to youth in grades 11 and 12 by engaging them in scientific research on polar bears and climate change in Churchill, Manitoba through a fall field trip and pre- and post-trip training and workshops. The Northern Student-led Arctic Research Program (NorthSTAR Program) is designed to engage high school students with the process of science, and give them critical skills in data collection, analysis, and scientific communication. Our team consists of polar bear biologists and science educators at both the high school and university-level. We have committed to inclusion of a minimum of 10 Indigenous students (40% of participants) each year from communities outside of Winnipeg, including local students from Churchill. Given historical discrepancies in science outreach opportunities for Indigenous students (especially those from outside of Winnipeg), and the need to increase representation of Indigenous students in science programs at the UM, participation in this program will be free of cost for all Indigenous students and their teachers.
Kitatipithitamak Mithwayawin: Evaluating impacts of an existing Indigenous-led project on COVID-19
Stephane McLachlan, Professor, Environment and Geography, CHR Faculty of Environment, Earth and Resources; Myrle Ballard, Assistant Professor, Chemistry, Science
COVID-19 has swept around the globe and has already resulted in over 1.2 million deaths. In the past, Indigenous people were devastated by pandemics including smallpox, Spanish ﬂu and H1N1 and cases of COVID-19 are now rising quickly in many communities. This proposal builds on the activities of our existing project that focuses on COVID-19 and Indigenous people. Named kitatipithitamak mithwayawin, Cree for control or sovereignty over wellbeing, its goal is to document the past, present and future impacts of pandemics. And to support Indigenous communities as they respond to COVID-19. Our goal here is to hold an international (virtual) conference in 2021 that brings Indigenous communities and both scholars and students from around the world to share their experiences with COVID-19 and to learn from one another. This will ideally result in an Indigenous-led network of support that helps communities respond to pandemics in the future. The conference will expand on our existing Indigenous-led project on COVID-19 and does so in ways that serve the interests of any and all Indigenous communities into the future, regardless of location.
Assessing Capacity to Conduct Indigenous-Based Research and Engage with Indigenous Communities in the Prairie Provinces (RESOLVE Manitoba)
Dr. Kendra Nixon, Director of RESOLVE, Associate Professor, Faculty of Social Work
The proposal is for a research building capacity project for RESOLVE Manitoba (a gender-based violence research centre at the University of Manitoba). The project will include a comprehensive examination of the Centre's current research capacity for conducting community-engaged Indigenous research and the development of strategy to increase our current capacity. RESOLVE Manitoba is the administrative hub for the RESOLVE Network, a tri-prairie research institute on family and gender-based violence with two other offices at the University of Calgary and University of Saskatchewan. Given the Truth and Reconciliation Commission’s Calls to Action and the Murder and Missing Indigenous Women and Girls Inquiry’s Calls to Justice, it is imperative that any research relating to issues of family violence and gender-based violence, including violence against women and girls, be conducted in ways that are not only methodologically sound but are inclusive of Indigenous communities, incorporate Indigenous ways of knowing and caring, and are culturally safe. This project will result in the Centre having greater capacity to conduct research based on stronger relationships with Indigenous partners and will embrace fundamental principles, such as good faith, reciprocity, and trust. Outcomes of the project will be shared broadly - with UM senior administration, research centres affiliated with the University of Manitoba, the seven partnering universities affiliated with the RESOLVE Network, and the four other gender-based violence research centres across Canada.
2019-2020 funds - $431,316 funded 13 projects
Arts – Anthropology - Indigenizing Curation and Repatriation of Indigenous Ancestors and Cultural Heritage at the University of Manitoba
Derek Johnson, Professor and Department Head, Department of Anthropology, Faculty of Arts; Kathleen Buddle, Associate Professor, Department of Anthropology, Faculty of Arts; Julia Gamble, Assistant Professor, Department of Anthropology, Faculty of Arts; Lara Rosenoff Gauvin, Assistant Professor, Department of Anthropology, Faculty of Arts; Rachel ten Bruggencate, Technician, Department of Anthropology, Faculty of Arts; Camille Callison, PhD Student, Department of Anthropology, Faculty of Arts
This initiative will create a one-year position for an employee who will work with an advisory committee to create 1) an lndigenized curation and repatriation policy for Indigenous ancestors and sensitive cultural heritage housed in the University of Manitoba Department of Anthropology's archaeological laboratories, 2) a repatriation and curation procedures and guidelines manual for the Department of Anthropology, and 3) a five-year vision plan for community engagement, repatriation, and respectful curation of Indigenous ancestors and cultural heritage housed by the Department of Anthropology. The advisory committee will be made up of Elders from communities represented by collections housed by the Department of Anthropology, members of the Departments of Anthropology and Native Studies, and representatives of the Faculty of Arts. This advisory committee will meet quarterly to review and revise policy, procedures, and plans drafted by the employee.
Arts – Native Studies – Indigenous Content Literacy Institute
Cary Miller, Associate Professor and Department Head, Faculty of Arts, University of Manitoba
Indigenous Content Literacy Institute is a program to take University of Manitoba faculty and staff beyond Indigenous awareness and Indigenous competency to the level of literacy required to introduce Indigenous content into their classes in support of the strategic goals of the university. TRC (Truth and Reconciliation Commission) Recommendation number 57 calls for all government employees (our faculty and our students as future employees in many fields such as health and education) to receive "education on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal-Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism." This program answers that call by educating our faculty and staff not only on the histories, political status, rights and contemporary concerns of Indigenous people in Manitoba, but also addresses how to manage discussion of racially sensitive topics in the classroom. This will fulfill the strategic action in Taking Our Place to provide educational opportunities for academic staff members to ensure they can incorporate Indigenous knowledge in their areas. Through assigned readings and a series of seminars equivalent to a graduate level course, faculty and staff will learn this material and be able to fulfill the goal in our strategic plan to infuse Indigenous content across the curriculum.
Engineering – An Engineering – Architecture – Shoal Lake 40 Community Summer Design & Build Studio Course: Developing Curriculum Integration & Project Sustainability
Marcia Friesen, Ph.D., Associate Professor & Director, Centre for Engineering Professional Practice & Engineering Education, Faculty of Engineering; Shawn Bailey, M.Arch., Assistant Professor & Indigenous Scholar, Department of Architecture, Faculty of Architecture, and cross-appointed as Assistant Professor in the Faculty of Engineering; Carlos Rueda, Ph.D., Associate Professor & Head, Department of Architecture, Faculty of Architecture
This project will develop and implement the second offering of an interdisciplinary design-build studio course, in which undergraduate students from the Faculties of Architecture and Engineering will work together with faculty members and community members of Shoal Lake 40 First Nation to design and build gardening structures on the Pow Wow grounds on the shore of Shoal Lake, tied to discussion of food sovereignty in Indigenous communities. The course's inaugural offering was a uniquely rewarding learning experience for the student, faculty, and community, and it planted seeds of a longer-term relationship with the Shoal Lake community. This second offering will take advantage of the lessons learned in the first offering, deepen the relationships, offer students an integrated design experience with Indigenous perspectives which is unique in their curricula, and offer a tangible outcome to the Shoal Lake community. The experience will engage students and faculty with Indigenous Knowledge and design principles and foster awareness among non-Indigenous students toward their future architectural and engineering practice in Manitoba & Canada.
Engineering – Seeing Through an Indigenous Lens: Enhanced Engineering Education with Indigenous Cultures, Pedagogies, Knowledges, Perspectives, and Design Principles: Part 2
Dr. Jillian Seniuk Cicek, Assistant Professor, Centre for Engineering Professional Practice and Engineering Education, Faculty of Engineering; Dr. Marcia Friesen, P. Eng., Associate Professor and Associate Dean (Design Education), Faculty of Engineering & Director, Centre for Engineering Professional Practice and Engineering Education, NSERC Design Chair; Randy Herrmann, P. Eng., Director, Engineering Access Program (ENGAP) for Indigenous Students, Faculty of Engineering; Dr. Afua Mante, EIT, Postdoctoral Fellow, Centre for Engineering Professional Practice and Engineering Education, Faculty of Engineering
The Faculty of Engineering will build on and expand their 2018 IIF project, "Seeing Through an Indigenous Lens: Enhancing Engineering Education with Indigenous Cultures, Pedagogies, Knowledges, Perspectives, and Design Principles," using a multi-pronged approach to increase Indigenous partnership, achievement, representation and belonging in the Faculties of Engineering, Architecture and Agricultural and Food Sciences, and support the enhancement of engineering education in significant and culturally sensitive ways by becoming a more intentional student-facing initiative, and expanding our Faculty audience. We will continue to support a part-time Elder-in-Residence position in the Faculty of Engineering, and the cultural and spiritual guidance and cultural teachings the Elder offers to Indigenous and non-Indigenous students, staff, and faculty. We also plan to design and implement a new Complementary Studies (CS) elective course focusing on “Practicing Engineering and Allied Professions with Indigenous Community Members in Manitoba” for undergraduate students in the Faculties of Engineering, Architecture, and Agricultural and Food Sciences.
Kinesiology and Rec Management – Junior Bison Indigenous Athlete Development Camps
Dr. Heather McRae, Director for Indigenous Engagement; Bree Langlais, Indigenous Engagement Coordinator
This project supports the Truth and Reconciliation Commission's Call to Action #88 which outlines the need to support long-term Indigenous athlete development and growth, and Call to Action #89 to reduce barriers to sport participation and increase the pursuit of excellence in sport. The Junior Bison Indigenous Athlete Development Camps will provide young Indigenous athletes with an opportunity for advanced levels of skill development with the goal of preparing more Indigenous athletes to participate in varsity athletics at the university and college level. To promote gender equity in sport, the Indigenous Athlete Development Camps will focus recruitment efforts on engaging young Indigenous girls and youth. This project will be piloted in a minimum of two communities each year over the next two years (rural/remote and inner Winnipeg).
Music – Indigenizing and Decolonizing the Desautels Faculty of Music
Dr. Jody Stark, Assistant Professor, Desautels Faculty of Music; Dr. Laura Loewen, Associate Professor, Desautels Faculty of Music; Dr. Edward Jurkowski, Dean, Desautels Faculty of Music
This multifaceted project seeks to expand our decolonizing and indigenizing work in the Desautels Faculty of Music through four strategic initiatives designed to impact the experiences and perspectives of our students, academic staff and the public, and to impact our curriculum. We will offer year-long faculty learning community of up to 10 DFOM faculty and staff members who will meet each month with an Indigenous facilitator for discussions and readings, and engage in several community-based experiences throughout the year. In addition, there will be two faculty-wide events for all members of the Desautels Faculty of Music community and DFOM community partners. These events will feature a blanket exercise facilitated by Kairos Canada and a cultural teaching session facilitated by Metis fiddler and knowledge keeper Oliver Boulet. We plan to work with an Indigenous educator and in consultation with community advisors, to develop an Indigenous perspectives module for a course for future music educators. Lastly, a commission of a new work or works by Indigenous composers to be performed at the opening of the new Desautels concert hall. The intention of this commission is to not only acknowledge that the concert hall is located in Treaty 1 territory, but to create repertoire that represents an Indigenous worldview, which can then be taught by music educators in schools and conservatory music programs after the premiere.
Rady Faculty of Health Sciences – Ongomiizwin – Network for Anti-Racism and Indigenous Health Education
Linda Diffey, Lecturer, Indigenous Scholar, Ongomiizwin Indigenous Institute of Health and Healing and Department of Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Sciences
This project proposes the development of an interdisciplinary peer support network across the five RFHS colleges that will help respond to the TRC Calls to Action through four main strategies: (1) collective learning opportunities in anti-racist and anti-colonial pedagogy; (2) formation of a community of practice for peer mentorship and support; (3) opportunities to develop anti-racist facilitation skills; and (4) development of a communication plan to ensure the activities of the network are highly visible and accessible within the faculty. Specific activities that will be offered through this project are monthly peer mentorship meetings, quarterly anti-racism workshops, and annual intensive summer institutes that focus on incorporating anti-racist and Indigenous perspectives in curricula and teaching within health education. Through the establishment of this network and the activities it supports, the expectation is that RFHS learners will have enhanced opportunities to learn the principles and skills of anti-racist practice that they will be equipped to apply in their professional lives post-graduation, and that this ultimately benefits the Indigenous communities within Manitoba.
Rady Faculty of Health Sciences – Ongomiizwin – Medical School Entrance Interview Workshop: Development of a Workshop Guide / Handbook
Melinda Fowler, Director of Ongomiizwin Education, Assistant Clinical Professor, Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Sciences; Noreen Wichart, Acting Area Director, lnstuctor II Access and Aboriginal Focus Programs, Extended Education; Ms. Kimberly Hart, Senior Lead, Indigenous Health Student Affairs, Ongomiizwin Education, Max Rady College of Medicine, Rady Faculty of Health Sciences
The Medical School Entrance Interview Workshop (MSEI) saw its fifth offering in February of 2020. The 3-day Workshop was originally developed and piloted by the Indigenous Physicians Association of Canada (IPAC) in 2012 and further developed by Dr. Melinda Fowler. The MSEI workshop is designed to support Indigenous applicants who have been granted an interview with medicine. Because of workshop's tremendous growth since its inception, funds are being sought to hire a workshop coordinator who will coordinate the 2021 MSEI workshop and through research and experience with the workshop, will develop a step-by-step manual/guide which will allow faculty/staff to replicate and deliver the workshop year after year. The manual could potentially be shared with other areas of the university engaged in similar interview processes and/or published for sale to be utilized in other medical schools across Canada.
Faculty of Science – Re-envisioning Discover Days as a student led event held in Indigenous communities and schools in collaboration with Manitoba First Nation Resource Center Schools
Seema Goel, STEAM Programmer and Outreach Coordinator, Dean's Office, Faculty of Science
STEAM (Science Technology Engineering Art and Math) is the inclusion of the Arts into STEM teaching. We facilitate Discover Days (DD) and Science Rendezvous (SR) each May, the largest science outreach initiatives hosted at the U of M. Our recent consultation with the K-12 school teachers of the Manitoba First Nations Education Resource Centre schools expressed their difficulty in accessing our Winnipeg based programming. Despite our added provisions for transport and meals for MFNERC schools, the primary barrier is distance. In response to the teachers' requests and with their support, we propose a two year pilot project in which our university students mentor and collaborate with the high-school students of one community to develop their own version of Discover Days programming for their local elementary schools and community. Our hope is to create a mentorship structure which can support other high-schools in Indigenous communities interested in improving their local science literacy through this program.
Student Affairs Enrollment Services – Indigenous Focused Open House Proposal
Desiree Morrisseau Keesick - Lead Indigenous Student Recruitment Officer, Student Recruitment - Student Affairs; Lisa Kachulak-Babey - Director of Student Recruitment, Student Recruitment - Student Affairs; Jeff Adams - Executive Director of Enrollment Services
At the University of Manitoba, dedicated staff and faculty work hard to ensure that academic, social and spiritual supports for Indigenous students are accessible, culturally affirming, and innovative. These supports, along with a vibrant and welcoming Indigenous community, are essential to the success of a student during their academic journey. Without experiencing our community first-hand, it can be difficult to articulate the network of supports and sense of community to prospective Indigenous students. In addition, there are many barriers that prospective Indigenous students face, not the least of which is experiencing a post-secondary campus first-hand, understanding the daily life of a post-secondary student, along with the exciting journey of discovery that higher education can provide. In order to provide these experiences to prospective students, and to give them a glimpse into life on campus, we are proposing an annual Indigenous recruitment specific event on the Fort Garry campus to enhance the Indigenous student recruitment team's current compliment of recruitment strategies.
Student Affairs Engagement & Success – Developing a framework for early engagement of Indigenous students with a focus on the development of competencies for effective learning and work transitions in a rapidly changing labour market
Gail Langlais, Director of Career Services
The project will develop a framework for future career development programming by connecting with Indigenous stakeholders, opening dialogue to create partnerships based on an understanding of needs, exploring how we can create programming that meets Indigenous students where they are at and that supports bridging to occupational goals. As we work to foster K-12 Indigenous student participation in post-secondary, having an increased understanding of opportunities and challenges they face in transitioning to post-secondary and to the labour market is imperative. This initiative will look at how the University is currently engaging with Indigenous stakeholders to support the career development needs of Indigenous students and to build on those existing relationships, where possible. We will identify current Indigenous students and their programs of study so we can consult and start to address their immediate needs through tailored career development programming while building for the future. Career Services will look at how we can maximize Indigenous stakeholder, organizational/group collaborations and employer partnerships to tailor and enhance career development services and experiential learning opportunities. The initiative will also explore access to resources outside the University and how we can work with federal, provincial and private partners to enhance connections to meaningful occupational pathways and the labour market.
Student Affairs Student Support – Building Connections between Indigenous students and Student Support
Heather Morris, Director, Student Advocacy and Case Management, Student Support/Student Affairs
Student Support (a division of Student Affairs) provides a range of services for students on campus. "Building Connections between Indigenous Students and Student Support" are regular lunch sessions held throughout the academic year in which staff from various Student Support units on campus will meet with Indigenous students, as well as staff who work with Indigenous students. These gatherings will offer information-sharing in terms of the services that are available from each unit, as well as opportunity to hear from Indigenous staff and students about their needs and ways that the Student Support units can better support Indigenous students. We welcome the opportunity to meet with students and staff in a casual environment, to get to know each other better and build connections in which students can feel comfortable to reach out for support, and staff can refer students when needed.
2018-19 funds - $524,154 funded 13 projects
Fostering relationships with First Nation communities: An online road map for undergraduate and graduate students in agriculture, engineering, environment and science
Dr. Kyle Bobiwash, Assistant Professor, Department of Entomology, Faculty of Agricultural and Food Sciences, Dr. Annemieke Farenhorst, (Acting) Associate Dean Research, Faculty of Agricultural and Food Sciences, Randy Herrmann P.Eng., Director Engineering Access Program, Faculty of Engineering, Dr. Krystyna Koczanski, Associate Dean Research, Faculty of Science, and Dr. Stephane McLachlan, Professor, Clayton H. Riddell Faculty of Environment, Earth, and Resources
This collaborative project will develop a centralized online tool to introduce more Indigenous knowledge and perspectives to undergraduate and graduate students in the Clayton H. Riddell Faculty of Environment, Earth, and Resources, and the Faculties of Agricultural and Food Sciences, Engineering and Science. The goal is to encourage more Indigenous students to consider natural sciences and engineering courses, programs and employment opportunities, and to provide all our students with opportunities to learn about pathways to Indigenous achievement.
Development and First Implementation of an Engineering–Architecture–Shoal Lake Community Summer Design & Build Studio Course
Shawn Bailey, M.Arch., Assistant Professor & Indigenous Scholar, Department of Architecture, Faculty of Architecture, and cross-appointed as Assistant Professor in the Faculty of Engineering, Carlos Rueda, Ph.D., Associate Professor & Head, Department of Architecture, Faculty of Architecture, and Marcia Friesen, Ph.D., Associate Professor & Director, Centre for Engineering Professional Practice & Engineering Education, Faculty of Engineering
This initiative will develop and implement an interdisciplinary summer design & build studio course, in which undergraduate students from the Faculties of Architecture and Engineering will work together with faculty members and with community members of Shoal Lake 40 First Nation to design and build a pavilion at Shoal Lake 40 to be used for community feasts. The shelter will be integrated as part of future Pow Wow grounds situated along the northern shore of Shoal Lake within the Manitoba border.
Indigenous Languages Elders in Residence Program
Dr. Heidi Marx, Associate Dean, Faculty of Arts, and Dr. Cary Miller, Associate Professor, Head, Native Studies Department
As the University of Manitoba seeks to build a training program for teachers certified in Indigenous languages, this program seeks to maintain connections with community first language speaking Elders whose incredible knowledge of vocabulary, word roots, and stories and cultural traditions is often not transmitted by second language speakers who have attained the needed degrees to teach at the University level. Students and community have raised concerns that while their young people may become fluent through the usual methods of University instruction, there may yet be cultural loss if first language speakers are not included in a complete language program. This project will address this gap by hiring language Elders-in-residence in each of the languages that are taught at the University of Manitoba, who will each be available to work with students telling stories and imparting cultural teachings in Anishinaabemowin, Cree or Dakota. While this will most specifically benefit students enrolled in language courses, the door will be open to anyone in the campus community who wants to improve their language skills.
Seeing Through an Indigenous Lens: Enhancing Engineering Education with Indigenous Cultures, Pedagogies, Knowledges, Perspectives, and Design Principles
Dr. Jillian Seniuk Cicek, Assistant Professor, Centre for Engineering Professional Practice and Engineering Education, Faculty of Engineering, Dr. Afua Mante, EIT, Postdoctoral Fellow, Centre for Engineering Professional Practice and Engineering Education, Faculty of Engineering, Randy Herrmann, P.Eng., Director, Engineering Access Program (ENGAP) for Indigenous Students, Faculty of Engineering, and Dr. Marcia Friesen, P. Eng., Associate Professor and Associate Dean (Design Education), Faculty of Engineering & Director, Centre for Engineering Professional Practice and Engineering Education, NSERC Design Chair
The Faculty of Engineering will offer a 12-month part-time position for an Indigenous Elder and/or Knowledge-Keeper, a series of workshops for faculty and instructors, and leadership opportunities for Engineering Access Program (ENGAP)/ Indigenous engineering students to learn how to incorporate Indigenous perspectives in engineering courses in significant and culturally sensitive ways to enhance engineering education.
Indigenizing Curriculum, Pedagogy and Spaces in Teacher Education
Nadine Bartlett - Assistant Professor, Educational Administration, Foundations & Psychology, Faculty of Education, Charlotte Enns - Professor, Educational Administration, Foundations & Psychology, Faculty of Education, Zana Lutfiyya - Professor, Educational Administration, Foundations & Psychology, Faculty of Education, and Rick Freeze - Professor, Educational Administration, Foundations & Psychology, Faculty of Education
The Truth and Reconciliation Commission’s Call to Action 10 addresses the need to develop culturally appropriate curriculum, and for respecting and honouring the treaty relationships. Call to Action 63 advocates building capacity for intercultural understanding, empathy, and mutual respect and identifying teacher-training needs related to Indigenous education issues. The objectives of this proposed project are to:
- Review and revise course curricula and pedagogy in the area of Inclusive/Special Education to incorporate Indigenous knowledge, pedagogy and worldviews;
- Actively engage Indigenous community partners in the process of course review, revision and innovation to ensure Indigenous voices and perspectives are reflected;
- Create a culturally rich, safe and supportive learning environment in which an increased number of Indigenous teachers succeed; and
- Build intercultural understanding, empathy, and mutual respect among all teachers about Indigenous issues and their role in the process of reconciliation.
Indigenous Storytelling: An Alternative Path to Understanding and Reconciliation
Wanbdi Wakita, Grandfather-in-Residence, Access Programs, Extended Education
The stories told by our Grandmothers and Grandfathers are crucial to reclaiming the narrative of Indigenous Canadian society. This storytelling project, led by respected Dakota Grandfather Wanbdi Wakita, a Dakota Spiritual Leader and Sundance Chief, will bring to our campus storytellers from six Nations: Cree, Ojibway, Oji-Cree, Michif, Dakota, and Inuktitut. The strength of family and community, as revealed in these stories, offers the listener opportunities to understand and to resist the dominant colonial narratives inherent in daily life here in Manitoba and Canada and reveals pathways to cultural, historical, and political renewal for our University of Manitoba community, both Indigenous and non-Indigenous.
Indigenous ways of knowing: Developing Indigenous competencies to inform undergraduate midwifery and nursing curricula
Dr. Kellie Thiessen, Director Midwifery Program, Assistant Professor, College of Nursing, Rady Faculty of Health Sciences, Audrey Richard, M.Ed., Aboriginal Nursing Cohort Initiative (ANCI) Student Advisor/Counsellor, College of Nursing, Rady Faculty of Health Sciences, Dr. Sue Mcclement, Professor & Associate Dean Research, College of Nursing, Rady Faculty of Health Sciences Suzanne Lennon, PhD (c), Assistant Professor, College of Nursing, Rady Faculty of Health Sciences, and Trina Arnold, MSc. Instructor II, College of Nursing, Rady Faculty of Health Sciences
The purpose of our project is to identify places in both the midwifery and nursing undergraduate academic curricula in the College of Nursing, where Indigenous knowledge will be threaded as learning outcomes for all students. This work will occur through collaborative interprofessional stakeholders. This project will focus on embedding Indigenous ways of knowing, including the incorporation of Indigenous core competencies, into the midwifery and nursing curricula. As an interprofessional team, our cognitive map will be guided by an Indigenous paradigm, whereby a fundamental belief is that all knowledge is relational and shared with all of creation; because all knowledge is shared, it thus cannot be owned or discovered.
Increasing the number of Indigenous occupational, physical and respiratory therapists and preparing culturally safe practitioners in the College of Rehabilitation Sciences
Debra Beach Ducharme, Director of Indigenous Integration, Ongomiizwin - Education, Rady Faculty of Health Sciences, and Leanne Leclair, Department Head and Associate Professor, Department of Occupational Therapy, College of Rehabilitation Sciences, Rady Faculty of Health Sciences
Through a review of our admissions processes for Indigenous students, we hope to determine, in consultation with Indigenous partners, how the process can be enhanced to recruit and admit an increased number of Indigenous students into our programs. Additionally, we will identify the supports needed to retain Indigenous students in their respective programs.
Within the College of Rehabilitation Sciences (CoRS) we have worked to develop an understanding of how we incorporate Indigenous knowledge and practices into our curricula. We are now in a position to collaborate with Indigenous partners to establish a process and plan for integrating new Indigenous knowledge and teachings into our curricula in an effort to better prepare our students as culturally safe practitioners. As part of this process, we will ensure that we have access to the resources needed to support this integration and establish methods for determining that students are prepared to provide culturally safe services as future health care practitioners. We will work with CoRS faculty and Ongomiizwin Education to identify resource needs related to the integration of Indigenous knowledge and perspectives within our programs.
Ta Minogin Kii Mashkiki Minaan (Our Medicines Will Grow Well)
Dr. Melina Fowler, Assistant Professor, Department of Community Health Sciences, Rady Faculty of Health Sciences, Elder Margaret Lavallee, Elder-in-Residence, Ongomiizwin Education, Indigenous Institute of Health and Healing, Rady Faculty of Health Sciences, University of Manitoba, and Kathy Bird, Traditional Healer/Medicine Woman, Aboriginal Traditional Wellness Clinic at the Health Sciences Centre, Winnipeg, MB
This project will provide an opportunity to further develop the on-site Traditional Medicine Garden at the Rady Faculty of Health Sciences, Bannatyne Campus. Revitalization of the medicine garden will include on-site and video vignette teachings on our traditional medicines and their uses. Ta Minogin Kii Mashkiki Minaan will provide opportunities to strengthen knowledge around traditional medicines, will allow medicines to grow and be harvested, and will allow for the proper care of the medicines throughout all of the seasons. Care and harvesting of the medicines must be done at the appropriate times and in the appropriate way under the direction of our Elder/Healer. This will be accompanied by the appropriate teachings.
Meskanaw Kamamawi Pimitisamak ~ the road that we walk together: Building on Strengths of Indigenous Land Based Education in Manitoba through Asset and Curricular Mapping of Land Based Educational Outcomes across the Life Cycle.
Dr. Daniel Henhawk, Assistant Professor, Kinesiology and Recreation Management, and Dr. Brian Rice, Associate Professor, Kinesiology and Recreation Management
Scholars from the Faculty of Kinesiology and Recreation Management (FKRM) will engage in curriculum discussions with the Manitoba First Nations Education Resource Centre (MFNERC), Elders and Indigenous Land-Based Educators and Knowledge Keepers (llBE/KK) from diverse Indigenous communities to develop a land-based curricular framework that will provide the foundation for the development of FKRM academic courses to be delivered in the faculty's undergraduate program. This project will build upon MFNERC's ILBE curriculum development by co-hosting a two-day summit focussed on asset and curricular mapping with ILBE/KK to identify learning activities and outcomes.
Our Path to Reconciliation
Valerie Williams, Equity, Diversity & Inclusion Facilitator, Learning & Organizational Development, Human Resources, and Ry Moran, Director, National Centre for Truth and Reconciliation
This project addresses the Truth and Reconciliation Commission of Canada’s Call to Action 57, through the creation of two online videos to use as a resource with the outcomes-based criteria:
• Promote cultural competence
• Open people up to other ways of knowing
• Build respect, empathy and understanding
• Foster cultural safety
• Strengthen Reconciliation
The videos will allow Faculty and Staff to gain understanding of the intergenerational impacts of colonization, build relationships with one another and commit to truth and reconciliation with a sense of personal responsibility. In the words of the Truth and Reconciliation Commission, "reconciliation is about establishing and maintaining a mutually respectful relationship between Indigenous and non-Indigenous peoples in this country."
Path2Math Academy for First-Year Indigenous Undergraduate Students
Darja Barr, Instructor II, Department of Mathematics, Faculty of Science, and Emily McKinnon, Science Education Specialist, Access & Aboriginal Focus Programs
The Path2Math Academy for Indigenous undergraduate students is designed to improve the outcomes of Indigenous students in mathematics and science courses and increase representation of First Nations, Métis and Inuit students in science courses and programs at the University of Manitoba. Currently, Indigenous students are underrepresented in the sciences relative to non-Indigenous students, reducing their success not only in these programs but also for future applications to professional health programs.
The week-long, pre-fall semester program addresses this specific deficiency by having students participate in 9 hours of skill-building math sessions, 6 hours of hands-on, interactive and team-building science and math activities in the afternoons. We also provide 4 hours of Indigenous-themed reading and writing work, to balance the math and science activities and provide a diversity of experiences for these students. Throughout the program students experience one-on-one interactions with math and science instructors, upper-year Indigenous undergraduate peer-mentors, and Indigenous supports on campus.
Indigenizing the Bachelor of Social Work, Faculty of Social Work
Dr. Cathy Rocke, Associate Professor & Associate Dean (Undergraduate) - Faculty of Social Work, and Deana Halonen, Senior Instructor - Faculty of Social Work
The Faculty of Social Work (FSW) is the only accredited social work degree program in the province of Manitoba and admits over 200 students into the BSW program yearly across 4 delivery sites. Currently, the Faculty of Social Work is embarking on a revision of the BSW program with a primary goal to integrate Indigenous Knowledge throughout the BSW curriculum to better prepare graduates for working with Indigenous peoples.
Unfortunately, the field of social work has often been complicit in social policies that have had a devastating impact on Indigenous communities most clearly demonstrated by the residential school system and 60’s scoop. The need to change the way that social work is both taught and practiced was recently highlighted in the Truth and Reconciliation Calls to Action (Child Welfare 1[iii] and [iv]). The TRC also highlighted the need for Indigenous Knowledges (IK) to be integrated into the classroom. (Education 62 [ii]). This project seeks to develop programs that are "strengthened by Indigenous Knowledge and perspectives" and the FSW priority to "ensure Indigenous content across programs and courses."
2017-18 funds - $495,888 funded 13 projects
Bridging the Gap between Knowledge and Practice - Supporting UM Faculty in the Journey to Integrate Indigenous Knowledge/Methods into Teaching
Dr. Amy De Jaeger - Team Lead, Research, Evaluation and Innovation and Ms. Colleen Webb, Team Lead, Educational Development and Consultation, The Centre for the Advancement of Teaching and Learning
The primary goal of this project is to empower faculty/instructors to utilize resources for integrating Indigenous perspectives into teaching and learning in ways that are respectful for all students. A Community of Practice approach will be used to foster support from, and between, Indigenous and non-Indigenous faculty within the University of Manitoba. This new initiative will expand upon the existing supports offered by The Centre and promote sustained uptake of existing resources.
Supporting the medical learners through faculty development: An innovative teaching module focusing on the delivery of culturally safe, anti-racist healthcare provision in rural/remote First Nations communities
Dr. Barry Lavallee, Director, Ongomiizwin - Education, Indigenous Institute of Health and Healing, Rady Faculty of Health Sciences and Dr. Adrienne Morrow, Department of Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Sciences
The primary objective of this project is to develop a teaching module that is built upon the principles of decolonizing anti-racist pedagogy that will prepare family medicine physician preceptors in rural/remote training sites to support medical learners in their delivery of culturally safe care when working with Indigenous patients. The eight-week training module will be developed in the Norway House training site, with the full engagement of the Norway House Cree Nation community at all stages of the curriculum development, delivery and evaluation. It is anticipated that the development and evaluation of the training module will serve as a foundation for the training of physician preceptors in other rural/remote sites and other medical specialties across Manitoba. Ultimately, the implementation of this faculty development training will provide a more comprehensive learning support system for medical students as they learn to work safely and effectively with Indigenous patients and communities.
Gaa wii ji'i diyaang: Building Capacity as we walk together, helping each other towards Indigenous Achievement at the University of Manitoba
Dr. Derek Kornelson, Assistant Professor, Ongomiizwin Indigenous Institute of Health and Healing, Rady Faculty of Health Sciences, Ms. Brenda Lafreniere, Access and Aboriginal Focus Programs and Dr. Joannie Halas, Faculty of Kinesiology and Recreation Management
Gaa wii ji'i diyaang is comprised of Indigenous and non-Indigenous faculty, staff and students working together and advocating for Indigenous Achievement at the University of Manitoba. With financial support from the Indigenous Initiatives Fund, Gaa wii ji'i diyaang council will develop and coordinate a two-part education workshop and membership drive that will be used to expand the council's membership over the coming years. The workshops focus on "truth" (Indigenous people's history, colonization) and "reconciliation," leading to concrete action.
Indigenous Summer Student Internship Program
Ms. Darlene Smith, Director, Human Resources Client Services
The Indigenous Summer Student Internship Program was developed to help increase awareness of the wide range of meaningful employment opportunities at the University of Manitoba for our Indigenous university students and to position the U of M as a great place to work, where Indigenous students can build a career after graduation. The program provides meaningful, career specific, summer employment for our Indigenous students and also provides opportunities for connecting with the broader university Indigenous community.
A Purposeful Pause: Creating a Culture of Change that Promotes Indigenous Knowledge, Education and Scholarship Achievement at the College of Pharmacy
Dr. Dana Turcotte, Clinical Assistant Professor, College of Pharmacy, Ms. Sarah Olson, College of Pharmacy & the Rady Faculty of Health Sciences
The College of Pharmacy is embarking on a journey to pause and reflect on current Indigenous curricular content and environmental barriers in order to facilitate change towards the advancement of Indigenous achievement. The project will evaluate faculty, staff and students in the College of Pharmacy regarding the understanding, beliefs and attitudes towards Indigenous peoples through a baseline analysis of Indigenous knowledge and cultural competency. Additionally, a comprehensive review will be conducted regarding research, curriculum and course development requirements. We hope to guide future programming, curricular changes, faculty development and resource utilization integral to the advancement of Indigenous knowledge, education and scholarship within the College of Pharmacy as we move forward with further development and implementation of the PharmD program.
Indigenous Sport and Recreation Engagement Plan
Ms. Heather McRae, Community Scholar, Faculty of Kinesiology and Recreation Management and Mr. Mike Sirant, Bison Men's Hockey Coach
Over the past year, members of FKRM's Indigenous Achievement and Community Engagement (IACE) working group identified strategic priorities within Bison Sports and Active Living programming to support the long-term development of Indigenous coaches and athletes and enhance the delivery of culturally affirming and barrier-free health and wellness programming for Indigenous students, staff and community members. Over the next year, FKRM will hire an Engagement Team to conduct community consultations, pilot outreach activities and create a five-year Indigenous Sport and Wellness Strategy (ISWS).
Anticipated benefits of the ISWS include: building community capacity of Indigenous coaches and sport leaders to enhance the success of Indigenous sport teams in their community and at local and national events; supporting the ongoing efforts of local Indigenous sport organizations to increase the number of Indigenous coaches and officials in Manitoba, enhancing the academic and athletic success of Indigenous Bison athletes via a culturally affirming recruitment, retention and mentorship strategy; creating culturally affirming sport spaces, coaching and leadership practices that enhance sport experiences for all coaches and athletes; and ensuring all Indigenous students, staff and community members have equitable access to Active Living and Bison Sports programming or events either by removing barriers to existing services or providing alternate, cost-effective health and wellness service or programs.
Co-operative and Experiential Education Opportunities for Indigenous Students in Agriculture and Food Sciences
Dr. Jared Carlberg, Faculty of Agricultural and Food Sciences
This initiative will help improve the co-operative and experiential education opportunities available to Indigenous students in the Faculty of Agricultural and Food Sciences as well as provide leadership training and professional development for Indigenous students in our faculty. Specific components of this initiative will include an Industry Exposure, Leadership & Professional Development Program along with a Co-operative and Experiential Education Opportunities for Indigenous Students in Agricultural and Food Sciences Program.
Working in good ways: A decolonizing framework and resources for Indigenous community engagement and service-learning
Ms. Anny Chen, Mr. Gerardo Villagran and Ms. Nicki Ferland, Community Service-Learning
The decolonizing framework and resources, developed in collaboration with Indigenous community partners, Elders and university colleagues, will help service-learning practitioners and students work in better, more holistic and community-led ways with Indigenous partners - from engagement and relationship-building to program closure and evaluation. CSL is committed to using the framework and resources to decolonize their own community engagement and service-learning philosophy, practices, pedagogies and systems, and hopes that they will also be useful to other service-learning practitioners, students and Indigenous communities who want to work together in a good way.
Winnipeg Aboriginal Sport Achievement Centre Afternoon Science Club
The College of Dentistry, Rady Faculty of Health Sciences and Dr. James Gilchrist, Professor and Acting Head, Department of Oral Biology
Through the Indigenous Initiatives Fund, the BYP established a weekly after-school science enrichment program for 16 grade 7/8 children registered with the Winnipeg Aboriginal Sport Achievement Centre. At the Rady Faculty of Health Sciences, young participants engaged in a wide range of Biomedical Science hands-on activities guided by university undergrad and graduate students. Through a mechanistic vision of youth inspiring youth, we hope to nurture a curiosity about the world around us, shrink horizons and bring the future into clearer view.
Inuit Education Connections Program: Building Inuit Student Recruitment and Retention Success through Mentorship and Connection to Culture
Dr. Marcia Anderson, Executive Director, Indigenous Academic Affairs, Ongomiizwin Indigenous Institute of Health and Healing, Rady Faculty of Health Sciences and Ms. Kimberly Hart, Senior Lead, Indigenous Student Affairs
In response to the under-representation of self-identified Inuit students and faculty within the Rady Faculty of Health Sciences, University of Manitoba, we will implement mentorship and cultural connection workshops towards the recruitment and retention of Inuit students, in partnership with the Manitoba Inuit Association. This program aims to identify the supports necessary for Inuit students studying in Manitoba to succeed in their educational objectives, increase graduation rates for Inuit in post-secondary education and ultimately increase Inuit participation in the economy.
Building Indigenous Leadership in Northern Manitoba: A Feasability Study for a MSW-IK Cohort
The Faculty of Social Work, Marlyn Bennett, Director, MSW-IK Program and Mr. Colin Bonnycastle, Director, Northern Social Work Program (Thompson, MB)
Human service agencies across Northern Manitoba, most of which are operated by Indigenous governments, have been requesting for many years that the Faculty of Social Work offer a Master of Social Work program in the north. This project will develop a working model for the delivery of the MSW based on Indigenous Knowledges (MSW-IK) to a cohort of BSW graduates spread across multiple communities in Northern Manitoba. The plan is for students to follow a blended learning approach. As well, the study will look at the feasibility of doing this in partnership with University College of the North.
Ms. Noreen Wichart, Associate Area Director, Instructor II, Access and Aboriginal Focus Programs, Extended Education and Mr. Wayne Heide, Lecturer, Department of Family Medicine and Administrative Director, Manitoba's Office of Rural and Northern Health
The Health Career Quest Summer Camp is a 10-day experience in Health Careers offered to Manitoba's Northern Indigenous grade 11 students. Camp participants live in residence at the Fort Garry Campus and travel to the Bannatyne Campus daily for hands-on experiences with the Biomedical Youth Camp in health career areas such as medicine, dentistry, pharmacy and medical rehabilitation. The camp also offers academic assessment and activities in math and sciences. An exciting and active evening/weekend program is also offered which includes life skills and recreational activities.
2016-17 funds - $791,089 funded 22 projects
A Collaboratory Indigenous Curriculum and Teaching Practice in Western Canadian Universities
Dr. Lori Wilkinson and Dr. Amy De Jaeger, Faculty of Arts
Canadian research primarily focuses factors that explain Indigenous students' success or their failures in university. This type of research does little to inform processes for Indigenizing the university curriculum. This project will create a collaboratory of experts from across Western Canada to act as a resource and start a meaningful conversation and sharing of best practices in Indigenizing university curricula with the hope of establishing a more holistic and welcoming university for all students.
Starting the Discussion - Faculty Development and Indigenous Knowledges at the University of Manitoba
Ms. Colleen Webb and Dr. Amy De Jaeger, Centre for the Advancement of Teaching and Learning
Allowing Indigenous students to explore and affirm aspects of their identity while engaging with course material promotes a deeper understanding of course content and leads to academic success. Few resources are available to guide faculty interest in integrating Indigenous knowledges into teaching in a relevant way. The goal of this project is to develop a series of resources that will help faculty integrate Indigenous perspectives into their courses in a culturally sensitive and relevant way.
Indigenous Recruitment, Selection and Retention Strategy Designed to Increase the Representation of Indigenous Faculty and Staff at the University of Manitoba
Mr. Mark O'Riley, Ms. Valerie Williams and Ms. Darlene Smith, Human Resources
This project will analyze historical recruitment data in order to enhance the U of M's ability to attract, hire and retain Indigenous employees and to identify any potential barriers. Based on the data analysis and feedback, we will work towards a comprehensive recruitment, selection and retention strategy and create a framework for how we engage Indigenous communities, attract more Indigenous applicants and increase our hiring and retention rates. We will also develop an Indigenous Staff Mentorship Program.
Developing a Framework for Community-Based Indigenous Programs
Dr. Charlotte Enns and Dr. Melanie Janzen, Faculty of Education
The TRC has declared that education is the key to reconciliation. The Commissioners have called on us to better prepare Indigenous educators and educators working with Indigenous students. With the help of Indigenous communities and teachers, the Faculty of Education will meet this challenge by creating a framework to infuse all of our professional development and graduate programs with Indigenous perspectives and practices, enabling us to better serve educators and students alike.
Dr. Michael Benarroch, Asper School of Business
Case competitions are a regular experiential learning component for many business students. Universities host competitions with themes such as sustainability, innovation, globalization, finance, non-profit and other areas. No competitions emphasize Indigenous business issues, which are becoming increasingly important as the Indigenous population grows. In March 2018, the Asper School of Business, in partnership with Aboriginal Business Education Partners (ABEP), will host an Indigenous-focused business competition. This pilot project will expose Indigenous high school students and Asper faculty and students to Indigenous business issues.
A Collaborative Learning Network for First Nation Land Use Planning
Dr. Janice Barry, Faculty of Architecture
This project builds on over five years of service-learning partnerships between several Manitoba First Nations, City Planning faculty and students. Students involved in this work have prepared land use planning case studies and factsheets that could be used by other Indigenous groups. This work will now be curated into an online resource. Funding received from the Indigenous Initiative Fund will also expand the geographic scope of this collaborative learning network by supporting a partnership with a northern First Nation.
Mr. Daniel S. McCafferty, School of Art
The School of Art will offer a six-month position for an Indigenous Designer in Residence. Our residency will emphasize a multi-layered exchange of culture, ideas, creative practices and knowledge on campus, in the Winnipeg arts community, and amongst Manitoba indigenous communities. The Designer in Residence will work and interact closely with students and faculty as she/he works in their capacity as an active and engaged interdisciplinary designer. The resident will produce a body of new creative work and research that extends our relationship to, and understanding of, design and visual communication.
Dr. Doug Brown, Faculty of Kinesiology and Recreation Management
The TRC Report includes five Calls to Action that identify sport as a cultural practice that can potentially foster reconciliation. A three-day event is planned to initiate a conversation with Community Elders, Indigenous and non-Indigenous sport leaders, policy makers, academics and students. We aim to share knowledge and experiences about sport within the Residential School System and honour the resilience and strength of survivors. We will examine the Calls to Action in relationship to existing sport policies and practices, sport organizations and community stakeholders. Our aim is to develop recommendations that will link the TRC’s Calls to Action with policies and actions in the areas of sport, recreation and land-based education.
Proposal from the Section of First Nations, Métis and Inuit Health
Dr. Marcia Anderson DeCoteau and Ms. Debra Beach Ducharme, Rady Faculty of Health Sciences
The Indigenous Initiatives Fund will build on the past and current initiatives to recruit and retain Indigenous health professional learners and to better equip all health care providers to respond to pimatisiwin for Indigenous peoples. Four identified priorities will assist in the development of policies/practices of a sustainable program for both Indigenous learners and other health professionals preparing to work in communities with high Indigenous populations. These priorities will be addressed thorough community engagement strategies planned for 2017-2018. They are: Honoring Traditional Knowledge Systems and Practices; Developing Longitudinal Health-career Based Math and Science Curriculum; Community-informed re-examination of FHS Admissions Policies and Processes; and Urban Indigenous Health Research Pathways.
Jocelyn Thorpe, Faculty of Arts, and Kaila Johnston, National Centre for Truth and Reconciliation
The Decolonizing Lens is a monthly film and discussion series that features the work and words of Indigenous filmmakers living in Winnipeg and beyond. Each month, different filmmakers screen their work, once during the day on the Fort Garry campus and once in the evening downtown. Following the screenings, the filmmakers discuss with audiences the films and the filmmakers’ creation processes. All Decolonizing Lens events are free and open to everyone.
Nihtâmâmawâyâwin (“being together”) Nanda-gikendan ("seek to learn")
Dr. Eveline Milliken, Yvonne Pompana and Debra Diubaldo, Faculty of Social Work
In shaping, describing, and evaluating a model based on Indigenous frameworks, values and knowledges we will: 1) create a community-based holistic student selection process, which honours those who apply; 2) identify support strategies for applicants in our selection process that can be adapted and implemented in other settings; and 3) create an orientation process which helps those students admitted to university to build in strategies for success, support and balance throughout their university studies.
Indigenous Youth Initiative for Training in Water and Wastewater Management
Dr. Qiuyan Yuan, Faculty of Engineering
This initiative is a collaboration between the U of M and the Indigenous Leadership Development Institute to develop a pilot project that aims to inspire Indigenous youth from First Nations communities in Manitoba to take action in the pursuit of a career in the Water and Wastewater Industry. The ultimate goal of this initiative is to develop an Indigenous Water and Wastewater Training program that will address the critical need for Indigenous people to be trained to manage their water and wastewater systems.
Ms. Christine Cyr, Indigenous Student Centre
A Sweatlodge is a sacred and traditional ceremony that has been used for thousands of years to bring physical, mental, emotional, and spiritual healing. It is a place for people to be reconnected to the earth and themselves. Teepees are used as teaching tools, as community-building activities (as in setting up the teepee), and as a gathering space for sacred fires and full moon ceremonies (among other activities). ISC will put up a new Sweatlodge and a new teepee at the Fort Garry campus and will offer ceremonies to students and the university community throughout the year.
College of Rehabilitation Sciences: Developing Meaningful Relations Between CoRS and Currently Underserved First Nations Communities in Manitoba - A Demonstration Project
Dr. Reg Urbanowski, Rady Faculty of Health Sciences
The College of Rehabilitation Sciences DEMONSTRATION project creates relationships with First Nation communities in Manitoba where there is no presence of occupational, physical or respiratory therapy. The project will:
- Develop faculty liaisons with each community;
- Develop experiential and online learning opportunities for Gr 6-12 students interested in learning more about the therapy programs offered at the College;
- Develop a clinical services model where appropriate;
- Develop fieldwork/ clinical placements.
Faculty of Science Workshop Series
Dr. David Herbert, Faculty of Science
The Faculty of Science is hosting a series of events for faculty, staff, students, alumni, and the Indigenous community in Manitoba, built around two key foundational areas: (1) Community Building and (2) Resource Building.
Details of the events are available on the FoS website.
Indigenous Land-Based Learning Proposal
Ms. Leanne Shewchuk and Ms. Tamara Thomson, Office of Sustainability
In keeping with the University’s Sustainability Strategy 2016-2018, the Office of Sustainability will be undertaking a Vegetation and Biodiversity Assessment of campus lands in the Spring 2017. A key component of this study will be to incorporate Indigenous knowledge through consultations with community members, Elders, traditional knowledge holders and land-based expert(s). With the incorporation of Indigenous knowledge and perspectives into the assessment, pathways to further understanding of Indigenous knowledge, cultures and traditions with the broader University community will be identified.
A new course in Indigenous Peoples, Oral History, and the Law
Dr. Bryan Schwartz, Robson Hall Faculty of Law
The Faculty of law will establish a new course in Oral History, Indigenous People and the Law. Resources will be used to prepare course materials, build the library collection, and obtain expert assistance in researching course content and delivering it, including building relationships with members of Indigenous communities.
Development of AGRI 3030 Indigenous Issues in Food and Agriculture and Related Learning Tools/Course Modules
Dr. Jared Carlberg, Faculty of Agriculture and Food Sciences
The dual objectives of the project are to (1) develop a new course focusing on Indigenous issues in Agriculture and Food, and (2) create a set of learning tools/course modules to help Indigenize the curriculum in Agricultural and Food Sciences. A majority of these tools/modules will be used in the new course, but there will be opportunities for synergies in developing materials for courses in our specific Agricultural and Food Sciences disciplines (Agribusiness, Human Nutritional Sciences, Agronomy, Animal Systems, Food Science, etc.).
Catholicism and Indigenous Communities: Dialogues, Languages and Reconciliations
Dr. Daniel MacLeod, St. Paul's College
The project “Catholicism and Indigenous Communities: Dialogues, Languages and Reconciliations” is formed in two parts. The first includes offering a course on interactions between Catholicism and Indigenous Peoples in the global community, as well as consultation by the course instructor regarding Indigenous content in Catholic Studies’ introductory course. The second part involves hosting two public lectures and housing an exhibition of Indigenous language texts and artifacts associated with early Jesuit missions in Canada, including grammars and dictionaries, from Archive of the Jesuits in Canada in Montreal.
Ms. Christine Cyr, Indigenous Student Centre
The goal of this project is to increase the level of knowledge, connection, pride and success for Métis students and to increase awareness and understanding of the uniqueness and importance of Métis cultures for the entire U of M community. A part-time coordinator will be hired to work on the enhancement, creation, and delivery of activities and events that would focus on the support and celebration of Métis students.
Department of Psychiatry: Training for Naugaat - Learning from Naujaat
Dr. Polina Anang, Rady Faculty of Health Sciences
This project will bring Mrs. Elizabeth Haqpi, a respected Naujaat Elder, who has over 30 years of experience working as Interpreter at the Naujaat Health Centre, to Winnipeg to receive training in Child and Adolescent Mental Health. In exchange, Mrs. Haqpi will teach learners and staff members at the Department of Psychiatry about Inuit way of life, personal narratives and resilience in a remote isolated community of Naujaat, Nunavut.
Ms. Rejeanne Dupuis, Campus Planning Office
The campus bike kiosk is a retrofitted shipping container facility at the Fort Garry campus. It will be a hub for bicycle repair, education, and social gathering, emphasizing sustainable and active transportation. So far, the project has progressed under the guidance of the University’s Indigenous Planning and Design Principles. The Indigenous Initiatives Fund will enable the Indigenous design of this project to continue through artistic and language elements, contributing to the Indigenization of the campus environment through unique cultural placemaking.