SAY Magazine - Education Guide 2020 - Indigenous Lifestyle

ISSUE 101

SINCE 2002

EDUCATION GUIDE

2020 Post-Secondary Education Directory for Indigenous Students

Reconciliation through Education at the

Return undeliverable Canadian addresses to circulation dept: Kildonan Place, RPO Box 43084, Winnipeg, Manitoba, Canada, R2C 5G7

University of Northern British Columbia CODE Burt Award for First Nations, Inuit, and Métis Young Adult Literature 2019 Shortlist

Meet Two of Canada’s Most Iconic

Indigenous Chefs

PM 43436539 PRINTED IN CANADA $6.99

2 | EDUCATION GUIDE

SINCE 2002

10

CODE Announces 2019 Shortlist for the Burt Award for First Nations, Inuit, and Métis Young Adult Literature

CONTENTS

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ISSUE 101

EDUCATION GUIDE 2020

SAY MAGAZINE Volume 19, Issue 1 SAY Magazine publishes eight times a year: Winter, Spring, Summer and Fall, as well as Health and Fitness, Back2School, Economic Development and Education Guide issues. SAY Magazine is published by Spirit of Aboriginal Youth Inc. Mailing Address: Kildonan Place, RPO Box 43084 Winnipeg, MB Canada R2C 5G7 E: info@saymag.com www.saymag.com Publishers Dominick Blais and Kent Brown Editor-in-Chief Danielle Vienneau editor@saymag.com Managing Editor Sarah Ritchie

SAY Magazine assumes no responsibility for submitted material.

SAY Magazine assumes no responsibility for statements made by advertisers or in submitted material.

Graphics, photographs, editorial content and other printed material are the property of SAY Magazine and may not be used without the written permission of SAY Magazine.

ISSN: 1707-3049 All copy copyright 2020

by SAY Magazine GST: 856627534RT0001

Cover Story: UNBC and Lheidli T’enneh Partner to Increase Access to PostSecondary Education

Literature in 6 Indigenous Ontario Classrooms

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University of Manitoba: Entering a New Era with New Leadership

River College Lays the 20 Red Foundation for Indigenous Success

Sweet: 22 Christopher Healing through Art

Intelligence 14 Emotional Connected to Academic

24 Music

18

Grants 30 Scholarships, and Bursaries

Success Q&A with TRIBAL Television Show Creator, Ron E. Scott

Art Director Orli Gelfat - Orli G. Design Ad Sales/Subscriptions Megan Henry subscriptions@saymag.com Printed in Canada Website and Social Media Sphere Media Agency info@spheremediaagency.com Submissions are welcome.

Articles, letters, queries, etc. should be sent by email to the editor at editor@saymag.com.

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Chefs Bruneau-Guenther and Chartrand on Food Network Canada’s Newest Show

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SAY’s 2020 American and Canadian Post-Secondary Institution Directory EDUCATION GUIDE | 3

EDITOR’S MESSAGE

“Education is the most powerful weapon which you can use to change the world.” - Nelson Mandela SAY Magazine is pleased to once again publish our Annual Education Guide, which includes inspiring stories, information about higher education, scholarships and tips on selecting a post-secondary institution that’s right for you. Whether you are a first-time student, a mature student or someone pursuing continuing education, there’s something in here for you.

It is promising to see the increasing commitment post-secondary institutions have to recruiting Indigenous students. Since the Truth and Reconciliation Commission’s 94 “calls to action” were released, efforts to include culturally-relevant content, targeted support and transitional programming for Indigenous learners have certainly amplified.

In Canada, many schools have made the effort to Indigenize curricula and a handful of universities have added mandatory Indigenous courses.

SAY’s cover story features a unique collaboration between the University of Northern British Columbia (UNBC) and the Lheidli T’enneh First Nation which will ensure local Indigenous students have free access to higher education—a powerful example of meaningful and purposeful reconciliation by investing in the next generation.

Education comes in many different forms, in various environments and at different stages in life. In this issue, we are pleased

to highlight two Indigenous chefs who appear as judges on Food Network Canada’s newest show, each with different culinary backgrounds and their own unique stories. Read our interviews with them, starting on page 12.

In the spirit of “I Love to Read” month (February) and the upcoming National Reading Month (March), here is a fun fact: Did you know that reading 30 minutes a day could extend your life? We know literacy and language play a huge part in people’s social and academic development, and apparently their life expectancy too. A study conducted by Yale University found that individuals who read for at least 30 minutes a day tend to live two years longer than those who don’t. If you’re feeling inspired and inclined to pick up a book now, we suggest flipping to page 10 and checking out some of the titles that made the 2019 shortlist for the CODE Burt Award for First Nations, Inuit, and Métis Young Adult Literature. We’re sure you’ll find many great reads to enjoy!

Trying to navigate higher education and narrow down a career path, all while honouring Indigenous identity, can be very challenging. We hope that our Education Guide can be a valuable resource, guiding you forward on this immensely rewarding journey.

Danielle Vienneau, Editor-in-Chief

Next Issue: Spring 2020

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Leadership

Career Development

102

Building a Skilled Indigenous Mar. 27, 2020 Workforce

Apr. 10, 2020

May 4, 2020

Summer 2020

103

Summer Solstice

May 1, 2020

May 15, 2020

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June 5, 2020

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105

Business

Sept. 14, 2020 Sept. 25, 2020

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Special Edition

106

Art and Entertainment

Oct. 9, 2020

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Winter 2021

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Health and Fitness

Nov. 13, 2020

Nov. 30, 2020

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Dates subject to change. Advertising inquiries contact: info@saymag.com 1.204.977.2805 Order your subscription from the webstore at: www.saymag.com 4 | EDUCATION GUIDE

CALENDAR OF EVENTS 2020 FEB 27-29

Arctic Indigenous Investment Conference 2020 Happy Valley-Goose Bay, Labrador, Canada yfncc.ca/aiic2020

MAR 6

2020 Indspire Awards Ottawa, Ontario, Canada indspire.ca/events/indspire-awards

MAR 6

2020 Full Circle Conference and Educators’ Awards Banquet Winnipeg, Manitoba, Canada fullcircleindigenous.ca/conference

MAR 15-21

2020 Arctic Winter Games Whitehorse, Yukon, Canada arcticwintergames.org

MAR 16-19

Gathering Our Voices 2020 Secwépemc Traditional Territory Kamloops, British Columbia, Canada gatheringourvoices.ca

MAR 24-27

National Indian Gaming Association (NIGA) Indian Gaming Tradeshow & Convention San Diego Convention Center San Diego, California, USA indiangamingtradeshow.com

APR 23-25

Gathering of Nations Pow Wow & Miss Indian World Pageant Albuquerque, New Mexico, USA gatheringofnations.com

2019 Indspire Awards. Photo credit: Ben Powless

APR 27-30

10th Annual Indigenous HR Skill Builder Conference Canad Inns Destination Centre Club Regent Casino Hotel Winnipeg, Manitoba, Canada legacybowes.com/events

MAY 2-3

8th Annual National Indigenous Physical Activity & Wellness Conference Cowichan Valley Tribes Duncan, British Columbia, Canada a-pacc.com

MAY 12-14

24th Annual Vision Quest Conference & Trade Show RBC Convention Centre Winnipeg Winnipeg, Manitoba, Canada vqconference.com

MAY 28-31

Indigenous Fashion Week Toronto Harbourfront Centre Theatre Toronto, Ontario, Canada ifwtoronto.com

JUN 7-9

7th International Indigenous Trade Mission & Conference University of Oklahoma College of Law Norman, Oklahoma, USA iitio.org/2020-attendee-registration-form

JUN 19-20

1st Annual International Indigenous Hip Hop Awards Winnipeg, Manitoba, Canada indigenoushiphopawards.com

Discover more conferences, trade shows and other great events on our website at saymag.com.

EDUCATION GUIDE | 5

LITERATURE

Understanding Contemporary Indigenous Voices First Nations, Métis and Inuit Authors in Ontario Classrooms

I

By S. Ritchie

n 2016, the Truth and Reconciliation Commission published 94 calls to action to guide governments, communities and faith groups towards reconciliation. Of these calls, several addressed education reformation and ways to incorporate curricula on Indigenous history and residential schooling.

While one might expect to see this type of learning shift in the realms of History and Social Studies, several Southern Ontario school boards are swapping Shakespeare and Steinbeck for Indigenous authors like Thomas King and Dawn Dumont, bringing contemporary First Nations, Métis and Inuit voices into the English classroom.

In 2017, Lambton Kent District School Board initiated a mandatory English course focusing solely on Indigenous writers and playwrights. The same year, they were joined by Greater Essex County District School Board (Windsor, Ontario), which launched an elective called “Understanding Contemporary First Nations, Métis and Inuit Voices”, a

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course that has now become a mandatory grade 11 English course. To date, more than half of the school district’s high schools have transitioned over to the new curriculum. The course includes various titles, such as Indian Horse, written by Richard Wagamese; In this Together, edited

by Danielle Metcalfe-Chenail; and Seven Fallen Feathers, written by Tanya Talaga.

The great news is that Lambton Kent and Greater Essex County aren’t alone. Peterborough’s Kawartha Pine Ridge District School Board and the Ottawa-Carleton District School Board are two other districts that have introduced all-Indigenous reading lists into their secondary schools. “[The course] provides different perspectives for both Indigenous and non-Indigenous students,” Jane Alexander, who oversees the secondary school curriculum for the Ottawa-Carleton District School Board, told CBC. “It’s an opportunity for them to look at contemporary Canadian themes and literature that maybe they have not been able to do before.”

Indigenous community partners were asked to help curate the reading lists and guide non-Indigenous teachers in instructing the Indigenous concepts and issues. It’s common practice for teachers to spend up to a year reading and learning the new novels before discussing them with their students.

“The curriculum component is there and that’s all we’re asking our teachers to cover,” explained Indigenous education consultant Dean Smith when he spoke with APTN. “They’re not being asked to bring in anything cultural; that’s where the community and the authentic voice has to come in.” Teachers are encouraged to invite Elders and other community partners into the classroom to further the discussion through an Indigenous viewpoint.

By reworking programs and curricula, we can create a new culture of understanding, with diverse world views that include Indigenous perspectives. As more schools make conscious efforts to evolve, the promise of a more inclusive educational experience for the next generation can begin.

EDUCATION GUIDE | 7

EDUCATION

Entering a New Era with New Leadership

T

he University of Manitoba (UM) is home to a vibrant community of more than 2,600 First Nations, Métis and Inuit students, as well as thousands of Indigenous faculty, staff and alumni.

The university recently entered a new era with the appointment of the firstever vice-president (Indigenous) to its leadership team.

Dr. Catherine Cook, who is Métis from Northern Manitoba, was appointed to the new role. Dr. Cook has been an

instrumental leader in the UM community for more than 30 years, including as head of Ongomiizwin – Indigenous Institute of Health and Healing, and vice-dean (Indigenous) in the Rady Faculty of Health Sciences. In her new role, she brings her insight and expertise to lead the work in advancing Indigenous engagement and promoting reconciliation at UM.

Every year, UM welcomes approximately 500 new Indigenous students to its campuses and seeks to create an inclusive and supportive learning environment that promotes academic success. From admission through to graduation, students can meet with ISC advisors, program coordinators and Elders for academic, cultural, financial literacy and personal advice.

One of UM’s priorities is to create pathways to Indigenous achievement. The university is committed to weaving Indigenous perspectives and knowledges throughout its curriculum, programming, research and spaces. For example, the department of Native Studies is now offering four Indigenous language courses in Ojibwe, Cree, Michif and Dakota.

The popular and successful Qualico Bridge to Success (QBTS) program supports Indigenous students as they transition into post-secondary education. This voluntary, free program offers pre-orientation programming, academic learning support, advising, peer mentoring and special events.

“Joining the QBTS program was the best choice I made as a first-year student. Not only did it allow me to overcome my worries through this great milestone but helped me see this university as my second home,” said Cree student Zoe Quill.

Other Indigenous events on campus that celebrate and honour the rich histories, cultures and traditions of Indigenous Peoples include weekly Fireside Chats, Métis awareness events and an annual traditional graduation Pow Wow. New opportunities include an Indigenous scholars speaker series and Unsettling Ideas book club that spark discussion around anti-racism, decolonization and reconciliation.

Indigenous students can also find a welcoming place in Migizii Agamik – Bald Eagle Lodge, a culturally rich building that includes the Indigenous Student Centre (ISC) and other units.

Dr. Catherine Cook has been an instrumental leader in the UM community for more than 30 years.

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Registration for QBTS opens April 1.

Interested applicants are welcome to contact the Indigenous Student Centre at any stage of the admission process.

Students will also be notified about QBTS once they have applied to UM. In addition to QBTS, the university offers many holistic programs and resources to support Indigenous students as they progress through their individual journeys at UM, all of which empower them to explore opportunities, navigate the university system and achieve their goals.

For more information about Indigenous programming at the University of Manitoba, visit umanitoba.ca/indigenous.

EDUCATION GUIDE | 9

LITERATURE

The

2019 CODE Burt Award for First Nations, Inuit, and Métis Young Adult Literature Shortlist

In addition to the cash prizes awarded to the winning authors, publishers receive a guaranteed purchase of 2,500 copies, which are then distributed at no cost to schools, libraries, and community and friendships centres across Canada.

To celebrate the United Nations International Year of Indigenous Languages, the CODE Burt Award has launched a new Indigenous Language Award Category, the first of its kind in Canada. SAY Magazine is pleased to present this year’s shortlisted titles.

These books are available in bookstores or through GoodMinds.com.

Named the 2017 Burt Award’s Honour Book, Inuk writer Aviaq Johnston’s debut novel Those Who Run in the Sky has been shortlisted again for its Inuktitut version, translated by Blandina Tulugarjuk. After a strange and violent blizzard leaves Pitu stranded on the sea ice, he soon realizes that he has been carried into the spirit world, a world populated with terrifying creatures.

Pitu must master all of his shamanic powers to make his way back to the world of the living, to his family and to the girl he loves.

Published by Theytus Books

Published by Highwater Press

The CODE Burt Award for First Nations, Inuit, and Métis Young Adult Literature is an annual Canadian literary award and readership initiative that recognizes excellence in Indigenous-authored literature for young adults (ages 12-18). It aims to champion literacy, build language skills and foster the love of reading.

Published by Inhabit Media

INDIGENOUS LANGUAGE CATEGORY

Three Feathers is the third title in The Debwe Series, written in English by Richard Van Camp (Tłı̨chǫ Dene) and translated into South Slavey by Doris Camsell. After three young men vandalize their community, they are sent to live nine months on the land as part of the circle sentencing process. There, the young men learn to take responsibility for their actions and acquire the humility required to return home. But, when they do return, will they be forgiven for what they’ve done?

Inconvenient Skin is a collection of poetry written in English by Shane Koyczan and translated into Cree by Soloman Ratt. The poems aim to unpack the challenges of the dark side of Canada’s history and to clean the wounds so the nation can finally heal.

Powerful and thought-provoking, this collection will draw you in and make you reconsider Canada’s colonial legacy.

This year, financial support for the CODE Burt Award program was generously provided by The Consecon Foundation, Power Corporation of Canada and The Writers’ Union of Canada.

For further details on the Burt Award for First Nations, Inuit, and Metis Young Adult Literature, please visit code.ngo/approach/literary-awards.

10 10 || EDUCATION EDUCATION GUIDE GUIDE

LITERATURE

Master Tłı̨chǫ Dene storyteller Richard Van Camp captures the shifting, magical nature of the north in his short story collection Moccasin Square Gardens. The characters inhabit Denendeh, the land of the people north of the sixtieth parallel.

While filled with hilarity, this collection is also haunted by the lurking presence of the Wheetago, human-devouring monsters of legend that have returned due to global warming and human greed. The stories show that medicine power always comes with a price.

Written by Cree author Michael Hutchinson, The Case of Windy Lake is the first book in The Mighty Muskrats Mystery Series. When a visiting archeologist goes missing on Windy Lake First Nation, four inseparable cousins (Sam, Otter, Atim and Chickadee) decide to solve the mystery of his disappearance. In the midst of community conflict, family concerns and environmental protests, the Mighty Muskrats won’t let anything stop them from solving their case!

Published by Inhabit Media

Published by Second Story Press

Published by Douglas & McIntyre

ENGLISH LANGUAGE CATEGORY

Those Who Dwell Below is the exciting sequel to Those Who Run in the Sky by Inuit author Aviaq Johnston. Haunted by the vicious creatures of his recent past, Pitu tries to go back to a normal life at home.

But when word of a nearby starving village reaches Pitu, he must go help its people appease the angry spirits. It soon becomes clear that Pitu must travel to the bottom of the ocean to meet Nuliajuk, one of the most powerful beings in Inuit mythology.

There he learns about his role in saving the starving community and that all in his home camp may not be as it seems.

EDUCATION GUIDE | 11

FOOD

Chefs bring Indigenous Flavour to Food Network Canada On February 3, Food Network Canada launched its newest culinary competition, Wall of Chefs, featuring an all-star line-up of 33 diverse culinary powerhouses from across Canada who bring their unique perspectives and opinions to the stage. In each episode, home cooks are put to the ultimate test under the watchful eye of the “Wall”—a revolving panel of 12 judges. Hosted by television personality Noah Cappe (Carnival Eats), each episode features four new competitors, three culinary challenges and a chance to win a grand prize of $10,000.

SAY Magazine was fortunate to interview the two Indigenous judges who appear in rotation throughout the first season’s 10-episode run. Here’s a closer look at Chef Christa Bruneau-Guenther and Chef Shane Chartrand and their behindthe-scenes experiences.

Chef Christa Bruneau-Guenther

Photo credit: Food Network Canada

Winnipeg, Manitoba

Born and raised in Winnipeg, Manitoba, Chef Bruneau-Guenther is French Métis and a proud member of Peguis First Nation. She has spent nearly two decades increasing her knowledge of Indigenous foods, and refining her culinary skills and recipes. Bruneau-Guenther is the owner and executive chef of Feast Café Bistro, and since opening the restaurant, her recipes have been featured in various magazines such as Canadian Living and Chatelaine, as well as on Food Network Canada. Chef Bruneau-Guenther is also a recent recipient of the 2019 Manitoba Woman Entrepreneur of the Year Award for a Business with a Community Purpose.

SAY: What was it like appearing on a television show for the first time?

Bruneau-Guenther: I don’t think I’ve ever seen a show that has so many diverse and talented chefs on set all at once. To be invited on this show with so many top-notch 12 | EDUCATION GUIDE

chefs who I admire is very humbling. It’s also extremely exciting to see so many talented home cooks because that was me not too long ago. I’m just getting used to being called chef because I’m a home-cook-turned-restaurateur. It’s been a learning curve for me—learning how chefs operate in the chef world and how other restaurants operate.

SAY: Can you tell us more about your role as a judge?

Bruneau-Guenther: Being one of, if not the only, home-cook-turned-restaurateur on the show was certainly part of my role, demonstrating to viewers and the home cooks that you don’t have to be a trained chef and have gone to culinary school to be successful. I was able to share some of my cultural background, and if I saw a traditional ingredient being used I was able to point it out and share a little about it. It was incredible to appear on Food Network Canada and have the opportunity to critique other people’s dishes while also highlighting what we do at Feast in Winnipeg.

SAY: So how did you get into the food/ restaurant industry?

Bruneau-Guenther: I actually started in the industry as a server and did that until I was about 22 years old. Then I opened and operated a licensed Indigenous holistic daycare for inner-city children for 11 years. It was during this time that I developed my cooking skills and began integrating food, culture and gardening into the program.

I come from a large Indigenous family and I grew up in Winnipeg’s North End. Growing

Photo credit: Food Network Canada

By D. Vienneau

up, I was very disconnected from my culture as it relates to food, mainly because of residential schools and how it impacted my grandmother, which impacted my family.

Over the years, I became very curious about our traditional foods and I wanted more knowledge. I couldn’t find one book in any library that shared that kind of information.

So I connected with a lot of community Elders and First Nation communities to learn about our traditional foods so that I could incorporate them into the daycare program to create a healthy, balanced menu.

SAY: Can you expand on the importance of food to culture?

Bruneau-Guenther: Identifying with my Indigenous culture through food was very empowering for me and for the children and parents in the daycare program. When you can identify your culture through food, it gives you a sense of self-worth, pride and understanding of where you come from.

It’s an opportunity to learn about all the traditions of how our people honour and respect animals, the sacred vegetables and all of the teachings that come with food, family and nurturing each other. I personally have a huge Indigenous food garden at home—I grow everything on a large scale and I do all my own canning practices.

SAY: How did you end up opening Feast Café Bistro?

Bruneau-Guenther: I never dreamed of opening a restaurant, but I was really encouraged to open an Indigenous restaurant because there wasn’t one in the city. I did a

FOOD

lot of research and found there were only a handful of Indigenous restaurants in our country at that time, and I felt a real responsibility to our community—to share our food knowledge. I wanted to showcase our culture, our people, our food and our music with the greater public and become a meeting place for our community. That was four years ago now.

SAY: What’s next for you?

Bruneau-Guenther: Personally, I would like to get to my cookbook. I have 101 recipes ready, and I would love to find the time to put my heart into it. My book would be for the home cook and about how to integrate our traditional foods into the home. That’s my style of cooking and my style of food. I would also like to start sharing my food and recipes more widely, maybe through videos.

Chef Shane M. Chartrand

Photo credit: Food Network Canada

Edmonton, Alberta

Chartrand is the executive chef at the SC Restaurant at River Cree Resort & Casino in Enoch, Alberta, on Treaty 6 Territory. Born to Cree parents and raised by a Métis father and Mi’kmaw-Irish mother, Chartrand has spent the last decade learning about his culture, visiting with other First Nations peoples, gathering knowledge, and creating dishes that meld his diverse interests and express his unique personality.

A seasoned competitor on shows like Chopped Canada, Iron Chef Canada and Fridge Wars, Chef Chartrand can relate to the pressure the amateur cooks experience as their culinary skills are put to the test throughout difficult, time-limited challenges.

SAY: What is it about culinary competition that you enjoy—why do you do it?

Chartrand: I really enjoy the thrill of competing, but one of the reasons I do TV and

competition is because I suffer from anxiety. I do these competitions to challenge myself—to face my inner feelings and face my fears. It’s not about fame and fortune, although if those things come with it, then that’s a bonus.

SAY: Tell us about what makes Wall of Chefs so exciting?

Chartrand: The reason the show is so interesting is not only because you get to see the home cooks battling in the kitchen but because you also get to see the chefs on the “Wall” challenge each other’s opinions. As judges we have to debate about who did the best job—the hardest part is deciding who wins.

SAY: How does the show set itself apart from other cooking shows?

Chartrand: When the cooks come into the kitchen, there are no lights on. Then the lights go on and the host says, “Welcome to the Wall.” It’s so nerve-racking for the competitors—you can see how nervous they are.

All of a sudden they look up and there are 12 of us looking at them, judging them. Just imagine, you are given crazy ingredients, have a limited amount of time to cook your dishes, you’re competing against three other people, and it’s up to us [the Wall] to decide.

SAY: How did you become a chef?

Chartrand: I didn’t get into the business because I wanted to be a chef at all. I grew up on a farm raising chickens and horses.

At 16 years old, I hopped on my bike and went looking for a job [so that I could buy things I wanted]. I came to a truck stop, and that’s where I started as a dishwasher. I saw other kids older than me cooking and I knew I could do that, so my first job working with food was to make toast for the cooks.

I thought it was going to be simple—white bread and brown bread—but when I looked under the counter, there were all kinds of other breads that I had never seen in my life.

It was at that moment that I realized I knew nothing about food. It was such an eye opener to realize how little I knew. I was enthused about what I didn’t know, and that’s when I decided that I wanted to become a chef.

SAY: How did you decide you wanted to focus on Indigenous cuisine?

Chartrand: I graduated from culinary school and, to be honest, I was never that good of a cook. I never thought I was going to really make it until I figured out what my niche was.

Outdoor cooking is my world—Indigenous outdoor wild game cooking. I am a hunter and a fisherman and so it makes sense to me; it makes sense to my community and my family.

It’s also an ode to my mom and dad.

From now until the day I expire, I will be about Indigenous food. Why? Because Indigenous food is not part of Canadian cuisine and I feel it’s not celebrated enough.

It’s not about the bannock or Indian Tacos.

It’s about what is from this land—what you forge, what you can grow, what you can pick and what you can make. It’s about terroir, people, farmers. For me, that’s Indigenous food, indigenous to this land. And that’s why I do what I do.

SAY: Congratulations on your new book.

What made you want to write it?

Chartrand: Thank you. I knew if we [Chartrand and Jennifer Cockrall-King (Contributor)] were going to write a cookbook, there needed to be stories involved because that is the Indigenous way. tawâw: Progressive Indigenous Cuisine is not just about me and my recipes, it’s about everybody who helped create the book.

We took a different path and tried to reinvent what a cookbook is. I am a very transparent person. In writing this book, I wanted people to know who I am, and I wanted to create something that people can relate to.

It’s not just a cookbook, it’s a storytelling book that follows my culinary journey, my childhood—including my years in foster care—in Alberta, and there’s also a page in it that talks about anxiety.

So many young Indigenous People don’t think they can be successful. I’m no different. I want to inspire people of all ages.

SAY: What’s next for you?

Chartrand: I would like to either host a show or have my own show in some capacity. I might even consider writing another book. tawâw contains 75 recipes, stunning photos and inspiring stories. The cover is both striking and unique, featuring an image of Chartrand’s handprint coupled with his signature dish “War Paint” (quail and wheat berries on red pepper sauce).

For more information visit: www.foodnetwork.ca/shows/wall-of-chefs.

EDUCATION GUIDE | 13

SHORT TAKE

Emotional Intelligence Connected to Academic Success

A

ccording to an article recently published in the Psychological Bulletin Journal, research shows that students who are able to understand and manage their emotions effectively (i.e., who have a high emotional intelligence) do better in school than their less skilled peers.

“It’s not enough to be smart and hardworking,” explained Dr. Carolyn MacCann, PhD, of the University of Sydney and lead author of the study. “Students must also be able to understand and manage their emotions to succeed at school.”

By analyzing data from more than 160 studies published over two decades, representing more than 42,000 students from 27 countries, MacCann and her colleagues found that students with higher emotional intelligence tend to get higher grades and better achievement test scores than those

14 | EDUCATION GUIDE

with lower emotional intelligence scores.

This finding held true even when controlling for intelligence and personality factors, and regardless of age.

To help nurture and grow emotional intelligence in students of all ages, MacCann recommends starting early and engaging the entire school through

Students with higher emotional intelligence tend to get higher grades and better achievement test scores.

As for why emotional intelligence can affect academic performance, MacCann believes a number of factors may come into play. “Students with higher emotional intelligence may be better able to manage negative emotions, such as anxiety, boredom and disappointment, that can negatively affect academic performance,” she explained. “Also, these students may be better able to manage the social world around them, forming better relationships with teachers, peers and family, all of which are important to academic success.”

teacher-led programs, thus, increasing skills for everyone. “Programs that integrate emotional skill development into the existing curriculum would be beneficial,” she said.

This article is based on the research article “Emotional Intelligence Predicts Academic Performance: A Meta-Analysis,” by Carolyn MacCann, PhD, Yixin Jiang, PhD, Luke Brown, MSc, and Micaela Bucich, BPsych. The complete article is available at https://www.apa.org/pubs/journals/ releases/bul-bul0000219.pdf

EDUCATION GUIDE | 15

COVER STORY

UNBC’s Story

‘En Cha Hunà reflects the heart and soul of the University of Northern British Columbia (UNBC). The school motto, from the Dakelh (Carrier) language, directly translates as “that person also lives” and is interpreted as “respecting all forms of life”—a reminder of the spirit of academic freedom, respect for others and willingness to recognize different perspectives.

A university both in and for the North, UNBC is located in picturesque Northern British Columbia (BC), Canada, with campuses located in Prince George, Terrace, Quesnel, Fort St. John, and in Gitwinksihlkw, where partner institute Wilp Wilxo’oskwhl Nisga’a is located. The institute is a community-driven, student-focused aboriginal post-secondary institution dedicated to providing top quality, culturally appropriate education to everyone who lives in the Nass River Valley area.

UNBC is ranked #2 overall by Maclean’s magazine as one of the best small universities in Canada for 2020 and is the top university in the Indigenous visibility category.

The university is dedicated to its students and to building bridges with new partners, taking measurable steps towards reconciliation and brighter futures.

Opening Doors for Indigenous Learners

T

“Education is the key to reconciliation,” said Senator Murray Sinclair.

he University of Northern British Columbia (UNBC) is taking the words of the Chair of the Truth and Reconciliation Commission of Canada to heart by collaborating with the Lheidli T’enneh First Nation to ensure Lheidli T’enneh members can attend UNBC at no cost to the student.

“This new agreement with UNBC is a specific example of what reconciliation looks like,” said Lheidli T’enneh Chief Clay Pountney. “It describes a new partnership that requires investments from both parties to benefit Lheidli students. I’m not aware of a similar partnership anywhere in Canada.”

UNBC’s largest campus in Prince George is located on Lheidli T’enneh territory in British Columbia’s central interior. For years, the university and the Lheidli T’enneh have been forging ever-deepening ties, working towards meaningful reconciliation. This agreement moves that partnership another big step further by eliminating financial barriers and increasing access for Lheidli T’enneh members.

“The Truth and Reconciliation Commission made it very clear that Canada, as a nation, simply must do better with regards to making education accessible for Ab-

original Peoples,” said UNBC President Dr. Daniel Weeks. “This is leadership in an area in which our country needs it and is another Northern BC initiative that has the potential to have national impact.”

According to the Truth and Reconciliation Commission, financial issues are one of the major obstacles that prospective Indigenous students face, resulting in fewer students accessing post-secondary education.

Consequently, Canada is missing out on the next generation of Indigenous educators, social workers and other professionals.

“This is a win-win for both ourselves and UNBC,” explained Pountney. “It also addresses a common misunderstanding in Canada that all Indigenous People have unlimited access to post-secondary education, which simply isn’t the case.”

The agreement, announced in October 2019, creates two programs. The first, called the Lheidli T’enneh Northern Promise Partnership Program, provides candidates who meet UNBC admission requirements with the funding they need to achieve an undergraduate degree at UNBC. The university will provide full tuition support for a full undergraduate degree, and the Lheidli T’enneh Nation will

UNBC President Daniel Weeks and Lheidli T’enneh Nation Chief Clay Pountney sign agreement that provides Lheidli T’enneh students full tuition support.

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COVER STORY

Nenachalhuya – The Cedar Plank Project

Ravens for Reconciliation

cover funding to support student needs, such as living expenses (including housing, food and transportation), fees (other than tuition), textbooks and tutoring.

UNBC Art Brings Meaning to Reconciliation Cree/Dakelh artist Clayton Gauthier believes art is a gift from the Creator.

Ravens for Reconciliation The 1,000 Ravens campaign is one of many examples of how UNBC is using art as a means to work towards reconciliation.

The second program, called the Lheidli T’enneh Northern Promise Partnership Transition Program, is available to Lheidli T’enneh identified students who do not meet the normal admission requirements for UNBC entrance yet demonstrate strong academic promise and wish to transition from high school or college to university.

UNBC will provide full tuition support and the Lheidli T’enneh Nation will cover funding to support student needs.

“As Indigenous People, we travelled by art,” said Gauthier. “The rock paintings and the rock carvings, we travelled by those, so they were really important.”

Led by the UNBC First Nations Centre, the goal is for members of the university community to make 1,000 origami ravens throughout the year to symbolize a university-wide wish for reconciliation. It is a fun cultural twist on the ancient Japanese tradition of making 1,000 origami cranes.

“Our partnership with UNBC creates new post-secondary opportunities for our students and will help our Nation move forward,” said Pountney.

UNBC at a Glance

3,800+ students 1:8 faculty-to-student ratio g 60 Bachelor, 27 Master, 3 PhD programs g 236 UNBC courses featuring bbIndigenous content g 17% of all UNBC students selfbbidentify as Indigenous g 1st university in BC to offer a bbBachelor’s degree in First Nations bbStudies g 1st university in Canada to offer bba Master’s Degree in First Nations bbStudies g 11 First Nations Certificates g 2 First Nations Diplomas g g

Gauthier is honoured to bring that gift to UNBC as part of Nenachalhuya – The Cedar Plank Project, sharing the stories of the many Indigenous communities that call the region home.

The art that Gauthier produces revolves around traditional teachings that he has learned from Elders, the Spirit within and our Mother Earth. At UNBC’s Prince George campus, Gauthier will carve cedar planks that represent the various BC First Nations.

Nenachalhuya is a Dakelh word meaning, “You have done us great honour” or “we are thankful for what you have done.”

“We are surrounded by art, so having that understanding that this is art from this territory, I feel that’s really important,” Gauthier said.

Gauthier will carve thirty-two cedar panels, each representing the artwork submitted by a Northern BC First Nations community. Once completed, the carvings will adorn the Gathering Place, part of UNBC’s First Nations Centre.

“The building of each raven is not an easy task, but the process of reconciliation is not easy either,” said Bev Best, UNBC’s Manager of Aboriginal Student Engagement. “Yet the end result will be beautiful, both in the wish and the ravens.”

Once created, the ravens will be displayed prominently around campus, celebrating those who have made a personal and professional commitment to reconciliation.

“It’s not about how many one person can make; it’s about how many people can make one,” said Best.

Learn more about UNBC and the available resources by visiting unbc.ca/aboriginal-resource-dati

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ENTERTAINMENT

New Indigenous Crime Drama Q&A with Television Show Creator, Ron E. Scott

SAY Magazine’s long-standing partner APTN chatted with Ron E. Scott, Director/Creator/Showrunner of the hit show Blackstone, to discuss his upcoming APTN crime-drama TRIBAL. This piece has been edited for length and clarity.

APTN: Can you describe what TRIBAL is about?

Scott: There are allegations of corruption within the Tribal Police that governs the four surrounding reserves around a big city. [In light of] these allegations, the federal government takes over the Tribal Police and appoints a new interim Tribal Police Chief, Sam Woodburn (Jessica Matten). She gets partnered with a big city cop (Brian Markinson) who has his own biases that affect their partnership.

APTN: What inspired the idea for TRIBAL? Scott: As a Métis person, I’ve always been fascinated by the polarization of my Indigenous heritage and my nonIndigenous heritage. They’re two totally different cultures and I’ve always gravitated towards my Indigenous culture. I wanted to reflect that in the content I was creating. TRIBAL is a progression from Blackstone where we mix the fictional world that we’ve created with reallife crimes that have been committed.

Series creator, Ron E. Scott on set.

APTN: You spoke to the Calgary Herald where you talked about TRIBAL and “the idea to present a TV crime-drama through a First Nations perspective.” Why is that important to you?

Scott: I think it’s a misunderstood, underrepresented voice, especially within content creation. [Most] of the time, non-Indigenous Peoples don’t understand us. They have one viewpoint and it mostly comes from a nonIndigenous perspective. What we tried to do with TRIBAL is show both sides of the story and say that [things aren’t] always what they seem. Not everyone is willing to go there as a content creator, but that’s what I’ve built my career on: providing that perspective and starting that discussion.

APTN: Is there a new element of First Nation life that TRIBAL introduces which hasn’t been shown a lot in mainstream programming?

Scott: The main character lives in a nice loft, her boyfriend is a lawyer, her mom is very well-to-do and her father was a judge—I don’t think that’s ever been shown before. That’s just not the experience of other content creators, so that’s not what they’re writing. Whereas, we all know somebody in the community that’s very

well off and [we recognize] that there’s a real missing link to the “professional” Indigenous person.

APTN: What’s an element of TRIBAL that you’re most excited to share with audiences?

Scott: [The fact that this is] a crime-drama from an Indigenous perspective. It’s great to see an Indigenous woman in a power role; she’s the Chief of Tribal Police and she’s doing a great job. She’s not dysfunctional, she’s not broken in any way—she’s a straightforward, good character. I don’t think we’ve ever seen that before, so that was done intentionally. I decided that everyone else around her would be messed up, except for her. And she’s also a great role model for young Indigenous women.

It’s not just a TV show—there are people out there, women and men, who are professionals with a stable, dynamic life. We see Indigenous Peoples as real people [in TRIBAL]: lawyers, police chiefs and cops doing their jobs. They’re not adhering to stereotypes.

TRIBAL premieres Feb. 20, 2020, on APTN. Check your local listings for more information.

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Photo credit: Michelle Faye, David Brown and Chris Large courtesy of Tribal Productions Ltd. Left to right: Featured in photos 1 through 4, Tribal Police Chief, Sam Woodburn (Jessica Matten).

Featured in photos 1 and 4, Buke (Brian Markinson).

Featured in photo 3, Ron E. Scott provides direction to actress Jessica Matten.

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PROGRAMS

RRC Lays the Foundation for Indigenous Success As part of its commitment to advancing Indigenous achievement in Manitoba, Red River College is enhancing the environment supporting Indigenous learners and continuing to expand educational opportunities.

As a post-secondary institution, Red River College (RRC) has a significant role to play in the journey towards Truth and Reconciliation, and healing between Indigenous and non-Indigenous Peoples. By complementing high-quality, diverse programming with an environment that is welcoming and embeds Indigenous ways of knowing, RRC is supporting Indigenous economic growth, providing skilled workers to Manitoba communities and contributing to the healing of Indigenous students.

RRC now offers nine Indigenous programs designed to build the bridges that are required to grow Indigenous Manitobans into all industry sectors, with a focus on areas in which Indigenous Peoples are typically underrepresented or where there is a desire from the community to grow into a specific industry.

Programs are also designed to support students spiritually by teaching cultural competencies within a classroom setting— these come in the form of Elders’ teachings, sweat lodge ceremonies, sharing circles, land-based learning, special guest speakers and more. Students can take pride in who they are by learning about the history of their own people, which strengthens students as a community.

One of the most popular program models are Pathways, one-year programs that position Indigenous students for success in 20 | EDUCATION GUIDE

RRC health programs, engineering technology programs and, most recently, business, marketing, digital technology and hospitality programs. Pathways are preparatory, exploratory and transitional, and serve as stepping stones before students enter an RRC program. They are ideal for mature students returning to pursue careers in new industries or for students who don’t have the training that aligns with their areas of choice.

Pathway programs support students holistically. This means that while they are studying, they are learning how to be successful college students in a safe space: how to manage time, deal with stress and navigate a post-secondary institution.

Pathways also create a strong network with other Indigenous classmates, instructors and support staff, whom students can return to for support throughout their post-secondary journeys.

“To come to this program and have so many Indigenous People wanting to work towards the same thing as you is a welcoming feeling. You feel like you have a place,” says student Jo-Dee Berthelette. “I love it. I don’t want to stop. I wish I could stay in school for the rest of my life.”

One of the newest RRC programs that empowers students to become agents of social change—either by working with community organizations or through entrepreneur-

ship—is Social Innovation. This two-year program explores community engagement, sustainable development, inclusiveness, environmental stewardship, reconciliation and social activism, with an option to major in either Community Development or Social Entrepreneurship in the second year.

“I see a need in my own community, and I never thought that it could be me that could work with my community to help them. It was very empowering,” says student Jewel Murdoch.

The college’s Indigenous Student Supports offer academic tutoring, financial advising, counselling, spiritual advising, ceremonies and events, transition to employment supports, and navigation, in which staff walk alongside students navigating college processes, urban living, transportation, housing and any other barriers that may arise.

Students have access to a medicine wheel garden, sweat lodge and two Indigenous Support Centres at the Notre Dame and Exchange District Campuses, both with kitchen facilities, a lounge area, a computer lab, telephones and bulletin boards with current events and career postings.

Indigenous Education Programs EDUCATION. SUPPORT. ACCESS. COMMUNITY. COLLEGE TRANSITION Explore career opportunities and obtain the skills and competencies to enter into other programs at Red River College. rrc.ca/cot

PATHWAY TO ENGINEERING TECHNOLOGY PROGRAMS Prepare for RRC’s Civil Engineering Technology, Electrical Engineering Technology and Mechanical Engineering Technology programs by increasing your academic, social and financial readiness.

CULINARY SKILLS - INDIGENOUS

rrc.ca/apt

Develop the skills to succeed in the fast-paced food services industry through curriculum that incorporates Indigenous content and pre-employment supports.

PATHWAY TO HEALTH PROGRAMS

rrc.ca/csi

INDIGENOUS LANGUAGE - CREE INDIGENOUS LANGUAGE - OJIBWE Learn the fundamentals of reading, writing and speaking Inninew (Cree) or Anishinaabemowin (Ojibwe).

Help support reconciliation and meet revitalization needs within Manitoba communities. rrc.ca/ilc (Cree) | rrc.ca/inl (Ojibwe)

INTRODUCTION TO TRADES Acquire the skills and knowledge to successfully transition to a number of RRC trades programs. Job shadow, visit shop spaces and meet with potential employers in this five-month program. rrc.ca/itr

PATHWAY TO BUSINESS, CREATIVE COMMUNICATIONS AND DIGITAL TECHNOLOGY PROGRAMS Prepare for RRC’s Business Administration, Business Information Technology, Commerce Industry Sales and Marketing, Hospitality and Tourism Management, Creative Communications and Digital Media Design programs by increasing your academic, social and financial readiness.

Prepare for RRC’s Dental Assisting, Nursing, Paramedicine – Primary Care Paramedicine, Science Laboratory Technology and Veterinary Technology programs by increasing your academic, social and financial readiness. rrc.ca/ahp

SOCIAL INNOVATION AND COMMUNITY DEVELOPMENT Discover the tremendous capacities of communities and individuals to initiate systems change. In Year 2, major in either: • Community Development Become an agent of change in communities experiencing barriers to development. Learn to make effective use of community assets, promote inclusion, and understand structural dynamics and ethical issues.

• Indigenous Social Entrepreneurship Entrepreneurship is used to innovate, create wealth, and address issues facing communities. Learn to transform your values and passions into a venture that positively impacts the world. rrc.ca/scd

rrc.ca/bcd

For additional information, including fees and admission requirements, support with applications or academic advising, email indigrecruit@rrc.ca or call 204.632.2483.

rrc.ca/indigenous EDUCATION GUIDE | 21

ART PROFILE

Healing Through Art A former student of the Institute of American Indian Arts (Santa Fe, New Mexico, USA), this featured artist’s work interweaves modern art and native culture.

now proudly call my wife came into my life and helped heal me. She helped reunite me with my gift of art. Now I focus all my creative energies toward unity and healing.”

Christopher Sweet (Ho-Chunk/Ojibwe) is a painter from South Central Wisconsin, USA. His work varies from still life to abstract, but there’s one common thread in each of his creations: the incorporation of unity and healing.

When asked if he had any advice for young artists, Sweet shared some of his life lessons. “I don’t know if this is considered wisdom, but much like when authors have writer’s block, an artist has creativity blocks,” he explained. “When I get into a funk, I will recreate another version of a piece of my artwork, and sometimes I relocate my work space to refresh my creativity.”

After experiencing the painful loss of two daughters, Sweet felt like he was in a dark and unhealthy place in his life, until he met Chrissy, a woman who changed everything. “Art was a gift given, but not pursued,” explained Sweet. “A woman I

dare to be different

surround

yourself

with things that inspire

you

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Sweet also noted that nostalgic music always helps him get into a creative state of

mind. He further suggested experimenting with new techniques, different mediums and types of tools. “There are no rules on artistic creativity, so dare to be different and your own artistic style will definitely shine through. Surround yourself with things that inspire you and it will come to life in your work.”

Each of Sweet’s paintings tells a story and many portray his heritage, including traditional dances, animals, feathers, the medicine wheel and headdresses. Find C Sweet Native Art on Facebook to see more of Christopher Sweet’s inspiring work.

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MUSIC

Sandra Sutter Sandra Sutter is a Calgary-based award-winning Cree Métis recording artist, singer/songwriter and musician who writes, records and performs in a variety of styles, including Americana, folk, country, pop, jazz and rock.

Her truth and reconciliation-focused album Cluster Stars, released in 2018, speaks of the fundamental strength, beauty and resilience of Indigenous Peoples, and has received 11 nominations to date. Cluster Stars has also been featured in various media productions, a short film called The Healing and a theatre production called New Blood.

In 2018 Sutter picked up Best Americana Recording at the Native American Music Awards, and in 2019 she earned Best Producer/Engineer at the Indigenous Music Awards, an Esquao Award (Arts) from the Institute for the Advancement of Aboriginal Women and an Aboriginal Role Model of Alberta (Arts) Award. Most recently, Sutter was recognized by WXN as one of the Top 100 Most Powerful Women in Canada.

Just before the start of the new year, Sutter released an A/B short album titled Fireside, consisting of two new singles and continuing the work she started with Cluster Stars.

Sutter is not just an artist: she is the Aboriginal Partnerships Manager for PTW Energy Services, the Executive Director for the Circle for Aboriginal Relations Society and sits on several Indigenous serving boards and committees across Canada. Sutter lives and breathes the concepts that she thinks, speaks and sings about every day.

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MUSIC

Angus Vincent Hailing from Waterhen Lake First Nation, Saskatchewan, Canada, singer-songwriter Angus Vincent (Plains Cree) has been performing original works since 2002.

nous person, and hopes that those going through similar struggles will be moved by his music.

This young artist combines modern funk n’ roll, Indigenous language and a bass-driven, upbeat sound to create an eclectic and invigorating musical experience. With every performance, Vincent grows in his musical ability—each lyric, each melody better than the one before.

Vincent’s debut album Angel, released in 2018, was extremely well-received, with the single “Tension” off the album reaching #3 on the Indigenous Music Countdown in December of the same year. The second track on the album, titled “It’s About Time”, also received airplay on various radio stations.

As a fluent speaker of Plains Cree, Vincent recognizes the importance of incorporating his native language into music. Vincent is constantly writing songs that speak to his heart and experiences as an Indige-

One thing is for certain, 2020 has a lot in store for Angus Vincent. This First Nations artist recently released his new single “Real Love”, which will be followed shortly by his brand new EP, slated to drop February 2020.

.com

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MUSIC

Conrad Bigknife Hard work and real life, along with a father who loved country music, helped shape Conrad Bigknife’s aesthetic for a no-frills, honest sound.

Hailing from Starblanket First Nation (Saskatchewan, Canada), Bigknife is an innovative and driven creator of music. A self-taught artist, and a vocalist first and foremost, he is also a writer, composer, musician, engineer and producer. Bringing his vision to reality has meant literally thousands of hours recording himself and others. His own singles “Twang”, “Crush”, “Lovin or Leavin”,

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and most recently “Sunday Morning Slide”, have found considerable success on Indigenous radio stations across Canada.

Quickly becoming recognized as one of Canada’s top up-and-coming Indigenous artists, Bigknife works hard at blending the lines of alternative country music and his cultural background. Like many performers before him who successfully broke down barriers, he continuously challenges what a “typical” country artist looks and sounds like. It’s a challenge he relishes and celebrates, because music is a universal language that brings people together.

Bigknife is always learning, always grinding and forever thriving. He recognizes the power of music and is grateful for the opportunities given him. Bigknife is one of the bright lights on Canada’s vast musical horizon.

MUSIC

Multi-award-winning group Bluedog is back with Take A Stand, their latest album featuring 11 brand new songs written by founding members Joni (Weston) and Eric Buffalohead. The LP also features “Look to the Sky”, a song written by Eric, Joni and Alexandra Buffalohead, and Keith Secola. In addition to Secola, the group also welcomed Ted and Angie Vig, Josh Levi, Jan Michael Looking Wolf and Jordan Carlson to collaborate on some recordings.

This new album stays true to the band’s iconic sound: melding blues and rock, and influenced by the life experiences of Indigenous Peoples. “Native people have experienced the blues too,” expressed Joni. “For us it reflects a significant part of life for Native people and our relationship with the US government in the past,

present and future. Our music celebrates life, the good and bad.”

album, Bluedog took home the Nammy for Group of the Year. ​

Over their near-two-decade career, this blues band from Minneapolis, Minnesota, USA, has released a number of albums, LPs and singles, for which they have received multiple awards and nominations. Their debut album From All Directions, released in April of 2005, was nominated for Best Blues and Best Debut Recording at the Native American Music Awards and Best Blues again at the Indian Summer Music Awards.

Bluedog has performed across the United States, appearing on stage at various award shows and vibrant festivals, such as the Native American Music Awards (Hollywood, Florida), Indian Summer Music Awards (Milwaukee, Wisconsin), Yakima Tribal Jam (Toppenish, Washington), Indian Summer Music Festival (Minneapolis, Minnesota), The Fargo Blues Festival (Fargo, North Dakota) and Last Ride Blues Festival (Thief River Falls, Minnesota).

The albums and singles that followed— such as their 2006 album A Little White Lie and 2010 single “Get Up & Get Out”—continued to bring nominations in Best Blues categories. Then in 2010, just five years after launching their debut

The five-member band is made up of founders Joni and Eric, their daughter Alexandra Buffalohead (keyboard), long-time family friend Tom Suess (bass guitar) and 2nd-gen musician Greg Mans (drums).

Mar 2 Mar 9 Mar 16 Mar 23

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Bluedog Angus Vincent Sandra Sutter Conrad Bigknife

Visit us at IndigenousinMusic.com EDUCATION GUIDE | 29

2019 Indigenous Music Awards Nominee for Best Radio Station Program

SCHOLARSHIPS

Scholarships for Indigenous Students Scholarships, grants and awards are extremely helpful to those wanting to pursue post-secondary education, and there are many available specifically for Native American, Alaska Native, First Nation, Métis or Inuit students.

We’ve pulled together a shortlist of scholarships as a starting point; however, there are many more institution-specific or tribal-based scholarships available, so make sure to contact your desired institution or home community directly for more opportunities.

American Scholarships The American Indian College Fund provides scholarships to American Indian and Alaska Native students seeking undergraduate and graduate degrees at tribal colleges, and non-profit and accredited schools. collegefund.org/student-resources/scholarships

Catching the Dream awards scholarships to Native American students who demonstrate academic achievement, clearly defined goals, leadership, determination and the desire to return to their communities and help others. catchingthedream.org

The American Indian Graduate Center offers six different scholarships to help Native Americans pursue their education goals in all majors, with special scholarships for STEM majors. aigcs.org/scholarships

DAR American Indian Scholarship awards scholarships to Native Americans students of any age, any tribe and in any state who are pursuing education at the undergraduate or graduate level (undergraduate students given preference). dar.org/national-society/scholarships/american-indian

The American Indian Science and Engineering Society awards scholarships to students interested in pursuing degrees in computer engineering, computer science or a related technology field (must be an AISES student member to apply). aises.org/scholarships

The Gates Millennium Scholars Program offers full tuition grants and scholarships to minority students, with special attention to Native American candidates. gmsp.org

American Indian Services Scholarships for Native Americans awards scholarships to part-time or full-time students enrolled in undergraduate programs at university, college, junior college or technical school. americanindianservices.org/students/ais-scholarship

The Indian Health Service provides loans, scholarships and grants to Native American students pursuing a career in healthcare in exchange for a minimum two-year service commitment within an Indian health program in your discipline. ihs.gov/scholarship

The Association on American Indian Affairs provides scholarships and grants to full-time Native American students (applicants must be enrolled tribal citizens). indian-affairs.org/scholarships.html

Partnership with Native Americans (PWNA) awards scholarships to undergraduate and graduate students who are in the mid-range of academic ranking but demonstrate serious drive and an ability to overcome obstacles. nativepartnership.org

Canadian Scholarships Aboriginal Bursaries Search Tool is a database that lists more than 680 bursaries, scholarships and incentives across Canada offered by governments, universities and colleges, private and public companies, individual Canadians and organizations. aadnc-aandc.gc.ca/eng/1351185180120/1351685455328 Aboriginal Learning Links provides a list of scholarships and bursaries available for Indigenous students who reside in British Columbia, such as the Irving K. Barber Indigenous Awards and the First Citizens Fund. aboriginallearning.ca/scholarshipsbursaries Canada Post offers grants to First Nation, Inuit or Metis students who have been out of school for one year or more and are returning, or have already returned and completed one full year of studies. canadapost.ca 30 | EDUCATION GUIDE

Indspire offers bursaries, scholarships and awards to full- and part-time Indigenous students attending college, university, skilled trades, apprenticeships and technology programs. indspire.ca/for-students/bursaries-scholarships RBC Indigenous Students Award Program awards ten scholarships every year to First Nation, Inuit or Métis students majoring in disciplines related to financial services and majors unrelated to financial services. aboriginalstudents.ca/site-sponsors/rbc The Canadian Nurses Foundation (CNF), in partnership with TD Bank Financial Group, offers scholarships for Indigenous nursing students studying at the Bachelor, Master, Nurse Practitioner and PhD levels. cnf-fiic.ca

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Post-Secondary Education Guide for

Indigenous Students 2020

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EDUCATION GUIDE

Post-Secondary Education Guide for Indigenous Students

Tips on How to Use the Directory

The SAY Education Guide is created each year for Indigenous students—as a tool in their journey to selecting a post-secondary institution that is right for them. This directory features hundreds of post-secondary institutions that offer Indigenous degree programs, Native American studies, Indigenous/Native American-specific programs, services and courses in Canada and the United States.

The material in the grid comes from various sources, including counsellors and school administrators. Over the years we’ve asked them what information is most requested by Indigenous students and those are the questions/answers featured in the survey.

Institutions are organized by country.

Once you have selected either Canada or the United States, find the Region/Province/State in which you wish to study and browse the list of institutions.

For your reference, we have provided the list of survey questions to which respondents either answered “yes” or “no”. The legend below explains the different types of symbols used in the grid, which correlate to each question and will help you identify what programs/services are offered at each institution. A “yes” is indicated by a bullet point in the grid.

Survey Questions 1 Our institution offers an Indigenous degree program.

If yes, indicate the name of the program below.

2 Our institution accepts Indigenous program credits from other educational institutions.

3 Our institution offers a transition program to assist students with upgrading their skills.

4 Our institution has a dedicated Indigenous student center.

5 Our institution employs an Indigenous student counsellor.

6 Our institution offers an Indigenous scholarship/bursary.

For further information and a full description of the programs/services these institutions offer, you should always review their websites. There you will discover more information than the SAY Guide is able to provide.

We want to thank those institutions that were very generous in sharing this information. Although SAY Magazine has made every attempt to ensure material in the Guide is correct, this is not a comprehensive listing and SAY Magazine is not responsible for any errors or omissions.

If your institution needs to be added, or has new/updated information, please contact us at info@saymag.com.

A digital version of the 2020 SAY Education Guide is available on our website at www.saymag.com.

7 Our institution provides information to students on local community services.

8 Our institution provides emergency financial aid to students for housing and food.

9 Our institution offers dedicated housing units for Indigenous students in residence.

10 Our institution hires a dedicated number of Indigenous students for summer employment.

11 Our institution offers job search assistance for Indigenous students.

12 Our institution employs Indigenous faculty.

Legend Indigenous Degree Program

Indigenous Student Center

Community Services

Summer Employment

Accepts Indigenous Program Credits

Indigenous Student Counsellor

Financial Aid

Job Search Assistance

Transition Program

Scholarships/Bursaries

Housing

Indigenous Faculty

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EDUCATION GUIDE

Categories of Higher Education Institutions United States

Canada

Tribal Colleges and Universities

Public Universities

• 32 fully-accredited tribal colleges and universities, (1 formal candidate and 3 associate status for accreditation) • Located mainly in the Midwest and Southwest • Approximately 75 campuses where the majority of American Indian reservations and trust lands are located • Provide cultural knowledge and instruction in addition to regular coursework • Offer master’s, bachelor’s, associate’s degrees; certificate and apprenticeship programs

National Universities

• 399 institutions (public, private and for-profit) • Emphasize research and offer undergraduate majors as well as master’s and doctoral programs

National Liberal Arts Colleges

• 223 liberal arts colleges (public, private and for-profit) • Emphasize undergraduate education • Award at least half of their degrees in the arts and sciences

Regional Universities

• 605 universities (public, private and for-profit) • 4 geographic regions: North, South, Midwest and West • Generally draw students from surrounding areas

Regional Colleges

• 81 institutions • Funded by tuition fees and government subsidies • Offer three types of degrees: undergraduate, master’s and doctoral • Programs generally range from 4-7 years

Private Universities

• 16 institutions • Funded solely on tuition fees, endowments and private donations • Offer three types of degrees: undergraduate, master’s and doctoral • Programs generally range from 4-7 years

Colleges/Institutes

• 119 institutions • Offer diplomas, certificates and/or vocational training (some offer joint-programs with universities) • Programs generally range from 1-3 years

CEGEPs

• 48 institutions (42 French language; 6 English language) • Funded by Quebec’s public education system • Offer pre-university and technical programs • Programs generally range from 1-3 years

• 373 colleges (public, private and for-profit) • Focus on undergraduate programs, granting a few graduate degrees • Generally draw students from surrounding areas

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•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Colorado Fort Lewis College

•

*University of Colorado, Boulder

•

•

•

Nevada University of Nevada, Reno New Mexico Navajo Technical University

•

New Mexico Military Institute New Mexico State University

•

•

•

St. John’s College University of New Mexico

•

•

Brigham Young University

•

•

Lewis & Clark College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Utah

University of Utah

•

Western Governors University

•

• • •

•

•

•

Idaho *Idaho State University University of Idaho

•

•

•

•

•

•

•

•

•

•

•

•

•

Montana Montana State University

••

Stone Child College

•

University of Montana

•

36 | EDUCATION GUIDE

•

•

•

•

•

Western US Oregon Portland State University

•

*Southern Oregon University

•

•

•

•

•

•

•

•

•

•

•

•

Wyoming Central Wyoming College

•

•

University of Wyoming

•

•

Antioch University, Seattle

•

•

•

•

•

•

•

Bates Technical College

•

•

•

•

•

•

•

•

Bellevue College

•

•

•

•

•

•

•

•

Bellingham Technical College

•

•

•

•

•

•

•

•

•

•

•

•

Washington

Big Bend Community College

•

Central Washington University

•

Centralia College

•

•

•

Clark College

•

•

•

Columbia Basin College

•

•

•

•

• •

•

•

• •

•

•

•

•

*Eastern Washington University

•

Edmonds Community College

•

•

•

•

•

•

•

•

Everett Community College

•

•

•

•

•

•

•

•

•

•

Evergreen State College

•

Grays Harbor College

•

•

•

•

•

•

•

•

•

•

Green River College

•

•

•

•

•

•

•

•

Heritage University

•

•

•

•

Highline College

•

Lower Columbia College

•

Olympic College

•

Pacific Lutheran University Peninsula College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Pierce College Fort Steilacoom

•

•

•

•

•

•

•

Renton Technical College

•

•

•

•

•

•

Seattle Central College

•

Seattle University

•

•

•

•

•

•

•

Seattle University – School of Law

•

•

•

•

•

•

•

Shoreline Community College

•

•

•

•

•

Skagit Valley College

•

•

•

•

•

South Puget Sound Community College

•

•

•

•

•

South Seattle College

•

• •

•

•

•

•

Spokane Community College

•

Spokane Falls Community College

•

Tacoma Community College

•

•

University Of Puget Sound

•

•

•

Walla Walla Community College

•

•

•

Washington State University

•

•

•

Wenatchee Valley College

•

Western Washington University

•

•

Whatcom Community College

•

•

•

Whitman College

•

•

Whitworth University

•

•

Yakima Valley College

•

•

• • • •

• •

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• • •

Indigenous Degree Program

Indigenous Student Center

Community Services

Summer Employment

Accepts Indigenous Program Credits

Indigenous Student Counsellor

Financial Aid

Job Search Assistance

Transition Program

Scholarships/Bursaries

Housing

Indigenous Faculty

EDUCATION GUIDE | 37

Northcentral US Illinois University of Illinois

•

•

•

•

University of Illinois Urbana – Champaign

•

•

•

•

•

•

•

•

••

•

•

•

•

•

•

•

•

•

•

•

•

Indiana Ball State University Valparaiso University

• •

•

Iowa University of Iowa

•

•

•

•

•

•

•

•

•

*Iowa State University Kansas University of Kansas

•

Kentucky Frontier Nursing University

•

•

•

•

•

•

•

•

•

•

•

•

•

*Northern Kentucky University Michigan Michigan State University

•

Northern Michigan University

••

•

•

University of Michigan - Ann Arbor

•

•

•

•

•

Wayne State University

•

• • •

•

•

•

•

•

•

•

•

•

•

•

Minnesota Augsburg College

••

•

•

•

•

•

•

Bemidji State University

•

•

•

•

•

•

•

Leech Lake Tribal College

•

•

•

•

•

•

•

•

St. Cloud State University

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• •

•

*College of St. Scholastica •

*Southwest Minnesota State University University of Minnesota, Twin Cities

•

Nebraska Chadron State College

•

•

Creighton University

•

•

•

•

•

•

•

•

Little Priest Tribal College

•

•

•

University of Nebraska, Lincoln

•

•

•

•

University of Nebraska, Omaha

•

•

•

Minot State University

•

•

•

•

•

•

University of North Dakota

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

North Dakota • •

•

•

•

Ohio *Ohio State University South Dakota Black Hills State University *Dakota Wesleyan University

•

Lake Area Technical Institute

• • •

•

•

•

South Dakota State University

•

•

•

•

•

•

•

• •

•

•

University of South Dakota

•

•

•

•

•

•

•

•

•

•

Tennessee Fisk University

•

•

Wisconsin Northland College

•

•

•

University of Wisconsin, Eau Claire

•

•

University of Wisconsin, Madison

•

•

University of Wisconsin, Milwaukee

•

•

University of Wisconsin, Stevens Point

•• •

•

•

•

•

• •

•

*University of Wisconsin, Green Bay

University of Wisconsin, Superior 38 | EDUCATION GUIDE

•

•

• • •

•

•

•

• •

•

Northcentral US Alabama Auburn University at Montgomery

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Georgia Thomas University *University of Georgia Massachusetts *Amherst College University of Massachusetts - Boston

•

•

•

•

•

•

•

•

•

•

•

*Hampshire College *Mount Holyoke College *Smith College Maine *Colby College University of Maine New Hampshire *Dartmouth College New York Colgate University

•

Cornell University

•

Niagara County Community College

• •

•

•

•

•

•

•

St. Lawrence University

•

SUNY at Buffalo

•

•

SUNY at Cortland

•

•

*SUNY at Oswego

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

*SUNY at Potsdam Syracuse University

•

•

•

•

•

•

North Carolina High Point University

•

•

UNC – Chapel Hill

•

UNC - Pembroke

•

•

•

•

•

•

•

•

•

•

•

• •

•

•

•

•

*UNC – Willmington Western Carolina University

•

•

•

•

Virginia Virginia Tech

•

•

•

West Virginia West Virginia University

Southcentral US Arkansas University of Arkansas

•

•

•

•

Oklahoma Bacone College

•

•

•

Oklahoma State University

•

•

Southeastern Oklahoma State University

•

•

•

•

•

•

Northeastern State University

••

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Randall University University of Oklahoma

••

•

•

*University of Science and Arts of Oklahoma Texas Texas Tech University University of North Texas

EDUCATION GUIDE | 39

Alaska *University of Alaska Fairbanks

•

•

•

•

•

•

•

Hawaii *University of Hawaii at Hilo

•

University of Hawaii at Manoa

••

•

•

•

•

•

•

Aaniiih Nakoda College

•

•

•

•

•

•

•

Bay Mills Community College

•

•

•

•

•

Cankdeska Cikana Community College

•

•

Chief Dull Knife College

•

•

College of Menominee Nation

•

•

**College of Muscogee Nation

•

•

•

•

•

Fort Berthold Community College

•

•

•

Fort Peck Community College

•

•

•

Haskell Indian Nations University

•

IIlsagvik College

•

•

Institute of American Indian Arts

••

•

Keweenaw Bay Ojibwa Community College

•

•

Lac Courte Oreilles Ojibwa Community College

••

•

•

Leech Lake Tribal College

•

•

•

Little Big Horn College

•

•

Little Priest Tribal College

•

•

Navajo Technical College

•

•

•

Tribal Colleges and Universities •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

*Blackfeet Community College •

• •

•

• •

•

•

• •

•

• •

•

•

•

•

**Comanche Nation College Diné College

•

•

•

•

•

•

•

*Fond du Lac Tribal & Community College

Nebraska Indian Community College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• • •

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• •

•

•

• •

•

•

•

•

•

•

•

•

•

Northwest Indian College

•

Oglala Lakota College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

***Red Lake Nation College Saginaw Chippewa Tribal College

•

•

Salish Kootenai College

•

•

Sinte Gleska University

•

Sisseton Wahpeton College

•

•

Sitting Bull College

•

•

•

Southwestern Indian Polytechnic Institute

•

•

•

•

•

•

•

•

• •

•

• •

•

•

•

•

•

• •

*Stone Child College Tohono O’odman Community College

•

Turtle Mountain Community College

•

United Tribes Technical College

•

•

•

•

•

White Earth Tribal & Community College

•

•

•

•

•

**Wind River Tribal College

•

• •

•

•

All Colleges and Universities listed have been accredited by the Higher Learning Commission of the North Central Association or by the Northwest Accreditation Commission. ** Associate Status *** Candidate through Higher Learning Commission

40 | EDUCATION GUIDE

Indigenous Degree Program

Indigenous Student Center

Community Services

Summer Employment

Accepts Indigenous Program Credits

Indigenous Student Counsellor

Financial Aid

Job Search Assistance

Transition Program

Scholarships/Bursaries

Housing

Indigenous Faculty

EDUCATION GUIDE | 41

British Columbia British Columbia Institute of Technology

•

•

•

Camosun College

••

•

• •

•

•

•

•

•

Capilano University

••

•

•

•

•

•

•

Coast Mountain College

••

•

•

College of New Caledonia

•

•

•

•

•

•

•

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

College of the Rockies Douglas College Emily Carr Institute of Art & Design

•

Kwantlen Polytechnic University Langara College

•

Native Education College Nicola Valley Institute of Technology

•

North Island College

•

•

•

•

•

•

•

•

•

•

•

•

Northern Lights College

•

Pacific Film & New Media Academy

•

Royal Roads University

•

•

•

Selkirk College

•

•

•

•

•

•

•

•

Simon Fraser University

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• • • •

•

•

• •

•

•

Thompson Rivers University

•

•

•

•

•

•

•

•

University College of the Fraser Valley

•

•

•

•

•

•

•

•

•

University of British Columbia

•

•

•

•

•

•

•

University of Northern British Columbia

••

•

•

•

•

•

•

University of Victoria

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Vancouver Community College Vancouver Island University

•

• •

•

•

Athabasca University

•

•

•

•

•

Blue Quills First Nations College

•

•

•

•

•

•

•

Bow Valley College

•

•

•

•

•

•

Concordia University College of Alberta

•

•

•

•

•

Alberta

Grande Prairie Regional College

• •

Keyano College Lakeland College

•

Lethbridge Community College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

MacEwan University

• •

•

•

• •

•

•

•

*Maskwacis Cultural College Medicine Hat College

•

•

•

Mount Royal University

•

• •

•

•

•

•

•

NorQuest College

•

•

•

•

•

•

Northern Alberta Institute of Technology

•

•

•

•

•

Red Deer College

•

•

Rupertsland Institute

•

•

•

SCcyber E-Learning Community

•

•

•

•

•

•

*Olds College *Old Sun Community College *Red Crow Community College

Southern Alberta Institute of Technology The King’s University College University of Alberta

•

•

•

•

•

•

•

• •

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

University of Calgary

•

•

•

•

University of Lethbridge

•

•

•

•

•

•

42 | EDUCATION GUIDE

•

•

•

University of Alberta - Augustana Campus

Women Building Futures

•

•

Saskatchewan Carlton Trail College

•

Cumberland College

•

•

•

•

Edwards School of Business

•

•

•

•

•

•

First Nations University

••

•

•

•

•

•

Gabriel Dumont Institute

•

•

•

•

Great Plains College

•

• •

North West College

•

Northlands College

•

•

• •

•

•

•

•

•

•

•

•

Parkland College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

Saskatchewan Indian Institute of Technologies

•

•

•

•

•

•

†

Saskatchewan Polytechnic

•

•

•

•

•

•

•

Southwest College

•

•

•

•

•

•

•

University of Regina & Campion College

•

•

•

•

•

•

University of Saskatchewan

•

•

•

•

•

•

•

•

Assiniboine Community College

•

•

•

Brandon University

••

•

•

•

Manitoba CAHRD (Neeginan)

•

Canadian Mennonite University

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Université de Saint Boniface

•

MITT Red River College

•

•

•

•

•

•

•

•

•

•

•

• •

University College of the North

•

•

•

•

•

•

•

University of Manitoba

••

•

•

•

•

•

•

•

•

University of Winnipeg

•

•

•

•

•

•

•

•

Yellowquill College

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Ontario Algonquin College of Applied Arts & Technology Algoma University

•

•

Anishinabek Educational Institute

•

•

Brock University

•

•

•

•

•

•

• •

•

•

•

•

•

•

Carleton University

•

•

•

•

Centennial College

•

Cambrian College Canadore College of Applied Arts & Technology

•

•

•

•

•

•

•

•

•

•

Confederation College

•

•

•

•

•

Debajehmujig Storytellers

•

•

•

•

•

Durham College of Applied Arts & Technology

•

•

•

•

•

•

•

•

•

•

Fanshawe College of Applied Arts & Technology

•

•

•

•

•

Fleming College

•

•

•

•

•

•

•

•

FNTI (First Nations Technical Institute)

•

•

•

•

•

•

•

•

•

•

George Brown College of Applied Arts & Technology •

•

•

•

•

•

•

•

Humber College (formerly Humber Institute)

•

•

•

•

•

•

•

•

“Many of the campuses offer Adult Basic Education Programs, GED prep courses and tutorial and essential skill support to assist students in transitioning to post-secondary studies and/or employment”.

• • •

Georgian College of Applied Arts & Technology

*NOTE:“Saskatchewan Regional Colleges act as brokering agents and/or hosts to a variety of programs accredited through other institutions. Examples of this partnership are with the University of Regina, First Nations University, University of Saskatchewan, SAIST, Lakeland College, etc...”

•

•

•

Conestoga College

• •

• •

Indigenous Degree Program

Indigenous Student Center

Community Services

Summer Employment

Accepts Indigenous Program Credits

Indigenous Student Counsellor

Financial Aid

Job Search Assistance

Transition Program

Scholarships/Bursaries

Housing

Indigenous Faculty

EDUCATION GUIDE | 43

Ontario Iohahi:io Akwesasne Adult Education

•

•

•

•

•

Kenjgewin Teg Educational Institute

•

•

•

•

•

•

•

•

•

•

•

• •

King’s University College (Western University Canada)

•

•

Lakehead University

•

•

Lambton College of Applied Arts & Technology Laurentian University

•

•

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

• •

•

McMaster University

•

•

•

•

•

•

•

Mohawk College of Applied Arts & Technology

•

•

•

•

•

•

•

•

Negahneewin College

••

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Loyalist College of Applied Arts & Technology

Niagara College Canada Nipissing University Northern College of Applied Arts & Technology

•

•

•

•

•

•

•

•

•

•

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Ontario College of Arts & Design

•

•

•

•

Queen’s University

•

•

•

•

•

•

•

•

•

•

•

•

•

•

*Redeemer University Royal Military College

•

•

•

•

•

Ryerson University

•

•

•

•

•

Sault College

•

•

•

•

•

•

•

•

Seneca College of Applied Arts & Technology

•

•

•

•

•

•

•

•

••

•

•

•

•

•

•

•

•

•

•

Shingwauk Kinoomaage Gamig (Algoma University)

•

•

•

•

*Six Nations Polytechnic

•

•

•

•

•

•

•

Saint Paul University

Seven Generations Education Institute

•

Sheridan College of Applied Arts & Technology

St. Claire College of Applied Arts & Technology

•

•

St. Lawrence College Trent University

••

•

•

University of Guelph University of Ottawa

•

•

University of Sudbury

••

•

University of Toronto

•

•

• •

University of Waterloo University of Western Ontario

••

•

•

Wilfrid Laurier University

•

•

York University

•

•

•

• •

•

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

University of Windsor

•

• • •

•

•

• •

•

• •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

• •

Quebec Bishop’s University

••

Cégep de Baie-Comeau

•

• •

•

Cégep de Chicoutimi

•

•

•

•

•

Cégep de Sept-îles

•

•

•

•

•

•

•

•

•

•

•

•

•

•

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*Cégep de Trois-Rivieres *Cégep du Vieux Montreal Cégep Marie-Victorin *Centennial College *Champlain College Saint-Lambert College d’Alma *College de Bois-de-Boulogne *College de Victoriaville Concordia University *Dawson College 44 | EDUCATION GUIDE

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Quebec ENAP

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John Abbot College

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Kiuna Institution

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McGill University

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Université de Montréal

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Université de Sherbrooke

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Université du Quebec à Chicoutimi

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*Université du Quebec à Montréal Université du Québec en Abitibi-Témiscamingue

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*Université du Quebec en Outaouias Université Laval

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*Vanier College

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Atlantic Provinces New Brunswick *Mount Allison University *New Brunswick Community College St. Thomas University

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*Universite de Moncton University of New Brunswick

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Prince Edward Island Holland College

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University of Prince Edward Island

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Nova Scotia Acadia University

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Cape Breton University (CBU)

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*Canadian Coast Guard College Dalhousie University

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Mount Saint Vincent University

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Nova Scotia Agricultural College

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Nova Scotia College of Art and Design (NSCAD University)

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Saint Mary’s University

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St. Francis Xavier University

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*Université Sainte-Anne Unama’ki College (CBU)

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University of King’s College

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*Nova Scotia Community College Newfoundland & Labrador College of the North Atlantic

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*Memorial University of Newfoundland

Northern Canada Yukon Yukon College

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Northwest Territories Aurora College Nunavut *Nunavut Arctic College

• Indigenous Degree Program

Indigenous Student Center

Community Services

Summer Employment

Accepts Indigenous Program Credits

Indigenous Student Counsellor

Financial Aid

Job Search Assistance

Transition Program

Scholarships/Bursaries

Housing

Indigenous Faculty

EDUCATION GUIDE | 45

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