Gathering Place awarded for outstanding architectural design
72 Ontario Provincial Police and First Nations Police recruits graduate
Algoma U student associations sign commitment to promote Anishinaabe self-determination
First Nations Chief and VIU alumnus committed to education
Feds must commit funding now to end the devastating uncertainty facing First Nations University
NunatuKavut member wins Canada’s most prestigious scholarship for doctoral students
North Spirit Lake First Nation celebrates the start of construction of its new school
Study finds Aboriginal women with university degrees earn more than non-Aboriginals
Waap Galts’ap a hit with big crowd at official opening
Kaska-Dena Bachelor of Commerce Grad Kristal Roman
Never let fear put a stop to your dreams: one student’s story
Adult literacy pilot project increasing reading skills quickly
Gathering Place awarded for outstanding architectural design
Adopting an innovative design process and modern construction technology, Kwantlen Polytechnic University’s newly finished Aboriginal Gathering Place has received two architectural awards from prestigious industry bodies.
For its use of a variety of woods and innovative architectural design, Kwantlen’s new Aboriginal student gathering facility earned the 2010 BC Wood Design Award in the Interior Beauty Design category from the Canadian Wood Council. In addition, described as a physical representation of a dialogue between First Nations culture and modern architecture, this multi-purpose study and social space received the 2010 Innovation Award from Architectural Institute of British Columbia (AIBC) in recognition of its digitally-driven design process as well as the contemporary fabrication methodology.
Entitled Xthum, a Hul’qumi’num word that means “basket and drum,” Kwantlen’s Aboriginal Gathering Place aims to create a warm and inviting gathering place for all students – a space that supports the social and educational activities associated with attending Kwantlen Polytechnic University in an environment that recognizes the important contribution of the Kwantlen, Semiahmoo, Tsawwassen, Katzie, and all other Aboriginal Nations.
With a clear direction to create a space tailored to students, while building on the university’s Aboriginal roots, the design of Kwantlen’s Aboriginal Gathering Place anchors flexible zones of occupation around a fixed kitchen and fireplace element. Defining these zones is a ceiling/wall-scape that obscures references to the original former classroom; ceiling datums, corners and existing windows are draped and concealed. A new skylight and exterior entry provide connections to the sky and forest nearby. The contemporary construction and fabrication methodology resonates with students who are nomadic by nature: studying at all hours, eating when convenient rather than in traditional meal times, and technology enabled.
The Wood Design Awards bring together people from various sectors to celebrate leadership and innovation. The Awards also serve as an opportunity to publicly recognize and encourage continued excellence in the building and design community and in the forest industry. For more information, visit: http://www.wood-works.org
The AIBC’s annual juried awards, the Lieutenant-Governor of British Columbia Awards in Architecture and the AIBC Innovation Awards, recognize member firms, lead architects, and clients who have achieved excellence in completed architectural projects. For more info visit www.aibc.ca
72 Ontario Provincial Police and First Nations Police recruits graduate
A new class of Ontario Provincial Police (OPP) and First Nations police recruits graduated on May 7th, and all graduates are ready to begin their duties in communities across Ontario.
The 22 women and 50 men who make up Class No. 423 bring a wealth of diverse life experiences to the OPP and share the common goal of serving Ontarians to the highest standard.
Class leader Katrina Rubinstein-Gilbert spoke with enthusiasm about the past final weeks of training: “The instructors have been top-notch, pulling the group together, building their confidence and equipping the recruits for their first postings,” said Rubinstein-Gilbert.
Her comments were echoed by fellow class leader, Josh Villeneuve, who spoke (prior to graduation) about the challenges involved in building many different personalities into a cohesive, effective team, within an intensive, months-long learning situation:
“We just have one more class project to finish before graduation on Friday,” he said. “We’re almost there!”
The new officers will be serving in communities as far reaching as Sioux Lookout, Hornepayne, Brant County, Burlington, Big Trout Lake First Nation, Fergus, Napanee, Caledon, Toronto, Marathon, Mississauga First Nation, Huntsville, Red Lake, Arnprior, Moravian of the Thames First Nation, Pickle Lake, Kirkland Lake and the list goes on.
OPP Deputy Commissioners Vince Hawkes and Chris Lewis will share the duties of swearing-in the new constables, presenting them with their badges and carrying out the class inspection.
The members of Class No. 423 look forward to rewarding and exciting policing careers.
Algoma U student associations sign commitment to promote Anishinaabe self-determination
On Friday April 30, the Algoma University Students’ Union (AUSU) and the Shingwauk Anishinaabe Students’ Association (SASA) signed a commitment to the self-determination of the Anishinaabe students on campus and recognition of the importance of Anishinaabe students, history and culture at Algoma University.
The presidents of both AUSU and SASA were on-site to provide remarks and to reflect on the progress of the relationship between the two student associations.
This monumental agreement stabilizes and recognition for the Anishinaabe Student Association, and will promote and encourage students to self-identify as Anishinaabe. It is meant to build a stronger Students’ Union and movement. This ‘commitment to solidarity’ (Gwii Nandogikendaanaan) will also lead to greater inclusion of Anishinaabe students as representatives on Union and University Subcommittees.
“This commitment is recognition of the amazing leaps of faith by both parties,” said Vanessa Gastaldo, AUSU President, at a visioning session between the two associations.
“What once began as a friendship between Lauren [President of SASA] and myself has grown into something that is bigger than both of us. Both SASA and AUSU have given so much to this effort; but we have all reaped more than we could have possibly imagined.”
The agreement marks the end of two years of discussion, consultation and feedback between the two groups. AUSU and SASA have begun a new phase of their relationship while maintaining dedication to their interdependency, their driving force for success as representative bodies of Algoma University and Shingwauk Kinoomaage Gamig students.
Exciting things are happening with the English elementary students across Nunavik this year. Since September 2009, one elementary English class from each village has been participating in a cultural project which has encouraged them to learn more about their own culture, reflect on their thoughts and ideas, and will soon permit them to discover their connectedness to other students in Nunavik.
We are quickly approaching the final stage of this year-long project. From May 31 – June 4, 2010, two students and two teachers from each of the thirteen villages will fly to Aupaluk to participate in the recording of the Nunavik song. While in Aupaluk, the visiting students (along with my elementary class) will eat, sleep, create, and play together as one unified group of very interactive and enthusiastic young people. Along with the Nunavik song, the CD will also include the students reading the Inuit story or legends they wrote, with a creative sound carpet to enhance the quality of each one. There may also be a few surprises on the CD .... stay tuned!
This regional project could never have been realized without the generous support of numerous funders. My most sincere and humble thanks is extended to New Paths for Education, Safer Communities, Brighter Futures, Nunalituqait Ikajuqatigiitut Inuit Association, and Air Inuit for believing in the power of this educationally cultural project. Your belief in the potential of the Nunavimmiut children is remarkable. I am truly grateful. Also, a very large thank you to all the school administrations, the participating teachers, Debra, and the incredibly inspiring students that have worked so hard all year!
First Nations Chief and VIU alumnus committed to education
Vancouver Island University graduate Chief Douglas White is carrying on a family legacy of community service.
White left his fast-paced job in Vancouver as a lawyer with one of Canada’s top Aboriginal law firms to be a candidate for Chief during the Snuneymuxw First Nations elections last December.
“I knew that one day I would return home to serve my people,” said White, who won the right to represent over 1,600 Snuneymuxw people. “I just didn’t expect it would happen now. The Snuneymuxw suffered a great tragedy last summer when we lost our beloved Chief Viola Wyse, and I was called home by family and duty to my people.”
“Chief Wyse brought heart and soul into the job,” said White. “I can learn a lot from her example and I will honour her legacy and commitment to education.”
Knowing education was a key to his future, White completed a Bachelor of Arts degree in First Nations Studies with distinction at VIU in 2000, followed by a law degree from the University of Victoria.
White’s mother, Joyce helped develop the First Nations Studies program at VIU, alongside Dr. Richard Atleo, father of Shawn (A-in-chut) Atleo, VIU’s first Chancellor and National Chief of the Assembly of First Nations.
“It’s a pleasure to work closely with Chancellor A-in-chut Atleo,” said White. “His guidance is valuable as we work to bridge gaps between cultures and provide students with an increased awareness and appreciation for Aboriginal ways of knowing and being.”
One of White’s first official acts as Chief was signing a Memorandum of Understanding with VIU and School District #68 in support of the House of Learning program in February to promote educational collaboration between the partners and continued support for the Snuneymuxw First Nation adult learning program.
“The House Learning program can transform the lives of students by providing them with skills, knowledge and education,” he said.
Vancouver Island University has one of the highest Aboriginal post-secondary participation rates in BC and in the country. This strong participation is reflective of the positive relationships that exist between VIU and the First Nations on Vancouver Island and the Sunshine Coast. More than 1,000 First Nations students are enrolled in a wide variety of programs at VIU including First Nations Studies, Child and Youth Care and Forestry.
Throughout his working life, Chief White has worked on a range of issues on behalf of Aboriginal people including resource use analysis, intergovernmental relations, gaming, treaty negotiations, and institutional capacity development.
White’s commitment to his people also led him to volunteer on various boards, ranging from the Cool-Aid Society in Victoria (that provides housing, medical and dental care for the homeless), to the Indigenous Bar Association of Canada.
White’s grandfather, Doug White I (Tiqwup), served as Chief of the Snuneymuxw in the 1960s and was a great inspiration, teaching White the qualities necessary to be a good leader.
One of White’s proudest moments occurred when he was called to the bar in 2008. At the time he said, “I have had the great fortune to have had many amazing mentors and teachers in my life. What makes someone a master of what they do is not what they know, but what is in their hearts and in their souls and the strength of their spirit. It’s in the way they approach life and how hard they work to make the world a better place.” This is a philosophy White keeps close to his heart as he serves the Snuneymuxw people.
Feds must commit funding now to end the devastating uncertainty facing First Nations University
The organization that represents more than 65,000 academic staff at 122 universities and colleges across Canada is renewing its call on the federal government to fully restore sustained funding for the First Nations University of Canada.
The federal government has so far only committed a one-time injection of $3 million through the Indian Studies Support Program (ISSP), and has yet to respond to an application for an additional $4.2 million from the program.
The first week of May, the university announced that because of financial uncertainty, it was closing and selling off its Saskatoon campus, and has begun issuing lay off notices to staff at all campuses.
“The waiting and uncertainty is taking a devastating toll on faculty and students, and we need to see the federal government move quickly to resolve this crisis,” said Canadian Association of University Teachers (CAUT) executive director James L. Turk.
Turk says he is troubled by the shift from discussions around sustained, long term funding to short term funding through the ISSP.
“The first step is ending the short term crisis and keeping the university open with that $4.2 million from the federal government,” he said.
“The next very crucial step will be ensuring that all the governments involved – the Federation of Saskatchewan Indian Nations, the Saskatchewan government and the Federal government – move beyond discussing short term funding models to ensure the long term viability of this unique institution.”
“Without a commitment to long term sustained funding from the federal government, I fear we are going to see Canada’s only First Nations university cutting more programs and being downgraded to a training facility or to an Indigenous studies department of the University of Regina,” he continued.
“No university in Canada,” he added, “is funded on short-term project money. It is impossible to ensure four year student programs when you don’t know what funding you will have from year-to-year.”
NunatuKavut member wins Canada’s most prestigious scholarship for doctoral students
Julie Bull, a member of NunatuKavut and a graduate of the University of Prince Edward Island, was recently announced as one of the 2010 recipients of Canada’s most prestigious scholarship for doctoral students – the Vanier Canada Graduate Scholarship.
Bull is working on her PhD in Interdisciplinary Studies at the University of New Brunswick. Her research is rooted in Aboriginal and rural health and education. She wins the Vanier award for her doctoral research on Ethics. Her study is in partnership with NunatuKavut where she examines “Grassroots voices: authenticity in relationships with academic researchers in the context of Aboriginal health research”.
Chris Montague, President of NunatuKavut, says, “Our relatively small Aboriginal community has produced a considerable portion of high achievers. Julie is an excellent example of this and more. She has not only achieved academic excellence, but while doing so she has contributed so much to our community. We are all so proud of her.”
Being from Happy Valley-Goose Bay, Labrador, Julie says, “It is an honour and a privilege to be able to work with my home communities while I complete my education. It helps me stay connected while studying away from home and gives me a real sense of pride to be able to give back to so many people who have helped me achieve so much.”
Julie has received numerous awards and recognition in acknowledgement of her scholarly abilities. She received several graduate awards at the Master’s level, including the Canadian Institutes of Health Research – Institute of Aboriginal Peoples Health Scientific Director’s Award of Excellence, awarded to an outstanding trainee in Aboriginal health research who exemplifies exceptional promise as a scholar in the field. During her first year of her doctoral work, Julie received several awards: the Atlantic Aboriginal Health Research Program Doctoral Fellowship, the National Aboriginal Achievement Foundation Scholarship, and the Jens Peder Hart Hansen Fellow Award. The last award was given to Julie as being an outstanding circumpolar health researcher in Canada who has demonstrated excellence in improving circumpolar health.
Vanier scholars receive $50,000 annually for up to three years, and each was chosen as a result of their demonstrated leadership skills and high standard of scholarly achievement in graduate studies in the social sciences and humanities, natural sciences and engineering, and health research. The program is designed to attract and retain world-class doctoral students by offering them a significant financial award to assist them during their studies at Canadian universities.
North Spirit Lake First Nation celebrates the start of construction of its new school
Greg Rickford, Member of Parliament for Kenora, on behalf of the Honourable Chuck Strahl, Minister of Indian Affairs and Northern Development and Federal Interlocutor for Metis and Non-Status Indians, with the North Spirit Lake First Nation, celebrated the start of construction of the community’s new school on May 6th. This project was made possible through Canada’s Economic Action Plan.
“Investments in school infrastructure projects will help ensure First Nation learners have a strong and productive educational experience,” said MP Rickford. “Today’s sod turning event moves us one step closer to fulfilling the commitment that the Government of Canada made to ensure the First Nations youth attend school in a healthy environment.”
North Spirit Lake First Nation Chief Rita Thompson said, “I am pleased to see the Government of Canada delivering on its promise to strengthen education, and to provide greater hope and opportunity for the youth in this community. The new Victoria Linklater Memorial School is important to supporting student success.”
Through the Government of Canada’s Economic Action Plan, an investment of approximately $16 million is building the new Kindergarten to Grade 9 facility that will accommodate 90 students. Construction of the school is expected to be complete in 2011.
Study finds Aboriginal women with university degrees earn more than non-Aboriginals
A new study has found that Aboriginal women with a university degree earn more, on average, than their non-Aboriginal counterparts.
Statistics show a stubborn earnings gap of 30 per cent between Aboriginal people and other Canadians.
But the Globe and Mail says a study released last month by the Canadian Centre for Policy Alternatives found an exception for Aboriginal women.
According to the research, an Aboriginal woman with a bachelor’s degree earns $2,471 a year more than a non-Aboriginal woman with the same level of education – that gap grows to $4,521 a year for those with a master’s degree.
According to the study, the trend is different among Aboriginal men.
Even those with a bachelor’s degree earn $3,667 less than other Canadians educated to the same level.
Study co-author Daniel Wilson says there are three possible reasons that could explain the trend: Aboriginal women tend to enter university later in life and as a result, they are often more focused once they begin their studies. They also tend to enter the health, education and social-service sectors, where jobs are more often unionized and pay relatively high salaries, Wilson said. Affirmative action, particularly in the public sector, may also be playing a role, he added.
Waap Galts’ap a hit with big crowd at official opening
Hundreds came out May 8th to Northwest Community College’s (NWCC) Terrace campus to witness the historic and long anticipated opening of Waap Galts’ap, the spectacular longhouse that is the first of its kind to be built on a Canadian college campus.
Titus Auckland (front) and Ken Hans perform a blessing dance May 8th around the two welcome poles they carved for the front of Waap Galts’ap. Both are graduates of NWCC’s Freda Diesing School of Northwest Coast Art.
To commemorate the event, NWCC invited the public, Chiefs, Matriarchs, Elders and special guests and dignitaries to an afternoon of celebration that kicked off with the ceremonial raising of two nine-foot totem poles carved by graduates of NWCC’s Freda Diesing School of Northwest Coast Art.
Following an explanation of the poles, the doors to Waap Galts’ap — Tsimshian for “community house” — were opened with Irene Seguin (Hagwillook’am Saxwhl Giis), Chair of the NWCC Board of Governors, along with dignitaries and representatives from the Kitsumkalum and Kitselas Bands cutting a cedar rope. The building was then blessed by Kitsumkalum Matriarch Mildred Roberts.
NWCC Board of Governors Chair Irene Seguin readies to cut the ceremonial cedar rope at Waap Galts’ap May 8 flanked by Matriarchs Phyllis McNeil of Kitselas (left) and Mildred Roberts of Kitsumkalum (right). NWCC President Stephanie Forsyth looks on (far right).
Stephanie Forsyth, NWCC President, told the packed audience inside Waap Galts’ap – and many more outside watching the events on TV monitors – the project’s story.
“Today, Northwest Community College is taking another step to show the College is for all the people of the Northwest,” stated Forsyth. “Waap Galts’ap is a showcase for northwest First Nations architecture and art and it serves as a glimpse of this very rich culture.
Hundreds of guests packed Waap Galts’ap May 8 where two of four crest poles (above) were unveiled during the official opening of the Northwest Community College longhouse.
“The designing and building of Waap Galts’ap engaged many First Nations people – our First Nations Council, Board members, Chiefs, Matriarchs and Elders of Kitsumkalum and Kitselas. We have been working towards this goal for many years.”
Forsyth then introduced the key people behind the project, including architect Dr. Nancy Mackin, project manager Dave Oleksewich, lead-hand log builder Higgs Murphy and the First Nations artists.
Kept closed to the public until May 8, the 50 foot by 80 foot building houses a sprawling gathering space on the main floor with painted art panels and carved crest poles on four massive main support poles. Instructors and graduates of the Freda Diesing School of Northwest Coast Art produced all of the art specifically made for Waap Galts’ap. NWCC trades instructors and students from the log building, carpentry and electrical programs were involved throughout the construction.
Sanctioned by representatives of the Tsimshian Hereditary Chiefs and Elders of the Kitsumkalum and Kitselas Bands and NWCC’s First Nations Council, Waap Galts’ap is to become a gathering place for student and college functions and celebrations and events, as well as a place for public special events.
The opening ceremonies continued with a cultural feast at the Terrace Sportsplex, which featured a series of First Nations dances and speeches from dignitaries and guests. Among the dignitaries in attendance were mayors from across the region, MP Nathan Cullen and MLA Robin Austin, Grand Chief Ed John of the First Nations Summit, Dr. George Iwama of the University of Northern British Columbia, and many guests from across Canada and as far away as Australia.
For more information and a Waap Galts’ap photo gallery, go online to: waapgaltsap.nwcc.bc.ca
Kaska-Dena Bachelor of Commerce Grad Kristal Roman
By Edwin D. Kolausok
While attending Inclusion Works 2010, I met an incredibly talented group of Canadian Aboriginal Post Secondary and Trades graduates from all across our beautiful country.
According to Kelly Lindsay, President and CEO of Aboriginal Human Resource Council, the creators and host of Inclusion Works, “We’ve reached out to discover, connect and help develop some of Canada’s most outstanding Aboriginal post-secondary graduates and students.”
The event was successful with graduates interviewing for employment opportunities with some of the top banks, tech firms, post-secondary schools, government departments and agencies, engineering firms, minerals, oil and gas firms, hoteliers, tourism firms and other industry sectors from across Canada.
The bottom line of the event was the amazingly diverse and talented Aboriginal graduates who will definitely contribute to the growth and prosperity of Canada. Each had their own unique story of educational success.
Here Native Journal introduces you to Kaska-Dena Bachelor of Commerce Graduate Kristal Roman who completed her BComm at Grant MacEwan University.
NJ: What is your Aboriginal heritage and what were your early years like?
Kristal Roman
Kristal: I was adopted at 3 months of age. This is because my birth mother was quite young, and wanted me to have a better home with people that were more capable of providing for me. She is Kaska-Dena from the Liard First Nation found in the area of Watson Lake, Yukon. Her father is of the Taku River Tlingit. I hail from the Raven clan, which is inherited through the mother’s line. I only recently connected with her through FaceBook, and we are slowly getting to know each other better, and I think she is a wonderful lady.
I feel blessed to have so much family. I was raised in a Non-Aboriginal family, and my family loves me and has helped me become the person I am today which I have a lot of pride in. Unfortunately, I had less opportunities to become connected with my culture and other Aboriginal people; however, I have made an effort to connect with the people and the culture in the last two years. Getting in touch with Aboriginal culture, in general, has been a positive experience for me and it has motivated me to become even more involved in this community.
NJ: What motivated you to continue with your education from an early age?
Kristal: I had always been told that I would need to go through post secondary education. I was surrounded by people that believed in getting educated. I had consistently worked a part-time job throughout high school, and this taught me to value the doors that education could open for me.
NJ: What was it about your interest in business that made you choose to do a BComm?
Kristal: I knew from high school that I wanted to have a career in management. I was involved in team sports and I was in Air Cadets. Those extra activities helped me to develop leadership skills. I also took some aptitude tests and spoke with my school’s Counsellor who was very helpful and encouraging.
I applied to take a Business Administration Diploma at Camosun College in BC the fall after I graduated. I finished a year, moved back, waited a year, and then took one more year to finish my diploma at Grant MacEwan College. I got my Management Studies Diploma.
I took off one more year to work as a Team Leader, and then wanted to go back to school. I took two years to complete the Bachelor of Commerce Degree at Grant MacEwan University (just this year declared a university), because my diploma transferred to the degree and counted towards two years of school.
I suppose I mention this, because it has been a journey, and it didn’t just happen right after high school. I didn’t even finish in four consecutive years. But I did see it through, which is what counts (while working part time).
NJ: In your experience what should a student do to prepare for university?
Kristal: Take the decision to go to school seriously, but also try to enjoy it and have fun. The experience is almost as important as the academic side. Really try to get excited about it, because it can be a blast and making the decision to enjoy it will lead you to appreciate it and get the most out of it.
Don’t try to fit too much on your plate – it’s better to take a little longer and save your sanity and GPA, than to take on too much (leading to stress and a lower GPA or failed courses).
It is a good idea to make friends with the advisors for your program or at the Aboriginal centre (as many schools have a place like this), because they are usually very helpful. I found that my advisors would keep me in the loop on events and programs that were interesting, and they helped with registration and course selection among other things. The Aboriginal centre I went to also regularly clued me into funding options like grants, bursaries, and scholarships.
Talk to the important people in your life and ask them to help you, also letting them know the best way to help (which might mean just giving you the peace you need to study). I found that having some support system was really necessary.
NJ: You participated in Inclusion Works 2010. What was that experience like?
Kristal: The experience was amazing. I have never participated in something like this before, and it was way beyond any expectation I might have had. I felt valued, and very honoured to have been chosen to attend.
I was so pleased to have met all the other grads. We had so much in common: education, ambition, drive, positive attitudes, and vision. I think that they also shared a sense of duty to the Aboriginal community. I felt like we were all agents of change; we are ready to take on the world and do great things. It was truly inspiring!
It was also such a pleasure to network with the representatives from the various organizations that attended the conference. I felt that they had some wisdom to share with us, and that they were also interested in what we had to say. It is always a good feeling when a person cares about what you have to say; it makes you feel valued. The networking has created some great opportunities for me and has helped build relationships with different organizations that I might not have been exposed to, if not for Inclusion Works. It has also opened my eyes to how there are many organizations that care about inclusion and that want to see Aboriginals succeed; they see the value in diversity, which is a huge step in the right direction.
NJ: If you had the opportunity to share some of your experience with another person that was considering going back to school what would you tell them?
Kristal: I would say DO IT! You owe it to yourself to live life to the fullest and be the best version of you that you can be. It’s never too late to start! I have seen people in their 40s attending some of the same classes I am taking.
There are many programs that don’t require a huge amount of commitment. There are options out there for people that can’t make it for full-time day classes: part-time, evening classes, and online classes. There are a wide variety of funding options to help you afford tuition, as well as living expenses. Sometimes only a few people apply or there are even cases where no one applies – this is a real shame.
NJ: What if they were unsure of what education program to take?
Kristal: If you aren’t 100% sure what you want to take, that’s ok. There are options for general studies, and if you are thinking of business in general, consider that an education program for business studies is very flexible. You can take one year and get a certificate, take another year and you’ll have a diploma, take two more years and you’ll have a bachelor degree. Business studies is a stream that you can build on.
Talk to an advisor and they will be more than happy to help you figure out your options and plan the best route to meet your needs. I have never met one that wasn’t helpful. In fact, there are a number of good people in your community that would like nothing more than to see you happy and successful. If you ask for help, they will lend their hands and support you however they can. I am one of those people that wants to see you do well, and I am sure that one day it will be your turn to help out someone or pass on your advice. Take advantage of all the resources that are available to you.
Cheesy, right? This is what I would say to a young Aboriginal person, and I really do want to see them succeed. There were people there for me, and I received funding to finish my education.
NJ: What about taking advantage of scholarships, bursaries and educational funds directed at Aboriginal students? How do you feel about the importance of investing in Aboriginal education by targeting scholarships to Aboriginal students?
Kristal: I had felt a sense of guilt for having this extra money available, while some of my friends had to take student loans. I don’t feel that way anymore. This money is here for a reason, and it is not all about me. I pay back that money by using my education and hard work to give back to the community, because that is what it’s really about. I can see that it has brought about some positive changes and increased the number of Aboriginals that are able to graduate and attend post-secondary. I suppose it’s still a work in progress, but it is making a difference.
NJ: Mahsi cho Kristal for sharing your experiences and all the best in health, soul-wealth and happiness as you pursue your ongoing professional development and business career path – you are indeed one of the shining lights that will help our Aboriginal communities and Canada embrace a bold new era of success.
Never let fear put a stop to your dreams: one student’s story
Fear can sometimes feel like an insurmountable mountain standing in the way of your dreams. But it can also be a great motivator, if you let it. That is what Cheryl Billy did when she entered Nicola Valley Institute of Technology’s (NVIT) Bachelor of Social Work program; she jumped into her fear. There’s not a day that goes by since she graduated that Cheryl does not thank herself for having the courage to stand up to her own fears and making the choice to pursue post-secondary education.
After becoming increasingly tired of hearing people tell her who she was and would be, Cheryl decided it was time to listen to her own voice. When her job told her she couldn’t provide counsel to children and youth on the issues they brought to her (teen pregnancy, drugs, alcohol and abuse), Cheryl knew it was time to do all that she could to achieve her dreams – helping children and youth. She was resolved to never again allow a job to take away a trusted adult from a youth.
It wasn’t easy. On top of being a full-time student, Cheryl was a full-time single mom living away from her family. There were also struggles with health problems, financial issues, childcare and the pressures of an academic career.
“I felt like quitting. There were times that things got really rough and life was not the dream or reality I had looked forward to but I couldn’t quit. It was tough but it is the hard times that I can look back on now and smile because I did it. My children and I did it together,” Cheryl notes.
From the first day she arrived on campus, Cheryl was welcomed into the NVIT family. Her teachers and peers were sources of strength as they helped to teach and guide her. Knowing the teachers helped her to understand their expectations and identifying with her peers enabled them to successfully work together and enjoy their years at NVIT.
When Cheryl didn’t know where to turn she would head to the Elders Council room where she had the good fortune to meet the late Mike Bob, an NVIT Elder.
“One time we had to cut our conversation short because I was going to be late for class, which upset us both,” Cheryl recounts. “And Mike said to me ‘You know Cheryl, time is a precious thing but it’s that time [pointing to the clock] which can ruin a good moment. Back in the day we never used those, we could sit like this and talk until the lesson was learned without any interruptions.’” It because of that moment with Mike that to this day Cheryl doesn’t have a clock in her office.
When Cheryl was young she had big dreams. Before she could turn those dreams into reality, life happened and guided her down a different road. Going back to school put Cheryl on a path to change a dream into reality. It also helped her develop confidence and independence. She is now able to open her mind and be objective where she was once was closed-minded with tunnel vision. NVIT helped Cheryl to heal, trust and be honest with herself.
To young females who might be where she once was, Cheryl offers these final words, “As a young female, you will have your struggles in life! Fear is what stops many in this world from pursuing a career, but I suggest jumping into that fear. Let go of the excuses. Never be afraid to ask for help. Never be afraid to be alone. And know that you can accomplish anything you put your mind to because you are never really alone. Enjoy the moment and you will awaken to the life of your dreams!”
NVIT is BC’s Aboriginal public post-secondary institute serving over 1300 students annually through campuses in Merritt and Vancouver. Students are offered over 300 courses delivered on campus, online, or through community learning. Courses include: Indigenous Literature, Social Work, Business, Trades, Health, Child Care, Natural Resources, Criminology, Law Enforcement and College Readiness. Applications for NVIT’s fall courses are now being accepted. For more information visit nvit.ca.
Adult literacy pilot project increasing reading skills quickly
According to the 2005 International Adult Literacy and Skills Survey, 40% of adult Albertans do not have the literacy skills to meet the increasing demands of the knowledge-based economy.
The Government of Alberta has released a literacy framework that includes piloting initiatives and research to improve this.
The Ministry of Employment and Immigration is committed to improving literacy levels in Alberta for adults and supports the Literacy Policy Framework. Kaplan SpellRead pilot project demonstrates that commitment.
This project will provide Employment and Immigration with vital information that will assist in the development of future literacy policies and programs.
Evidence suggests that the Kaplan SpellRead program can significantly increase the reading skills of its participants in a short period of time.
The Kaplan SpellRead method is designed for readers who struggle with sound-symbol processing and experience fluency and comprehension problems.
What is the Kaplan SpellRead Program?
- The Kaplan SpellRead Program is a small-group reading intervention that delivers reliable student results.
- It is effective and delivered by certified teachers or paraprofessionals.
- Fully integrated, delivering instruction in all five essential areas:
- phonemics
- phonetics
- fluency
- vocabulary
- comprehension
- Fully integrated, delivering instruction in all five essential areas:
- Kaplan SpellRead’s recommended implementation model is less than 5 students to 1 instructor and the students are homogenously grouped. The lesson cycle is very structured – moving from one activity to another resulting in increased time on task and student engagement.
Bredin Institute has been contracted to use the Kaplan SpellRead curriculum and materials to deliver the Kaplan SpellRead program to adults who are struggling readers.
The Reading College has trained the instructors delivering the program for Bredin Institute through a “train the trainer” model.
Learner’s literacy levels will be tested and recorded pre-, during and post-program.
Bredin Institute will deliver sessions to approximately 75 full time individuals and approximately 25 part time individuals of Kaplan SpellRead in both Edmonton and Spruce Grove.
Learners assessed with very low literacy skills will receive full-time instruction. Employed individuals with moderate deficiencies in literacy will be offered the Kaplan SpellRead program part-time at the workplace or a community facility.
Bredin Institute will also conduct a three month follow up with all participants. Currently, there is one part time class and four full time classes running in Edmonton and one full time class in Spruce Grove. Potential clients are continuously being assessed for the Kaplan SpellRead Pilot program.