Q U E E N ’ S U N I V E R S I T Y

Truth and Reconciliation CommissionT A S K F O R C E

I M P L E M E N T A T I O N R E P O R T

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Principal’s Message This past year has been a time of working toward reconciliation and conciliation-forming new relationships with Indigenous communities and honouring theircontributions to Queen’s. It has also been a year of learning across our institution, andmany students, staff, and faculty have taken steps to enhance their understanding ofIndigenous histories, cultures, and perspectives.

In these pages, you will find details of our progress in implementing therecommendations in the Yakwanastahentéha | Aankenjigemi | Extending the Raftersreport. In the first year of implementation, we have focused on laying the groundworkto facilitate sustainable progress across the university. I am pleased with what has beenaccomplished so far, although we still have much more to do.

Our success in implementing the recommendations from the Truth and ReconciliationCommission Task Force is dependent on the engagement of the entire universitycommunity, and I am grateful for our faculty, staff, and students who have contributedto the university’s reconciliation and conciliation initiatives in this past year. I ampositive we will use the momentum we have built to create a welcoming and culturallyvalidating environment in which to study, teach, and work.

Daniel WoolfPrincipal and Vice-ChancellorQueen’s University

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Background The national Truth and Reconciliation Commission (TRC)released its final report in December 2015 on the history andlegacy of Canada’s Indian Residential School system. Thereport includes 94 calls to action focused on redressing thelegacy of residential schools and advancing reconciliation.In response, a university-wide task force was established torespond to the TRC calls to action directed at post-secondary institutions and develop a set of proposals thatsupport our Aboriginal students, staff, and faculty; enhanceacademic programs and research related to Indigenouspeoples and experiences; and create a welcoming andculturally validating learning environment.

The task force’s final report Yakwanastahentéha |Aankenjigemi | Extending the Rafters outlines 25recommendations for sustained institutional change,including strengthening relationships with Indigenouscommunities; promoting a deeper understanding ofIndigenous histories, knowledge systems, and experiences;and creating a campus that values and reflects Indigenoushistories and perspectives.

Executive SummaryThis report provides an overview of progress made over thelast year in implementing the TRCTF recommendations andhighlights examples of activities designed to bring aboutsustained institutional change and advance reconciliation.

In the first year of implementation, attention and resourceshave been directed towards building formal structures toguide long-term, sustainable progress. Principal Woolfannounced the establishment of an Office of IndigenousInitiatives immediately following the release of the TRCTFreport, and Kanonhsyonne (Janice Hill) was appointed asthe inaugural Director of Indigenous Initiatives inSeptember 2017. In this role, Kanonhsyonne will focus onfostering positive relationships with Indigenouscommunities; promoting an understanding of Indigenoushistories, knowledge systems, and perspectives; andproviding centralized coordination to advance Indigenousinitiatives across the university.

As the fulfillment of the TRCTF recommendations willrequire engagement from units across the university,individual faculties, schools, and shared service units wereasked to develop a response to the recommendations thatare relevant to their portfolios, along with a preliminaryfive-year implementation plan. The plans were submitted tothe Deputy Provost (Academic Operations and Inclusion)and the Director of Indigenous Initiatives in December 2017.

As recommended by the task force, an IndigenousInitiatives Implementation Roundtable is being establishedto provide high-level guidance and oversight to the work ofimplementing the TRCTF recommendations. Membershipfor the group will include all Deans (or delegates), as well asstaff, faculty, and other senior administrationrepresentatives. Once established, the roundtable will be animportant resource to support the coordination of Queen’sefforts to address the TRCTF report, and encouragecollaboration across faculties, schools, and shared serviceunits.

Throughout Indigenous Awareness Week, organized byQueen’s Native Student Association, the Queen's communitywas invited to contribute their thoughts to the question, "Whatdoes the term Indigenous mean to you?"

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Students, faculty, and staff in the Faculty of Law visited Akwesasne Mohawk Territory to learn more about the reserve’s unique court system.

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Yakwanenhrí:ne’Ogimaa Mazinigan E’giigidoomgak Representing

1 Continue to develop and strengthen relationshipswith Indigenous communities.

At a special Senate meeting on March 7, 2017, PrincipalDaniel Woolf acknowledged Queen’s history as an institutionthat participated in a number of traditions that caused harmto Indigenous communities. He stated that, in many cases,the university has failed to educate its students on the longhistory of deep-rooted conflicts between the Canadiangovernment and Indigenous communities, and recognizedthat this lack of knowledge has resulted in damagingconsequences for First Nations, Inuit, and Métis people. Atthe meeting, Principal Woolf was presented with a friendshipwampum on behalf of the Clan Mothers at Tyendinaga andthe Grandmother’s Council in Kingston. The wampum belthas since been placed at the head table at every Senatemeeting as a reminder that Queen’s sits on traditionalAnishinaabe and Haudenosaunee territory.

The Aboriginal Access to Engineering initiative, part ofQueen’s Engineering Outreach, provides a broad range ofoutreach activities and programming materials aimed atencouraging Aboriginal youth to gain the math, science, andtechnology skills required to pursue post-secondaryeducation in science and engineering. Aboriginal Access toEngineering recently received additional federal funding toexpand outreach activities directed at Indigenous youth. Thefunds will be used to provide free workshops to grade schoolstudents to help them build their digital skills and expose

them to technologies such as coding and robotics. Queen’sAboriginal Access to Engineering also recently received theActua Experience Award for Indigenous Youth in STEM, inrecognition for their work in the community to increaseIndigenous student engagement in STEM fields.

The Dean of the Faculty of Health Sciences created afaculty-wide task force in 2016 to respond to the nationalTRC calls to action with respect to health professionseducation. The task force developed 25 recommendationsand a proposal for a five-year plan for implementation.

The Faculty of Education is exploring a partnership with theNational Centre for Truth and Reconciliation (NCTR) toconduct archival research on residential schools in theregion and to become a NCTR satellite centre.

The Faculty of Law recently introduced a workshop onIndigenous law for students, staff, and faculty members inAkwesasne Mohawk Territory. This workshop was hostedby the faculty’s Indigenous partners and was presented asan opportunity for the Queen's Law community to learnabout Indigenous law, culture, and community.

The Agnes Etherington Art Centre collaborated with FourDirections Aboriginal Student Centre to offer a newcomponent of the longstanding Aboriginal YouthLeadership Program. The program was expanded to includea series of after-school, hands-on sessions for Indigenousyouth to share their stories, and explore the many facets ofart making. The program is helping to cultivate culturalpride and build important connections between localIndigenous communities and Queen’s Indigenous graduatestudents who contribute to the program.

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Clément Chartier, President of the Métis National Council,speaks at an Indigenous Awareness Week event.

The Queen’s Native Student Association invited ClémentChartier, President of the Métis National Council, to speak ata town hall event as part of Indigenous Awareness Week atQueen’s. While on campus, President Chartier met with thePrincipal, Director of the Office of Indigenous Initiatives,Provost, and Deputy Provost (Academic Operations andInclusion) to discuss Indigenization initiatives underway atQueen’s.

The School of Policy Studies continues to explore newopportunities to extend its collaborative engagement withexecutive staff members at First Nations Technical Institute.

In 2018, the Queen’s Cares Alternative Reading Weekprogram, run by the Student Experience Office, partneredwith Focus Forward for Indigenous Youth. The programprovides students with the opportunity to work in teams tocomplete a project in partnership with a local organization,build relationships, and make meaningful contributions totheir community.

University Archives has participated in several communityevents to discuss the diary of Daniel George MacMartin(1870-1921), who served as Ontario’s Treaty Commissionerwhen the federal government was negotiating Treaty No.9,also known as the James Bay Treaty.

In October 2018, Principal Daniel Woolf invited members ofthe Queen’s, Kingston, and local Indigenous communitiesto attend a ceremony to unveil a plinth dedicated to theAnishinaabe and the Haudenosaunee peoples, on whosetraditional lands Queen’s was built.

2 Senior administrators must be champions formeaningful and continuous advancement ofIndigenous initiatives.

When the TRCTF report was released, Principal Daniel Woolfsignaled his commitment to dedicating the time andresources required to ensure the recommendations werecarried out in a timely and sustainable manner. To ensurecontinued progress and accountability, he has directed theuniversity’s senior leadership team to incorporate goals andactions related to the TRCTF recommendations into theirannual performance plans.

Principal Woolf has earmarked $3 million over three years tosupport the implementation of the recommendationsarising from the TRCTF and Principal’s ImplementationCommittee on Racism, Diversity, and Inclusion reports.These funds will be used to support existing, and launchnew, initiatives related to Indigenization, interculturalawareness, equity, and inclusion.

Many senior administrative offices have completed, or are inthe process of completing, the Indigenous cultural safetytraining workshops offered by Four Directions AboriginalStudent Centre.

Strategic Procurement Services plans to include suppliersand agents of the university in supporting Queen’sresponse to the TRCTF recommendations. The goal will beto create an environment that supports Indigenoussuppliers, as well as the Indigenous community at theuniversity for its purchasing of goods and services.Implementation will take place over a two-year period.

The following steps have been taken to increase Indigenousstudent, faculty, and staff representation on seniorgovernance bodies:

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An official observer position on Senate was establishedfor the Director of Indigenous Initiatives.The Board of Trustees approved a Diversity Statement in2017, which commits the Board’s Governance andNominating Committee to actively seek out and promotepotential Board of Trustees candidates who reflect thediversity of Canadian society, with particular attentiontoward members of equity-seeking groups, whichincludes Aboriginal people. A Board of Trustees diversity plan is expected to becompleted by December 2018.A University Council Special Purpose Committee onDiversity and Inclusion is overseeing the development ofa Diversity and Equity Assessment and Planning tool forgovernance bodies. The tool will be used to help Queen’sdecision-making bodies to understand their

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demographic profile and assist in developing actionplans to enhance equity and inclusion.A Senate Equity Census is under development and will beadministered in fall 2018.

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Human Resources will create a forum to promoteIndigenous participation on various staff and facultycommittees. They will work with Four Directions AboriginalStudent Centre, the Director of Indigenous Initiatives, andthe Equity Office to develop a network of universityemployees interested in assisting with the implementationof Indigenous initiatives, serving as mentors for newemployees, and providing advice and input on HumanResource materials, services, and programs. Timelines arestill to be developed for this work but it is expected to beimplemented in a three-year timeline.

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3 Establish an Office of Indigenous Initiatives toprovide centralized coordination for both academicinitiatives and student support.

The establishment of an Office of Indigenous Initiatives wasannounced immediately following the release of the TRCTFreport, and Kanonhsyonne (Janice Hill) was appointed asthe inaugural Director of Indigenous Initiatives inSeptember 2017.

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Kanonhsyonne (Janice Hill) was appointed as the inauguralDirector of Indigenous Initiatives in fall 2017.

Reporting to the Deputy Provost (Academic Operations andInclusion), the new Director of Indigenous Initiativesposition focuses on fostering positive relationships withIndigenous communities, and promoting an understandingof the histories, knowledge systems, and perspectives ofFirst Nations, Métis, and Inuit communities. Working closelywith the university’s senior management team,Kanonhsyonne (Janice Hill) will play a central role insupporting the implementation of the TRCTF

recommendations, and assisting in driving progress onIndigenous initiatives across the university.

4 Expand advancement strategies to increasephilanthropic funding for Indigenous initiatives.

The Office of the Vice-Principal (Advancement) is workingclosely with the Office of Indigenous Initiatives and theOffice of the Provost and Vice-Principal (Academic) todevelop a comprehensive advancement strategy to supportIndigenous initiatives at Queen’s. The Deputy Provost(Academic Operations and Inclusion) requested thatfaculties, schools, and student affairs identify initiativesrelated to the TRCTF recommendations wherephilanthropic support would be required, and a database ofall current and planned initiatives in need of fundingsupport is in development.

5 Work with peer institutions and Indigenouspartners to proactively advocate and engage withthe provincial and federal governments for system-wide programs and policies that supportIndigenous students.

The Office of Government and Institutional Relations hasmade strides in raising awareness of the TRCTFrecommendations with the federal and provincialgovernments. Building on this work, the office will liaisewith the Director of Indigenous Initiatives, Four DirectionsAboriginal Student Centre, and the Office of the Provostand Vice-Principal (Academic) to identify opportunities forQueen’s to advocate for policies and programs that supportIndigenous students at Queen’s and throughout the post-secondary sector. This may include, for example, advocatingfor additional financial support for Indigenous studentsfrom the provincial and federal governments, new policiesand pathways to improve opportunities for Indigenousstudents to participate in post-secondary education, andopportunities for greater collaboration between Queen’sand Aboriginal institutes.

Principal Daniel Woolf met with a number of federal andprovincial government officials in 2017 to highlight theTRCTF report and to raise awareness of Queen’scommitment to reconciliation.

The Aboriginal Access to Engineering strategic plan 2018-2022 will identify areas of synergy with federal governmentprograms to develop Indigenous PhDs in STEM fields.

The Faculty of Law is funding three summer students, inpartnership with the Ministry of the Attorney General ofOntario, to provide legal support to Indigenouscommunities through the Debwewin Summer Program.

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YakyónhnheZhi-zhishendamangReflecting

6 Enhance the visibility of Indigenous communities atQueen’s and promote inclusive learning andcommunity spaces on campus.

A plinth honouring the Indigenous communities uponwhose traditional lands Queen’s was built, the Anishinaabeand the Haudenosaunee, was erected on campus inOctober 2017.

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Principal Daniel Woolf and Director of Indigenous InitiativesKanonhsyonne (Janice Hill) unveil a plinth honouring theAnishinaabe and the Haudenosaunee peoples, upon whosetraditional lands Queen’s is built.

The Faculty of Law initiated a public call for an Indigenousartist to design a permanent artwork for the law schoolatrium. The Indigenous Art Commission is part of thefaculty’s response to the need to further the cause ofreconciliation by increasing the visibility of Indigenousculture and the recognition of Indigenous territory oncampus. The aim of the commission is to create awelcoming space for Indigenous peoples in the Faculty of Law and to help promote awareness around historicaland contemporary issues relevant to Indigenous peoplesand law.

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Bill Flanagan, Dean of the Faculty of Law, and DouglasCardinal, renowned architect and member of the Queen'sFaculty of Law Indigenous Art Commission, examined thecommission proposals. Indigenous artists were invited to applyto design, fabricate, and install a permanent artwrk for theFaculty of Law atrium.

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The Library opened twelve Indigenous-named study rooms,which include artwork by Indigenous painters and a virtualexhibit. Input will be sought on other opportunities toenhance Indigenous elements in library facilities.

Plans are underway in the Faculty of Arts and Science for anIndigenous space to be created as part of the newlyrenovated “student street” area of Mac-Corry Hall.

The Faculty of Arts and Science Dean’s Office contributedresources to assist the Arts and Science UndergraduateSociety in their project to modify a common space inKingston Hall into an Indigenous space, which is nowknown as the Reflection Room. The Reflection Room projectwas designed to acknowledge the historical and continuingimpacts of colonization in Canada and its implications onthe Indigenous staff, students, and community at Queen’s.

Physical Plant Services will implement a phased approachfor identifying signage across campus that couldincorporate Indigenous languages. A project plan will bedeveloped by summer 2018.

Queen’s Grounds Manager will engage the Director ofIndigenous Initiatives to incorporate traditional Indigenousplants on campus.

Physical Plant Services will initiate a lunch and learn sessionfor project management staff to help them identifyopportunities for implementing Indigenous cultural designinto renovation projects.

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7 Devote a central space on campus for Indigenousactivities and the celebration of Indigenoustraditions.

Four Directions Aboriginal Student Centre is undergoing asignificant renovation and expansion, funded by theDivision of Student Affairs, which will increase capacity forgathering spaces, community activities, and celebrations ofIndigenous traditions.

A priority for the Faculty of Arts and Science is theestablishment of a Centre for Indigenous Research-Creation. The faculty is undertaking preliminary discussionswith the Office of Advancement, Vice-Principal (Research),Director of Indigenous Initiatives, and Indigenous and alliedfaculty members across the university to explore thefeasibility of developing the centre.

In April 2018, members of the community came together at theAgnes Etherington Art Centre to create art designed to inspire avisual response to the Truth and Reconciliation Task Forcereport's recommendations.

Kanonhweratónhtshera G’di-mikwanimWelcoming

8 Develop bridging and pathway programs withinfaculties and schools to increase access andmobility for Indigenous youth.

Under the direction of Director of Indigenous Initiatives,Queen’s has joined the Pathways for Indigenous Learnerscollective to develop pathway programming and supportservices for Indigenous learners in Ontario universities,colleges, and Aboriginal institutes. Articulation agreementsdeveloped within this project will support the seamlesstransition of Indigenous learners across the sector. ThePathways for Indigenous Learners initiative is funded by the

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Ontario Council on Articulation and Transfer and is made upof 17 partner institutions, including colleges, universities,and Aboriginal institutes.

The Director of Aboriginal Access to Engineering is currentlyinvolved in initial discussions regarding the development ofa pathway for Indigenous students into engineering atQueen's from programs at George Brown College andMohawk College.

9 Expand recruitment and outreach initiativestargeted to Indigenous students.

Self-Identified Representation Rates of IndigenousStudents, 2015-171

Year

Total Student Population

% of Total Student Population that Responded to Self-Identification Surveys

% of Respondents

that Identified as Indigenous

2015 23,132 56.0% 2.9%

2016 23,714 60.2% 3.2%

2017 24,770 50.8% 3.6%

1 Representation rates are based on the following consolidated data sources:Queen’s Student Applicant Equity Census, Queen’s I Count Equity Census,Canadian Graduate and Professional Survey (CGPSS), National Survey ofStudent Engagement (NSSE), Ontario Universities' Application Centre (OUAC)

Since the Aboriginal Admission Policy was implemented in2011-12, applications, offers, and registrations among self-identified Indigenous students to undergraduatedirect-entry programs have increased significantly. As ofFebruary 22, 2018, applications from self-identifiedIndigenous students are up 9.2% compared to the sametime last year.

Queen’s Aboriginal Community Liaison OutreachCoordinator within Four Directions Aboriginal StudentCentre, in partnership with Undergraduate Admission andRecruitment, coordinates targeted outreach, recruitment,and admissions support for Indigenous students.

An Indigenous Recruitment and Outreach Coordinator forQueen’s professional programs was hired in 2016.

Chancellor Jim Leech established a bursary for Indigenousstudents in fall 2017. The $15,000 bursary is awarded on thebasis of demonstrated financial need to Indigenousstudents in any year, of any faculty or school at Queen’s. Thebursary will help to ensure Indigenous students can fullyparticipate in the academic and extra-curricular life of theuniversity, and will promote inclusion, retention, andsuccess.

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Alumnus David Sharpe (Law '95) recently established anIndigenous Student Scholarship in honour of Indigenousarchitect Douglas Cardinal.

The School of Policy Studies works with program officers atFirst Nations Technical Institute on student recruitment andstudent success initiatives. The school, with support fromGraduate Studies, has implemented procedures to allow theSchool of Policy Studies to cover the application fee forqualified Indigenous students seeking admission to theProfessional Master of Public Administration. Web- andpaper-based recruitment materials relating to studies inIndigenous policy and governance offered by the School ofPolicy Studies have been revised and expanded toencourage broader interest among prospective Indigenouslearners.

Through targeted recruitment, the Faculty of Law hasincreased its Indigenous student population in 2017 from 1%of the entering class to 5% of the entering class. With thisincrease in representation, the faculty is actively collectingfeedback from its new student cohort about their first-yearexperiences inside and outside the classroom. The facultyplans to improve first-year and upper-year experiencesbased on data compiled.

A Smith School of Business task force was established in2017 to focus on diversity in student recruitment, and thetask force’s mandate includes recruitment of Indigenousstudents. Goals include broadening Smith’s recruitmentpool to include Indigenous peoples, creating a welcomingenvironment where Indigenous students wish to come tostudy, and supporting Indigenous peoples while workingand studying at Smith and Queen’s.

The School of Graduate Studies has increased the value ofentrance scholarships for Indigenous students.

The Queen’s Self-Identification Project, funded from theTargeted Initiatives Fund of the Ministry of AdvancedEducation and Skill Development (MAESD), is up andrunning. The new self-identification mechanism in Queen’sSOLUS system allows Indigenous students to self-identify atany point during their studies, thereby enhancing theuniversity’s ability to plan and respond to the needs ofIndigenous students.

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10 Continue to weave cultural elements into existingtransition support programs.

Beginning in fall 2017, Indigenous and non-Indigenousstudents can choose to live in the new BimaadiziwinKa'nikonhriyo Indigenous and Allies Living LearningCommunity (LLC) in the Chown Hall residence. LLCs arefloors or clusters of rooms where students with similar

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The annual Welcome Back Barbecue held in September at theFour Directions Aboriginal Student Centre was attended bystudents, faculty, staff and community members.

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interests live together. With an emphasis on interculturalunderstanding and leadership development, theBimaadiziwin Ka'nikonhriyo LLC welcomes both Indigenousand non-Indigenous student allies who are interested inlearning more about Indigenous peoples, histories, andcultures.

The Faculty of Education recently welcomed BezhigWaabshke Ma’iingan Gewetiigaabo (Deborah St Amant) asthe faculty’s Elder-in-Residence. In this role, Ms. St Amant(Ed’82) will support Indigenous students in Queen’sAboriginal Education programs. Students will benefit fromMs. St Amant’s culture-based counselling, as well asguidance and support in reaching their academic goals.

In September 2017, a Deans' Reception was held forincoming Indigenous students in the professional facultiesof law, business, and medicine.

The Supporting Aboriginal Graduate Enhancement Nesthosted a writing retreat at Wintergreen Studios in February2018. The retreat provided participants with uninterruptedtime for research and writing in a supportive and culturallytailored environment. Students had the opportunity tomeet with writing instructors to help with their work, andnetwork with other Indigenous graduate students, as wellas graduate students whose area of research involvesIndigenous communities.

Self-identified Indigenous students enrolling in engineeringat Queen's have access to comprehensive support servicesthrough Aboriginal Access to Engineering. Academic,cultural, community, and employment support is availableto Indigenous engineering students to support theiracademic and professional success.

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Queen’s continues to offer incoming undergraduateIndigenous students a tailored orientation day, includingearly move-in, workshops, and socializing activities thatbuild connections and link students and their families tocampus supports through the Four Directions AboriginalStudent Centre.

Queen’s continues to offer culturally tailored transition andstudent support services for Indigenous students, includingacademic support, wellness services, and socialprogramming offered through Four Directions AboriginalStudent Centre. Examples of Indigenous-focused studentsupport services include peer mentorship programs, andaccess to an Aboriginal Advisor and Cultural Counsellorbased in the centre.

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11 Develop a central webpage for prospective andcurrent Indigenous students.

The Director of Indigenous Initiatives is working withstakeholders across the university to develop an asset mapthat provides information on academic programs withIndigenous-focused content, as well as supports, resources,and services for Indigenous learners at Queen’s. The assetmap will be a living document and will be made availableon the Office of Indigenous Initiatives website, oncelaunched.

University Relations is working with the Director ofIndigenous Initiatives to develop a framework for acommunications strategy to highlight the role of the newlyestablished Office of Indigenous initiatives.

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12 Ensure Aboriginal admission policies exist for allundergraduate, graduate, and professionalprograms.

Under the Aboriginal Admission Policy, established in 2011-12, entrance criteria for first-year undergraduate Aboriginalapplicants to any faculty or school are expanded to includeconsideration of non-academic factors through thesubmission of a personal statement of experience and/orapplicable supplementary essays. Successful applicantsmust meet the general academic admission requirementsfor each program.

The Faculty of Law and the Faculty of Health Sciences offeralternative pathways for admission for Aboriginal studentsto their graduate and professional programs.

An Indigenous Student Admission regulation was created in2018 to expand access for Indigenous graduate students

13 Expand Four Directions Aboriginal Student Centreand ensure that it is appropriately staffed andresourced to support expanding enrolment ofAboriginal students.

Work is underway on a significant renovation andexpansion of Four Directions Aboriginal Student Centre.The project will double the size of the centre and isscheduled to be completed in fall 2018. Two Row Architectfirm, based in Six Nations, completed the initial conceptualdesign and is advising on the Indigenous components ofthe design. In conjunction with this work, accessibilityupgrades to both buildings are underway which have been

The Four Directions Aboriginal Student Centre will be expanding in 2018.

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made possible through a $50,000 grant from the federalgovernment’s Enabling Accessibility Fund, with matchingfunds from the university. These upgrades will ensurestudents, staff, faculty, and community members can easilyaccess the centre and participate in their many communityevents and activities.

Kandice Baptiste joined Four Directions Aboriginal StudentCentre as its new Director in February 2018. Kandicepreviously managed the Indigenous Student Centre atWilfrid Laurier University and served as senior projectcoordinator at the Council of Ontario Universities where sheguided the development of the “Future Further” campaign.

Mishiikenh (Vernon) Altiman joined Four DirectionsAboriginal Student Centre in the newly established CulturalCounsellor position. Students, staff, and faculty benefit fromMishiikenh’s 30 years of Anishinaabe Ezhichigenywin(Ojibwa philosophical) experience, as he brings his skills andcompassion to one-on-one and group counselling, spiritualadvising, workshops and education, facilitation, and culturalawareness activities based at the centre.

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14 Increase the number of Indigenous faculty and staffat Queen’s.

Indigenous Staff Representation Rates, 2015-172

Year

% of Total Staff that Responded to Survey3

% of Indigenous Staff that Responded to Survey

% of Indigenous Canadian Workforce

2015 88.4% 2.3%

2016 88.7% 2.3% 3.5%

2017 88.7% 2.5%

Indigenous Faculty Representation Rates, 2015-17

Year

% of Total Faculty that Responded to Survey4

% of Indigenous Faculty that Responded to Survey

% of Indigenous Canadian Workforce

2015 79.7% 1.6%

2016 80.3% 1.7% 3.5%

2017 79.7% 1.5%

2 Faculty and staff representation rates are obtained through the “I Count”Queen’s Equity Census and shared with the federal government as part ofthe university’s obligations under the Federal Contractors Program.

3 Includes Executives, General Support, Research, CUPE 229, CUPE 1302 andCUPE 254

4 Includes Professors, Adjunct Professors, Post-Doctoral Fellows, AcademicAssistants, Librarians and Archivists

As part of Queen’s faculty renewal process, which will lead toabout 200 hires over the next five years, the Deans havebeen asked to develop a five-year hiring plan that includesdiversity and equity as core principles. To support thisinitiative, academic units who are hiring have been directedto consult with the Equity Office and use the Diversity andEquity Assessment and Planning (DEAP) Tool. The DEAP Toolwas developed by Queen's Equity Office to assist units in:

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Understanding the demographic profile of their unit toaddress representation gaps, including those related torepresentation of Aboriginal peopleAssessing how inclusive the unit isProviding an opportunity to reflect on areas in need ofimprovement using theDiversity Score Card assessment templateSupporting requests for resources for equity and diversityinitiativesDeveloping an action plan and timeline to enhanceinclusion

The Office of the Vice-Principal (University Relations) hasdeveloped a comprehensive marketing and communicationsplan for the faculty renewal initiative, which includes supportfor increasing Indigenous faculty hires.

The Deputy Provost (Academic Operations and Inclusion),the Equity Office, and Human Resources have developedformal employment equity processes for staff recruitment.These processes will help ensure Indigenous candidates,and other members of equity-seeking groups, are notdenied staff positions due to systemic barriers that mayunintentionally exclude individuals for reasons not relatedto ability or qualifications. The pilot phase of this projectwas completed in late 2017, and a rollout is underway inpreparation for mandatory participation in 2019.

Human Resources plans to increase the university’spresence on Indigenous focused job boards and list serves.This work will include developing a list of externalemployment advertising resources focused on Indigenouscommunities, and exploring options for the purchase of anannual subscription with the Inclusion Network, a nationalAboriginal job site.

Human Resources, in consultation with the Director ofIndigenous Initiatives, will develop and encourage the use oftargeted interview questions during the recruitment andselection process to assess candidate skills and knowledge inareas related to the development of Indigenous and otherdiversity initiatives. This work will begin in spring 2018.

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The Faculty of Arts and Science has introduced Pre-DoctoralFellowships for Indigenous doctoral students working in thecreative arts, humanities, social sciences, or natural andphysical sciences at an accredited university other thanQueen’s. The intention in undertaking this pilot project is tosupport Indigenous scholars at a formative moment in thecompletion of their PhDs. The fellowships will bring newscholars and Indigenous ways of knowing intoundergraduate classrooms and foster conversations atQueen's that advance the university's commitment toIndigenization. The pilot project is the first of what isenvisioned as a program of Pre-Doctoral Fellowships insupport of scholars in equity-seeking groups.

The Aboriginal Access to Engineering strategic plan, whichis currently under development, will look at ways to growthe Indigenous PhD pool in engineering, in partnershipwith other institutions across Canada.

The Smith School of Business has formed two task forces tofocus on diversity in the areas of faculty recruitment andstaff recruitment. Each task force will include recruitment ofIndigenous peoples as part of their mandate. Goals includebroadening the recruitment pool, creating a welcomingenvironment where Indigenous peoples wish to come tostudy and work, and supporting Indigenous faculty andstaff at Smith and Queen’s.

In line with direction from the federal government, theOffice of the Vice-Principal (Research) has developed anequity, diversity, and inclusion action plan to guide effortsin sustaining the participation, and addressing theunderrepresentation, of individuals from designatedgroups, including Indigenous peoples, among their CanadaResearch Chair allocations.

The School of Nursing has established a tenure-trackposition with a focus on Indigenous health.

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15 Build capacity in strategic areas to supportIndigenous programming.

The most recent Queen’s National Scholar appointments willcontribute significantly to Queen’s scholarship in Indigenousstudies. Dr. Isabelle St-Amand was appointed as a QNS inAboriginal and Migrant Literature in the Departments ofFrench Studies and Languages, Literatures and Cultures. Dr.Michael Doxtater joined the Departments of Languages,Literatures and Cultures and Global Development Studies asa QNS in Indigenous Studies, Land- and Language-BasedPedagogies and Practices. Since the program was re-launched in 2012, it has successfully attracted leadingscholars in Indigenous focused fields of study.

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The Library has developed an Action Plan to Support Anti-Racism, Diversity, Inclusion, and Indigenous Cultures toensure there is appropriate information resources, services,and spaces for new programming.

16 Ensure that Indigenous staff and faculty are notburdened with unsustainable workloads.

The Office of the Principal plans to engage the Director ofIndigenous Initiatives to discuss how senior offices canensure the same group of Indigenous faculty and staffmembers are not repeatedly called upon to support centralinitiatives or serve on senior administration committees andworking groups.

A number of Dean’s offices work with Indigenous staff andfaculty to clarify expectations and help manage requests ontheir time.

17 Recognize and support Indigenous scholarship andtraditional knowledge.

In 2017, the School of Graduate Studies revised theregulations around the format of a thesis to be lessrestrictive, in recognition of the different types of researchand creative works that constitute scholarly work and theimportance of providing an opportunity for studentreflections on their experience and work.

The School of Graduate Studies recently introducedIndigenous Travel Awards to support thesis-based mastersand doctoral students conducting research that necessitatestravel to engage with Indigenous community members.

To strengthen the Agnes Etherington Art Centre’s approachto Indigenous representation in its collections, DylanRobinson, Canada Research Chair in Indigenous Arts, isjoining the gallery’s External Acquisition Committee and theAgnes’ Acquisition Policy is being revised to better reflectthe distinct cultural traditions underpinning Indigenousmaterials. In addition, a new Indigenous Art CollectionResearch Fund will enable consultation with Indigenousadvisors to shape a meaningful and respectful collectionstrategy for Indigenous art.

The Agnes Etherington Art Centre has created a newResearch Studentship in Indigenous Art to support seniorundergraduate research in art history, art conservation, orIndigenous studies. The studentship is made possiblethrough a generous donation from alumna MargaretMcGowan (Artsci’78), who also donated twenty-three stonecut and stencil print works from Puvirnituq. The artwork willadd to the university’s growing collection of Indigenous artand offer unique possibilities for programming, exhibitions,and community-based research.

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Working with Indigenous scholars and community leaders,the School of Policy Studies is developing a formal proposalfor a new Graduate Diploma in Indigenous Governance.

The proposed curriculum incorporates traditionalknowledge and Indigenous cultural practices into thecontent and learning process. The development of thisdiploma seeks to respond to the needs of Indigenouscommunities and their leaders, as well as enhance capacityfor self-governance.

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18 Raise awareness of Indigenous research at Queen’s.

The Research Promotions team has identified Indigenousresearch as a target area of its activities and is workingclosely with Communications, Marketing, and the Researchportfolio to enhance the visibility of Indigenous-focusedresearch at Queen’s. Robust communications have beendeveloped to celebrate achievements in garnering fundingto support Indigenous focused research.

The Government and Institutional Relations unit has takensteps to support the Office of the Vice-Principal (Research)and academic units in highlighting Indigenous researchpriorities and impacts to government bodies.

Profiles of Indigenous researchers working in various fieldsof study, including new Queen’s National Scholar recruits,have been featured in the Queen’s. Gazette. Feature storieswill also be developed for the new digital research hub inSeptember 2018.

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Queen’s Adjunct Professor Alex McComber (DSc’16) delivers alecture about Indigenous research collaboration.

The Centre for Social Impact in the Smith School of Businesswill host an Indigenous Business Research Symposium withscholars from across the country in spring 2018.

The Office of the Vice-Principal (Research) is consulting withthe Office of Indigenous Initiatives to engage Indigenousscholars in various fields, as well as Indigenous and non-Indigenous scholars working in Indigenous focused fields of study.

Research papers on First Nations, Inuit, and Métis topicscompleted by Indigenous students enrolled in theProfessional Master of Public Administration in summer2017 are being published electronically as individual andcollected papers on QSpace, Queen’s scholarship anddigital collections platform.

The Office of the Associate Vice-Principal (International) ishighlighting Indigenous scholarship to incominginternational university and government delegations, andwhen representing Queen’s abroad.

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19 Recognize the unique challenges of conductingresearch with and by Indigenous communities.

In response to the TRCTF recommendations relating toresearch, Queen’s 2017 Annual Symposium on IndigenousKnowledge included a session on research collaborationwith Indigenous communities, hosted jointly by the Schoolof Graduate Studies, Four Directions Aboriginal StudentCentre, and the Aboriginal Council of Queen’s University.More than 80 members of the Queen’s communityattended the session, which included panel presentationsand discussions from students, faculty, and members of theAboriginal Council. The workshop marked the beginning ofwhat is envisioned as a long-term initiative that will lead tomeaningful and respectful relationships betweenresearchers and Indigenous peoples, and the developmentof research that meets the needs of Indigenouscommunities.

An Ad Hoc Research Collaboration with IndigenousCommunities Working Group has been established toprovide guidance in the development of researchcollaborations between the School of Graduate Studies andIndigenous communities engaged in the Aboriginal Councilof Queen’s University. The immediate objective of theinitiative is to prepare a research outreach plan for theCouncil; however, the results of this initiative may be usefulto the broader Queen’s research community.

The Faculty of Education is exploring ideas and solutionsrelated to the remuneration of Indigenous communitiesparticipating in research.

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The Faculty of Health Sciences is taking steps to supportand promote research in Indigenous health and healingpractices. Dr. Carrie Bourassa, Scientific Director of CIHR’sInstitute of Aboriginal Peoples’ Health, was invited to meetwith the faculty’s leadership and Indigenous students. Shewas also the plenary speaker at the annual Faculty Boardmeeting where she presented on the state of health ofIndigenous peoples in Canada, and a respectful approach toresearch in the field of Indigenous health.

The Faculty of Law is seeking funding to support anIndigenous legal research centre and is partnering withIndigenous communities to support their local JusticeCenters and their legal needs, particularly with respect toself-governance.

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20 Ensure that researchers and members of ethicsreview boards have appropriate training on ethicalguidelines for Indigenous research.

The Office of the Vice-Principal (Research) is working toestablish a concrete training strategy to address Chapter 9,“Research Involving the First Nations, Inuit and MétisPeoples of Canada” in the Tri-Council Policy Statement(TCPS).

Queen’s General Research Ethics Board will establish acommittee to develop a training module for ethicalguidelines for Indigenous research (based on Chapter 9 ofthe TCPS) in spring 2018. A business case will be developedto request funds to support this initiative and build anonline course.

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21 Thoroughly integrate Indigenous knowledge intocurricula across academic programs.

Central Initiatives

The Centre for Teaching and Learning is hiring anEducational Developer (Indigenous Curriculum and Ways ofKnowing) to develop programs and services to supportprofessional teaching development in integratingIndigenous knowledge and ways of knowing into coursesand programs. Working in collaboration with othermembers of the Centre for Teaching and Learning staff, theincumbent will also develop resources and materials tosupport faculty members’ knowledge of Indigenouscurriculum, ways of knowing, and pedagogical practices.The Educational Developer will be an important resource asfaculties and schools respond to the TRCTF

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Lee Maracle, an early Indigenous feminist, activist, and writer,speaks to ENGL218: Introduction to Indigenous Literature inCanada, taught by Heather Macfarlane, Assistant AdjunctProfessor in the Department of English.

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recommendation to integrate Indigenous content intocurricula across all academic programs.

The Principal’s Dream Courses initiative includes a focus onthe theme of Indigenous identities, including exploringthemes of indigeneity, nationally or globally. The purposeof the program is to support the enhancement ofundergraduate courses in a way that encouragesundergraduate research and inquiry as key approaches tolearning. Course proposals must address at least one of theidentified themes of sustainability, Indigenous identities, ordiversity of perspectives.

The Associate Vice-Principal (International) is managing theapplication process for the Matariki Indigenous StudentMobility Program (MISMP), a two-week experiential learningprogram focused on Indigenous Knowledge. This year’sprogram will take place in July 2018 at Dartmouth Collegeand Queen's will fully fund three students from any facultyto participate.

Through winter 2018, the Agnes Etherington Art Centrepresented an exhibition by a renowned Indigenous artistthat vividly renders Canada’s history of mistreatment ofIndigenous peoples, Shame and Prejudice: A Story ofResilience: A project by Kent Monkman. With support fromthe Ballymenagh Foundation, the Agnes delivered learning-through-art academic engagement programs involvingover 1,700 Queen’s students in custom course-related tours,talks, and seminars highlighting the Indigenous culturalperspectives and histories embedded in this award-winningproject. In addition, Queen’s staff from Financial Servicesand Human Resources took part in special tours to explorethe themes of the exhibition and enhance theirunderstanding of Indigenous histories.

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Faculty of Engineering and Applied Science

The Faculty of Engineering and Applied Science hasestablished a Curriculum Diversity Plan Working Group. Theworking group will engage in an extensive consultationprocess to seek feedback as it formulates its guidingprinciples and drafts the Curriculum Diversity Plan. The planwill go to FEAS Faculty Board for adoption by the end of 2018.

The APSC 100 Engineering Practice course is a design andprofessional skills course that provides students withopportunities to conduct design projects in the Kenhteke(Tyendinaga) community. The Faculty is exploring thepossibility of expanding Indigenous community-basedprojects into APSC 200 and/or 400 level capstone projects innext academic year.

As part of Queen’s NSERC CREATE Sustainable Engineering inRemote Areas program, the Department of Civil Engineeringhas established a new graduate course that addressesIndigenous cultural, legal, and policy matters; socialconsiderations and sustainability standards; and businessskills training.

The Faculty of Engineering and Applied Science hired acurriculum content developer in 2017 to incorporateIndigenous issues as part of the equity modules inprofessional skills. Learning outcomes include fundamentalissues of ethics; equity and rights in the context of Canadaand the United Nations Declaration on the Rights ofIndigenous Peoples (UNDRIP); and practical engineeringapplications such as identifying the benefits of engagingIndigenous communities in natural resources andinfrastructure projects. The modules will be rolled-out as corethird-year content in all engineering programs for 2019-20.

Faculty of Arts and Science

Work is underway on the Indigenization of curriculum acrossthe Faculty of Arts and Science. Since the release of theTRCTF report, the Dean’s Office has organized a series ofKAIROS blanket exercises, part of the Indigenous CulturalSafety Training program, for department heads, the facultyleadership team, advancement team, continuing anddistance studies, and student services. In addition,workshops were held for department heads andundergraduate/graduate chairs, which focused onunderstanding and adopting Queen’s DEAP tool indiversifying curriculum. An important part of this ongoingconversation is the engagement of the various departmentsacross the faculty in discussing real ways of Indigenizingteaching and learning. The faculty intends to foregroundthese discussions within the context of the equity, diversity,and inclusion priority in the coming year.

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Working in collaboration with participating departments, andin consultation with Queen's Aboriginal Council, the Facultyof Arts and Science is facilitating the design and introductionof a course, or set of undergraduate courses, in IndigenousStudies that could be taught by Indigenous doctoral studentsworking as Teaching Fellows. The courses will provide avenue for advanced training of doctoral students whoseresearch and/or career aspirations focus on Indigenousknowledge production, and will advance Indigenous ways ofknowing in undergraduate classes at Queen's.

Work is underway to expand the Indigenous Studies minorto a medial. The current minor in Indigenous Studies is aninterdisciplinary degree, which includes course offerings onIndigenous histories, cultures, experiences, languages, andways of knowing from several departments within Arts andScience. The expansion of the program will improve thebreadth and depth of Indigenous Studies at Queen’s andallow for more concentrated study.

The foundational courses in the Indigenous Studies minor,DEVS 220, Introduction to Aboriginal Studies and DEVS 221,Topics in Aboriginal Studies, are being revitalized.

Queen’s Master of Art Conservation program has received a$632,000 grant from the Andrew W. Mellon Foundation todiversify the program’s curriculum and developconservation research and online courses with a focus onIndigenous material culture.

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Conservation student Paige Van Tassel is mechanically surfacecleaning a 19th century Iroquois beaded frame. Theinternationally-recognized Master of Art Conservationprogram at Queen’s recently received a grant of $632,000 overfive years from the Andrew W. Mellon Foundation to developconservation research and online courses with a focus onIndigenous material culture.

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Smith School of Business

Smith School of Business has set a goal for 2018-19 andonward that all Commerce students experience coursecontent in each year of their program that featuresIndigenous knowledge. The Smith leadership team isworking with graduate program leaders on ways toimplement a similar goal.

Two new Living Cases are being developed to further integrateIndigenous content into curricula. The Living Cases can beincluded in the regular business curriculum in undergraduateand graduate courses, at the instructor’s discretion.

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What’s in a Name – a case about naming conventions ofpublic parks, statues, etc., specifically focusing on thecontroversial naming of the Port-la-Joye-Fort AmherstNational Historic site in PEI, involving the Mi’kmaqConfederacy of PEI, Parks Canada, and the Acadian andfrancophone communities of PEI. The case focuses onIndigenous partnership and collaboration and was usedin Comm 105 with 240 students in winter 2018. It isavailable to all Smith professors.AltaGas – a case currently being written, about how onecan build relationships across cultural divides, andcommunicate across cultures (Indigenous communitiesin this case).

In March 2018, all first-year Commerce students willcomplete Cultural Intelligence (CQ) training as part ofCOMM 105, the core first-year business communicationscourse. The two 1.5-hour lectures will explore why culturematters and the importance of cultural intelligence in oureffectiveness in working with others. By adding CQ into theCommerce program, Smith now delivers culturalintelligence training to over 650 Commerce, Master ofInternational Business, and MBA students annually.

Discussions are underway with faculty who teach requiredCommerce courses (such as COMM 181 Introduction toHuman Resources) and elective Commerce courses (such asCOMM 356 Gender and Diversity in Organizations) toencourage the use of Indigenous content where applicableand include discussions about the unique challenges andissues facing Indigenous peoples.

The Undergraduate Curriculum Committee is consideringrecommendations from the TRCTF and Principal’sImplementation Committee on Racism, Diversity, andInclusion reports as they review the Commerce curriculum.The committee’s interim report is expected by the end ofspring 2018.

Content on diversity, equity, inclusion, and Indigenouscontent, has been introduced in the annual PhD/MScConsortium.

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The Centre for Social Impact Annual Summit consistentlyincludes Indigenous content, such as Indigenous guestspeakers. Over 300 students attend the summit each yearand all Smith students enrolled in the Certificate in SocialImpact must attend at least one Summit as part of therequirements of the Certificate. The Certificate is offered inthe Commerce Program as well as the Queen’s Full-TimeMBA, Accelerated MBA for Business Graduates, Master ofInternational Business, and Executive MBA.

22 Support the implementation of TRC Calls to Action16, 24, 28 and 62.

Call to Action 16 calls upon post-secondary institutions tocreate university and college degree and diplomaprograms in Aboriginal languages.

Mishiikenh (Vernon Altiman) leads an Anishinaabemowinlanguage class. Launching in fall 2018, a new Certificate ofIndigenous Languages and Cultures will provide anintroduction to Mohawk, Inuktitut, and Anishinaabemowin.

Two Indigenous language certificates are in developmentwithin the Faculty of Arts and Science. A Certificate inIndigenous Languages and Cultures, and a Certificate inMohawk Language and Culture, offered in partnership withTsi Tyónnheht Onkwawén:na Language and Cultural Centrein Tyendinaga. The Faculty of Arts and Science Dean’s Officeand the Office of the Provost and Vice-Principal (Academic)have provided significant funding and support for thesecertificates in recognition of the national TRC calls to actionand the importance of Indigenous language revitalizationas part of the reconciliation process.

Call to Action 24 calls upon medical and nursing schoolsin Canada to require all students to take a course dealingwith Aboriginal health issues, including the history andlegacy of residential schools, the United NationsDeclaration on the Rights of Indigenous Peoples, Treatiesand Aboriginal rights, and Indigenous teachings andpractices. This will require skills-based training inintercultural competency, conflict resolution, humanrights, and anti-racism.

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Faculty of Health Sciences

The Faculty of Health of Sciences established a task force in2016 to address the national TRC calls to action that are perti-nent to health professions and the education of health pro-fessionals. The task force’s report was completed in March2017, and includes 25 recommendations and a five-year im-plementation plan. A strategy to operationalize the recom-mendations was subsequently developed and a HealthSciences Committee on Indigenous Affairs is being createdto assist in implementation. The faculty hopes to hire a Co-Director of Indigenous Initiatives who will provide leadershipfor the Health Sciences Committee on Indigenous Affairsand direction for the implementation plan.

The School of Medicine has provided support for a facultymember and staff member to complete the IndigenousEducators’ Certificate in Indigegogy, and for one facultymember to complete the Decolonizing EducationCertificate at Wilfred Laurier University in their Centre forIndigegogy. These commitments have been made toincrease capacity for the integration of Indigenousknowledge into the curricula for healthcare professionals.

As an initial response to the TRC’s calls to action #23(iii) and#24, the Course Director for Population and Global Health inthe School of Medicine, and the faculty’s Director ofTeaching, Learning, and Integration, applied for andreceived a Queen’s Principal’s Dream Course grant to assistin expanding the Indigenous Health curriculum.

Work is underway to expand the Indigenous Health threadacross the entire medical school curriculum. DedicatedIndigenous related sessions have included:

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KAIROS Blanket Exercise, an interactive learningexperience which teaches Indigenous rights and historiesIndigenous Culture Module, an online moduleintroducing foundational concepts about Indigenousculture and historyIndigenous Culture Panel, a two-hour panel discussion onthe importance of Indigenous culture and key historicaland contextual factors on health and healthcareexperiences of Indigenous patientsIndigenous Health DIL, online materials with informationand background on specific health concerns ofIndigenous Peoples and challenges interacting withhealthcare systemsIndigenous Health Panel that is focused on care inremote communities

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Steps are being taken to provide appropriate training to allFaculty of Health Sciences local and regional faculty tosupport the delivery of culturally safe care in practice and aculturally safe environment in education.

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Call to Action 28 calls upon law schools in Canada torequire all law students to take a course in Aboriginalpeople and the law, which includes the history andlegacy of residential schools, the United NationsDeclaration on the Rights of Indigenous Peoples, Treatiesand Aboriginal rights, Indigenous law, and Aboriginal-Crown relations. This will require skills-based training inintercultural competency, conflict resolution, humanrights, and antiracism.

The Queen's Engineering Outreach Team accepts their Actua Experience Award – Indigenous Youth in STEM. Actua is a Canadian charitythat focuses on science, technology, engineering, and math (STEM) education among youth.

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Faculty of Law

The Faculty of Law is currently redesigning its orientationprogram to address Indigenous-focused topics.

The first-year law curriculum is being reviewed to ensurethat all students increase their awareness of Indigenouspeoples, histories, their place in Canadian society, and theirrelationship to Canadian law.

Students, faculty, and staff in the Faculty of Law recentlyvisited Akwesasne Mohawk Territory to learn more aboutthe reserve’s unique court system, treaties, and how certainaspects of the law are practiced in that community.

An intensive course in First Nations Negotiations wasrecently developed.

The faculty recently created an undergraduate AboriginalLaw course which covers historical, social, and politicalcontexts in the development of current laws and emergingdevelopments, such as the United Nations Declaration onthe Rights of Indigenous Peoples, the Truth andReconciliation Commission, and the national inquiry intomissing and murdered Indigenous women and girls.

The faculty assesses current course content with regard toIndigenous law through a yearly survey and relies on thisdata for course planning and development.

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Call to Action 62(i) calls upon the federal, provincial, andterritorial governments, in consultation andcollaboration with Survivors, Aboriginal peoples, andeducators, to make age-appropriate curriculum onresidential schools, Treaties, and Aboriginal peoples’historical and contemporary contributions to Canada amandatory education requirement for Kindergarten toGrade 12 students.

Faculty of Education

The Faculty of Education continues to offer the mandatoryB.Ed. course on Aboriginal education to prepare teachercandidates to teach Aboriginal topics and create aninclusive environment in their future classrooms.

The Aboriginal Teacher Education Program provides anopportunity for teacher candidates to specialize inAboriginal education and participate in community-basedstudy.

The online Professional Master of Education GraduateDiploma and Degree offers the option to choose aconcentration in Aboriginal education.

The Master of Education in Aboriginal and WorldIndigenous Educational Studies is a part-time blended

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(online and on-campus) program intended for studentswith experience in Aboriginal communities.

The Faculty of Education is developing IndigenousProfessional Development Workshops. A survey was sent toall faculty and staff to inquire about their training needs.Based on their responses, the following workshops will beoffered in the coming months: Cultural Safety Training,Indigenous 101, Incorporating Indigenous Content, and theQueen's Truth and Reconciliation Report.

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23 Raise awareness among non-Indigenous students,staff, and faculty of the complex histories andmodern realities faced by Indigenous Peoples.

Since the release of the TRCTF report, there has been amarked increase in conversations on Indigenous historiesand experiences across campus. A snapshot of recentIndigenous focused events held across campus include:

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The Queen’s Native Student Association organized aseries of engaging events for Indigenous AwarenessWeek 2018. The activities focused on enhancingawareness of reconciliation, and included educationaland social activities such as a mass KAIROS blanketexercise, panel discussions, and a chance for Queen’scommunity members to connect with local Indigenousvendors, artists, and craft makers. Clément Chartier,President of the Métis National Council, was the guestspeaker at the culminating town hall event. The 2017-18 Queen’s Reads program focused on TheBreak, a novel by Katherena Vermette that tells anintergenerational story of members of a Métis family asthey navigate the effects of trauma. The common readingprogram is designed to engage members of the Queen’scommunity in a dialogue around difference and diversityin connection with our own identities. More than 4,000free copies of the book were distributed and a range ofactivities was offered throughout the year, including anauthor visit and a panel entitled: "What does it mean tobe Canadian? Exploring Identity in Light of Canada 150".The 2018 Isabel Bader Centre for the Performing ArtsHuman Rights Arts Festival included screenings of shortfilms by Indigenous directors. Nucca (Take) andNimmikaage by Michelle Latimer, Savage by Lisa Jackson,and Indictment: The Crimes of Shelly Chartier by LisaJackson and Shane Belcourt. These screenings wereoffered in collaboration with the Department of Film andMedia and the Four Directions Aboriginal Student Centre.

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24 Develop Indigenous cultural awareness trainingtailored to faculty, staff, senior administrators, andstudent leaders.

Intercultural Awareness Certificate. Four DirectionsAboriginal Student Centre and the Queen’s UniversityInternational Centre within the Division of Student Affairscollaborated to develop an Intercultural AwarenessCertificate. The certificate consists of five workshops thatcover concepts of intercultural learning, the cultural self, theintercultural development continuum, and Indigenousrights and histories. The workshops are meant to promotean inclusive campus community and respectful interactionsamong individuals with diverse perspectives andbackgrounds. In fall 2017, 152 students completed thecertificate, and participants reported high satisfactionscores.

Indigenous Cultural Safety Training. Queen’s AboriginalCultural Safety Coordinator facilitates regular Indigenouscultural safety training workshops. To meet the increaseddemand for training, the Aboriginal Cultural SafetyCoordinator position was expanded, effective September2017, to full-time, year-round appointment.

Training for Student Leaders. The residence don andstudent orientation leader training programs have beenexpanded to include the KAIROS Blanket Exercise andIndigenous cultural programming.

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Training Inventory. Human Resources will collaborate withstakeholder units to develop an inventory of available andrecommended training courses and related content.

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25 Incorporate Indigenous ceremonies and traditionalpractices into university events.

An acknowledgment that Queen’s is situated on traditionalAnishinaabe and Haudenosaunee Territory is included inmany campus events, including all Senate and Board ofTrustee meetings, convocations, and all student-focusedevents organized by the Division of Student Affairs.

Several Indigenous ceremonies and practices have beenincorporated into regular events across Queen’s faculties,schools, and shared service units.

When University Relations is contacted to assist with specialevents, they advise units to consider inviting Indigenouscommunity members to incorporate Indigenousceremonies and practices, where possible.

The Agnes Etherington Art Centre is developing aSmudging Policy to facilitate the use of smudging practicesfor public events held in the Agnes. Smudging in otherareas across campus can be facilitated by contactingEnvironmental Health and Safety.

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Members of the Queen’s community take part in a Haudenosaunee round dance at the event marking the release of the Queen’s Truthand Reconciliation Commission Task Force’s final report.

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