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SIX NATIONS POLYTECHNIC LEARNING OUTCOMES COMMUNITY FEEDBACK REPORT

Dr. Johanne McCarthy ND, Director, Academic Programs Email: johanne.mccarthy@snpolytechnic.com Vicki Lewis, Executive Assistant to the Director, Academic Programs Email: vicki.lewis@snpolytechnic.com

Table of Contents EXECUTIVE SUMMARY ............................................................................................................................................................2 BACKGROUND .........................................................................................................................................................................................................................2 PURPOSE....................................................................................................................................................................................................................................2 SUPPORT EXPRESSED.........................................................................................................................................................................................................3 SHAPING FUTURES AND COMMUNITY COMMUNICATION ............................................................................................................................ 5 REPORT OVERVIEW ............................................................................................................................................................................................................ 5 DEVELOPING THE DRAFT SNPLO’S .................................................................................................................................. 6 ENVIRONMENTAL SCAN ................................................................................................................................................................................................... 6 VIRTUAL BRAINSTORMING .............................................................................................................................................................................................. 7 THEMES EXPRESSED .......................................................................................................................................................................................................... 7 DRAFT SNPLO’S AND COMMUNITY CONSULTATION ...................................................................................................................................... 8 DRAFT SNPLO’S .................................................................................................................................................................................................................. 9 CONSULTATION FEEDBACK ..........................................................................................................................................................................................10 FEEDBACK HIGHLIGHTS..................................................................................................................................................................................................10 INTRODUCING THE COLLABORATIVELY REVISED AND ENHANCED SNPLOS ............................................ 12 REFERENCES ............................................................................................................................................................................ 13

Executive Summary Background Indigenous Learning Outcomes have gained prominence within post-secondary institutions, propelled by a broader movement of recognizing and incorporating Indigenous perspectives into education, something Six Nations Polytechnic (SNP), since its inception, has aspired to achieve as an accredited Indigenous Institute of excellence. Integrating Indigenous knowledges and cultural competency is something we do naturally and responsively by embedding Hodinohsó:ni/ Rotinonhshonni values, experiences, and world views; and by being in, engaging with, hiring, and enrolling Indigenous community members. In recognizing the growing importance of Indigenous Learning Outcomes and our organization’s historical commitment to embedding Indigenous ways of knowing and being, Six Nations Polytechnic is taking a proactive step to authentically articulate our expectations for teaching and learning. Through this report, we aim to express our community-informed aspirations for every staff and student learner connected to SNP, to nourish them with a rich cultural and academic foundation while also setting a standard that reflects our dedication to excellence as an Indigenous Institute!

Purpose of Six Nations Polytechnic Learning Outcomes (SNPLOs) The Six Nations Polytechnic Learning Outcomes (SNPLOs) are a manifesto of our commitment to quality education. Rooted in the values of Hodinohsó:ni/Rotinonhshonni language and culture, respect for Ga’nigo hí:yo:/Ka’nikonhrí:io (the Good Mind), and cross-cultural understanding, SNPLOs serve as a guiding framework for academic and personal development. The purpose is not just academic achievement, but the wholistic growth of individuals and relationships, within our cultural contexts, fostering a sense of identity, belonging, and community.

Support Expressed The development and adoption of SNPLOs aligns with: 1) SNP’s Strategic Roadmap 2023-2026 “Navigating our Path to Sustainable Growth” • Under the primary Strategic Direction of Fostering Learner Success and Well-Being, Goal #2 commits to enhancing the effectiveness of teaching and learning by building consistent quality assurance processes that reflect Indigenous ways of knowing and being. This is to be achieved through formalizing and consistently implementing SNP Learning Outcomes to guide instructional obligations. (SNP Strategic Roadmap priority 1.2.1, 2023-2026 p.8) 2) 2019 Six Nations Community Plan Tsęh Niyǫgwadrihwihsa’nhǫ’ • A key employment and education priority is to develop a community-based, holistic education approach based on our culture (Six Nations Community Plan, 2019 p.72) • Another key priority is to preserve and enhance our Hodinohsó:ni/Rotinonhshonni languages (Six Nations Community Plan, 2019 p.30) 3) Post-Secondary Review - Ontario Region Final Report • Outlines evidence-based recommendations for First Nations controlled, fully resourced, lifelong learning, nation-building education that ends discrimination and racism towards First Nations Peoples. (Chiefs of Ontario, 2023 p.16) 4) The Truth and Reconciliation Commission of Canada: Calls to Action • Call to action number 62 directs action to consultation and collaboration with educators to design and deliver appropriate curriculum, funding, and training on how to integrate Indigenous knowledge and teaching methods into classrooms. (The Truth and Reconciliation of Canada, 2015 p.7) • Call to action number 63 directs action to maintain commitment to education issues, implementing best practices for teaching Indigenous histories, building intercultural understanding, empathy, and mutual respect, and identifying teacher-training needs. (The Truth and Reconciliation of Canada, 2015 p.7) • Calls to action number 65 and 66 direct action to establishing research programs and information sharing to advance understanding of reconciliation and establish best practices. (The Truth and Reconciliation of Canada, 2015 p.7) 5) The United Nations Declaration on the Rights of Indigenous Peoples • Article 5 states that Indigenous peoples have the right to strengthen their distinct political, legal, economic, social, and cultural institutions. (UNDRIP, 2007 p.9) • Article 8.1 states that Indigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture. (UNDRIP, 2007 p.10) • Article 11.1 states that Indigenous peoples have the right to practice and revitalize their cultural traditions and customs. This includes the right to maintain, protect and develop the past, present and future manifestations of their cultures. (UNDRIP, 2007 p.11) • Article 13.1 states that Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems, and literatures, and to designate and retain their own names for communities, places, and persons. (UNDRIP, 2007 p.12) • Article 14.1 states that Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a

manner appropriate to their cultural methods of teaching and learning. (UNDRIP, 2007 p.13) 6) Indigenous Education Protocol signed by partners • To date, 71 colleges and universities, many of whom are in partner program relationships with Six Nations Polytechnic, have signed the Indigenous Education protocol committing to seven principles that aim to guide prioritizing Indigenous education, respect for Indigenous peoples, and the reciprocal inclusion of curriculum and learning approaches relevant to learners and communities, for environments that foster Indigenous learner success and accountability to Indigenous communities. (Colleges and Institutes Canada, 2014)

Shaping futures and community communication SNPLOs play a pivotal role in shaping the future of both individual learners and our institution as a whole. They are not merely educational benchmarks but instruments of cultural empowerment and understanding. By integrating SNPLOs into our organizational narrative, we communicate our commitment to community values, fostering partnerships based on mutual respect and shared goals.

Report Overview This report provides a comprehensive overview of the SNPLO development process. It delves into the meticulous review of community consultation and feedback, highlighting the collaborative nature of this endeavour. By introducing the SNPLOs, we aim to foster a deeper understanding of our commitment to our community-specific learning outcomes, illustrating a shared responsibility of creating an inclusive and culturally rich educational environment.

Developing the Draft SNPLOs Our journey to develop the Six Nations Polytechnic Learning Outcomes (SNPLOs) was a meticulous and collaborative process, marked by distinct phases that reflect our commitment to excellence and inclusivity. The visual timeline outlines the key milestones in this transformative endeavour. The SNPLOs are not just a set of educational goals; they symbolize a collective effort to redefine the educational landscape, acknowledging and incorporating Indigenous wisdom. Through this report, we invite stakeholders, partners, and the community to join us in this transformative journey toward a more inclusive, authentic, and culturally respectful future.

Environmental Scan Informed by a comprehensive environmental scan of mainstream colleges and universities currently engaged in, or those who have completed crafting their Indigenous learning outcomes, we were inspired to remain rooted in our commitment to create our own empowered narrative. We decided we would not differentiate between Institutional or organizational versus Indigenous learning outcomes as two separate sets of aspirations. We decided that our organizational outcomes would align with our identity, and we would call them “Six Nations Polytechnic Learning Outcomes” or “SNPLOs” to reflect our unique identity as an Indigenous Institute.

Virtual Brainstorming Collaborating with our esteemed academic staff, we embarked on a collective brainstorming journey. Together we explored what each staff member and student learner at SNP should inherently know, aiming to distill the essence of our cultural values, experiences, and worldviews into tangible educational outcomes. We held both in-person and virtual asynchronous information gathering sessions. We utilized a newly procured interactive software called “Nearpod” which allows for participation, collaboration, and supportive feedback in a virtual setting.

Participants were able to offer feedback at their convenience, asynchronously, to optimize input while allowing them to continue to navigate busy teaching and administration schedules. With a 63% response rate from teaching and academic administration staff, we collected valuable perspectives asking participants to reflect upon their teaching and learning experiences.

We specifically asked: What should every learner achieve, know, or be capable of, after their experience at SNP? We continued to offer information on how to write a meaningful Learning Outcome, then asked: Can you write a draft SNPLO?

Themes Expressed Combining the information from the environmental scan and the brainstorming session, we began to extract and categorize similarities as themes. The major themes identified the need to support the learning of: • • • • • • •

Ga’nigo hí:yo:/Ka’nikonhrí:io (the Good Mind) Wellness and Resilience Indigenous Knowledges and perspectives Reconciliation and cultural safety Ethical, sustainable, and community-centered goals Land-based learning And all areas should have Language revitalization as a key priority

Draft SNPLOs and Community Consultations From these themes, learning outcomes were drafted. A video package was prepared for the community consultation phase recognizing that some community members, student learners, and non-academic staff may be unfamiliar with learning outcomes and may require some context before feeling comfortable to share input. A worksheet was also created as well as a Microsoft forms survey to offer as many avenues to respond and contribute as possible. The consultation process timeline is visually represented below:

All Staff Review • Director, Academic Programs lead • Academic Staff; Administrative Staff; Senior Strategic Leadership Team • Completion Date: October 25, 2023

Community Program Advisory Committee Reviews • Academic Unit Managers lead • Trades; Health; Community; Lifelong Learning; Univeristy; Center for Teaching & Learning • Completion Date: October 31,2023

Community Engagement Session Reviews (including students) • Director, Academic Programs lead • Community partners;elementary and post secondary education; students; open public invite to those interested • Completion Date: December 7, 2023

Student Engagement Asynchronous • Unit Manager CTL lead • Emailed to all students at SNP; posters with URL scan code to Microsoft Forms Survey with video introduction and worksheet • Completion Date: January 8, 2024

Draft SNPLOs 1.

Relate Indigenous Knowledge and Perspectives: a. Embrace Indigenous knowledge and perspectives as the foundation of academic work related to each career field. b. Reflect critically on the historical context and ongoing impact of colonization on Indigenous peoples and knowledge systems. c. Engage in respectful dialogue that values and centers our perspectives, contributing to a more inclusive understanding within the related career field. Build Cultural Connections: a. Explore and appreciate Hodinohsó:ni/Rotinonhshonni culture, traditions, and values. b. Collaborate with local Indigenous communities, elders, and cultural resources. c. Respect the diversity of Indigenous perspectives and experiences. Foster Resilience and Empowerment: a. Cultivate self-confidence and agency in overcoming challenges and pursuing goals. b. Develop strategies to overcome systemic barriers and setbacks, leveraging personal and collective strengths. c. Embrace self-care, a positive mindset, and belief in the ability to succeed. Set Ethical and Sustainable Goals and Support Community: a. Establish meaningful goals for academics, personal development, and career aspirations with an ethical and sustainable focus. b. Create action plans that consider the well-being of our communities and the environment. c. Take responsibility for promoting diversity, inclusion, reconciliation, and language revitalization, creating inclusive spaces that prioritize well-being. Promote Holistic Well-being: a. Develop practices that nurture physical, emotional, mental, and spiritual well-being. b. Explore Indigenous healing and wellness approaches, both traditional and contemporary within respective career field. c. Cultivate balance, self-care, and an appreciation for the interconnectedness of all things. Engage in Experiential Land-based Learning: a. Actively participate in hands-on experiences connecting with the land and environment. b. Explore Indigenous relationships with nature, including plants, animals, and water. c. Embrace our collective responsibility to protect and care for the environment through active engagement, preservation, and stewardship. Foster Reconciliation, Language Revitalization, and Diversity Awareness: a. Understand the historical context and ongoing impact of colonization on Indigenous peoples. b. Cultivate mindfulness, empathy, and respect for diverse perspectives. c. Take ownership in promoting diversity, inclusion, reconciliation, language revitalization, and cultural preservation within our communities, establishing safe and inclusive spaces that prioritize the well-being of Indigenous learners.

Consultation Feedback Through community consultations, the Six Nations Polytechnic Learning Outcomes (SNPLOs) underwent extensive repeated reviews. Feedback was overwhelmingly positive, reflecting strong support for this community-informed initiative. Valuable suggestions were offered. We are grateful for the rich and detailed feedback we received from our dedicated, caring, and wise community contributors. These well-received suggestions helped us to refine and revise the SNPLOs for improved clarity and positivity from a Hodinohsó:ni/Rotinonhshonni celebrated identity. The changes incorporated, highlight our commitment to community-driven, responsive education and the importance of uniting voices to share our goals as we journey together to cocreate our futures.

Feedback Highlights • • • • • • • • • • • • • • • • • • • • •

Center on Hodinohsó:ni/Rotinonhshonni wisdom, maybe spell in Mohawk and Cayuga spelling Not just about knowledge but about our ‘how’, our methodologies Our philosophies rather than perspectives are what guide us Colonization and assimilation are still happening, not just historically Can’t just build, also have to put in the effort to maintain meaningful relationships Respect on its own is passive, respect and value is more active engagement You can’t just collaborate, you also must require participation Resilience comes from the Ga’nigo hí:yo:/Ka’nikonhrí:io (the Good Mind), which is essential to mention Self-confidence is developed by teaching our right to self-determination Not just systemic but also sociocultural barriers Develop and actually implement the action plans, not just develop Conciliation rather than reconciliation because it’s about bringing peace and ending strife rather than restoring or re-establishing relations Language revitalization is essential for ethical and sustainable goals that support community Add W to holistic to make it wholistic Expand thinking of wholistic well-being beyond individual thinking to web of existence When speaking of our relationships with all aspects of creation, sounds like the Ganǫ́hǫnyǫhk or Thanksgiving and we should celebrate that For collective responsibility, the word ‘embrace’ is too soft, need to really promote, or advocate or fight for this to protect the environment effectively (chose the verb Champion) Really wish to highlight language and culture revitalization and creating the safe and brave spaces that help us to grow ourselves Again, colonization is not historical, take out historical and talk about impacts because this keeps impacting language access Empathy for all where they are at in the language and culture conciliation journey Must openly advocate for diversity and inclusion if you come to SNP prioritizing Indigenous communities is recentering us on our own land

Shaped by these and many more profound community insights, the SNPLOs have been enhanced to emphasize active respect, value for Ga’nigo hí:yo:/Ka’nikonhrí:io (the Good Mind), and our collective dedication, rights, and responsibilities. From language revitalization to championing diversity, the SNPLOs articulate our commitment to learners and their belonging within a responsive education organization that celebrates our unique Hodinohsó:ni/ Rotinonhshonni identities.

Introducing Six Nations Polytechnic Learning Outcomes (SNPLOs) 1. Relate Indigenous, specifically Hodinohsó:ni/Rotinonhshonni, knowledges, philosophies, and methodologies. a. Implement Indigenous knowledges, philosophies, and methodologies as the foundation of academic work related to each career field. b. Recognize and reflect critically on the historical context and ongoing impact of colonization and assimilation on Indigenous peoples and knowledge systems. c. Engage in respectful dialogue that values and centers Indigenous wisdom, contributing to a more inclusive understanding within the related program discipline. 2. Build and maintain meaningful and reciprocal cultural connections. a. Demonstrate Hodinohsó:ni/ Rotinonhshonni culture, traditions, and values. b. Collaborate and participate with local Indigenous communities, knowledge keepers, and resources. c. Respect and value the diversity of Indigenous perspectives, experiences, and protocols. 3. Foster resilience through empowerment of Ga’nigo hí:yo:/Ka’nikonhrí:io (the Good Mind). a. Cultivate self-confidence through teaching the right to self-determination, overcoming challenges, and pursuing goals. b. Address systemic and sociocultural barriers by using personal and collective strengths. c. Embrace self-care, a positive growth mindset, and belief in the ability to succeed. 4. Set ethical and sustainable goals that support community. a. Set meaningful goals for academics, personal development, and career aspirations with an ethical and sustainable focus. b. Develop and execute implementation strategies that promote community and environmental well-being. c. Foster diversity, inclusion, and language revitalization while prioritizing well-being in spaces that actively support conciliation efforts. 5. Cultivate wholistic well-being within the interconnected web of existence. a. Develop practices that nurture physical, emotional, mental, and spiritual well-being. b. Actively explore and embrace Indigenous healing and wellness, both traditional and contemporary, fostering respect, inclusivity, and appreciation for diverse approaches. c. Emphasize the importance of interconnectivity with an emphasis on self-care. 6. Engage in experiential land-based learning. a. Actively participate in meaningful, hands-on experiences connecting with the land and environment. b. Explore Indigenous relationship with all of creation guided by the Ganǫ́hǫnyǫhk or Hodinohsó:ni/ Rotinonhshonni Thanksgiving Address. c. Champion collective responsibility to protect and care for the environment through active engagement, preservation, and stewardship. 7. Cultivate safe and brave spaces for language and culture revitalization. a. Explore the impacts of colonization, oppression, and assimilation on Indigenous peoples. b. Foster mindfulness, empathy, and respect for diverse perspectives. c. Advocate for diversity and inclusion, advancing conciliation and cultural preservation to prioritize the well-being of Indigenous communities.

References •

Ward, J. (2019). A Move Towards Conciliation in Academia. Academic Matters. Retrieved from https://academicmatters.ca/a-move-towards-conciliation-in-academia/

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John Amagoalik, “Reconciliation or Conciliation? An Inuit Perspective,” in Speaking My Truth, 37–38. Reproduced by permission of Aboriginal Healing Foundation.

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UNESCO. (2022). Indigenous languages: Gateways to the world's cultural diversity. Retrieved from https://www.unesco.org/en/articles/cutting-edge-indigenous-languages-gateways-worlds-culturaldiversity

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SNP’s Strategic Roadmap 2023-2026 “Navigating our Path to Sustainable Growth”

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Six Nations of the Grand River. (2019). Six Nations Community Plan Tsęh Niyǫgwadrihwihsa’nhǫ’. Retrieved from https://www.sixnations.ca/article/2021/08/six-nations-community-plan

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Chiefs of Ontario. (2023). Chiefs of Ontario Post-Secondary Engagement Report. Retrieved from https://education.chiefs-of-ontario.org/https-education-chiefs-of-ontarioorgwpdmdl3163ind1698166830263/

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Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf

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United Nations General Assembly. (2007). United Nations Declaration on the Rights of Indigenous Peoples. Retrieved from https://www.un.org/development/desa/indigenouspeoples/wpcontent/uploads/sites/19/2018/11/UNDRIP_E_web.pdf

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Colleges and Institutes Canada. (2014). Indigenous Education Protocol. Retrieved from https://www.collegesinstitutes.ca/policyfocus/indigenous-education/protocol/