Topic: Education

Edward’s School of Business has been the stepping-stone for aboriginal students to make their dream come true. Edward’s provides course content that reflects the contribution of aboriginal people both economically and within their community. With an extensive, highly-integrated format, their programs develop management ability in an applied and useful way. What is more, students will learn the people skills of management such as how to manage employees, how to communicate effectively, and how to lead.

Dana Carriere is a graduate of Edward’s School of Business. Carriere grew up in Green Lake, Moose Jaw, as well as Prince Albert. In her own words, she says “the majority of my family is Cree/Metis from Cumberland House in Northern Saskatchewan. Although I didn’t grow up in Cumberland House, we spent a lot of time there. In a way, I received an education from the land as well. I learned how to fish and hunt and provide for others. I also really enjoyed school, so it was only natural that I would continue my education after graduation. I never had a ‘Plan B’, I always knew that I would attend university.”

From Left to Right: Blaine Favel (Former Chancellor, University of Saskatchewan), Adrian Waskewitch (Dana’s husband), Dana Carriere, Peter Stoicheff (President and Vice-Chancellor, University of Saskatchewan)

Post-secondary is always a concern for students, but Carriere came prepared. Education was always her priority. “Since graduating from high school in 2005, I have achieved a Bachelor of Arts in Native Studies and Political Studies, Master of Arts with the Department of Indigenous Studies, and now a Master of Business Administration from the Edwards School of Business, all from the University of Saskatchewan.”

Carriere was determined to help native youth, so she concentrated in studies that would aid in her pre-existing knowledge of helping others. “I have always been motivated to achieve a good education, to provide opportunities for myself, and also to be a role model for others – especially Aboriginal youth,” she voices. “I have also been inspired by my parents as they have always worked hard, and have been very successful. They are also entrepreneurs, and I hope to follow in their footsteps. That is why I decided to pursue an MBA at Edwards. Even though I already had two degrees, I felt the need to get an MBA to diversify my knowledge and skills, and it provided me an opportunity to grow as a young professional. I was in the program for two-years as a part-time student. It allowed me some flexibility with my studies, as I was also busy as a student leader on campus and working as a graduate research assistant at Edwards.”

Carriere is now the President of the Indigenous Graduate Students Council, and has made her dream come true. “I took on the positions as Chair of the Indigenous Graduate Students’ Council as well as the Aboriginal Liaison for the Graduate Students’ Association since January 2014. A large part of my role was to ensure that there was an aboriginal voice at the table, and that our concerns were being heard and advocated for.”

With experience comes wisdom. Carriere has learnt that with experience comes wisdom, and that patience and understanding can go a long way. “Over the years, I have met with fellow students, staff, faculty, and senior administration, and I strongly believe in working collaboratively. This requires thoughtful, informed approaches, and a lot of patience. You often have to remind yourself that many of the people in the room with you haven’t been taught the history or challenges that Aboriginal people face, and you are constantly navigating how to provide appropriate context and teach others so that they are informed. But there has been a shift over the years, and people are more willing to listen, learn, and work towards solutions.”

Carriere has never forgotten the assistance she received at Edward’s School of Business and how it has helped her career. “When I first began the MBA at Edwards, I was a little overwhelmed and intimidated. Many of my classmates had prior experience in business, either as a commerce student or working in a business setting. My experience in business was limited, and I was primarily involved in academia, more so focused on research, data analysis, and writing. I did not have a prior business education. But I was successful in the program, and I gained a lot confidence as an MBA student and young professional. I learnt that I have a unique perspective that it is very valuable, and I brought a different kind of skillset and knowledge that was useful in individual course work, group projects, and class discussions. I have carried that forward into my employment.”

The MBA truly puts you through the grinder with all of the individual assignments, group assignments, readings, lectures, writing exams, and so on. However, you really do become stronger as a student, and it prepares you for your soon-to-be professional life. Although the program and the workload can be intimidating, you just have to keep reminding yourself of why you chose to pursue an MBA and what your personal goals are. The nice thing is that you are never alone in the MBA program. Everyone there supports one another, inside and outside of the classroom.

by Zofia Rogowski  

Each June, Indigenous students graduate from programs at Camosun College in Victoria, BC, which sits on the territories of the Lkwungen and WSÁNEC peoples. The fields they study are diverse, but one thing seems to be common for most Indigenous learners at Camosun: They are pursuing an education so they can be of greater service to their families, communities, and nations. This story features two recent graduates.

Brianna Dick is from Lkwungen Territory. She also has roots in the Namgis Nation, a part of the Kwakwaka’wakw people. Like most people Indigenous to Vancouver Island, Brianna has countless connections to the many nations and communities in this region. Her partner of three and a half years, Gordy Bear (Wapiskew Muskwa), is Cree from Sandy Bay, Saskatchewan. Gordy also has Métis lineage. Brianna spent a total of three years studying at Camosun. First, she upgraded her English. She then went on to achieve a diploma in Indigenous Studies, which she finished in June of 2015. Gordy attended Camosun for a total of four years, upgrading his English and taking the Indigenous Family Support Worker program. Gordy then transferred into the Community, Family and Child Studies diploma program, which he graduated from on June 17, 2016.

Gordy and Brianna performing the opening prayers of Camosun Orange Shirt Day in recognition of Residential School Survivors

Gordy chose Camosun because of its Indigenous content. He felt it offered an opportunity to be cultural in school. Brianna chose Camosun because of its proximity to home, and her family’s relationship to the school; Brianna’s grandpa, Lkwungen Elder Dr. Skip Dick, was the Native Indian Student Counsellor for Camosun in the 1970s. Since then, the Dick family has continually provided guidance, teaching, support and so much more to the Eye? Sqa’lewen Centre for Indigenous Education & Community Connections, and the college as a whole.

Postsecondary comes with unique challenges for Indigenous students. School life doesn’t always leave room for the big responsibilities many of us carry in our cultures, families, and communities. Brianna and Gordy both spoke of the support systems they found on campus, all of which were based around relationships. Many programs, especially Indigenousfocussed ones, operate on a cohort model at Camosun. Students spend their entire program with the same classmates. Gordy said, “Cohorts go on a journey together. They become your family when you’re away from family.”

Brianna saw her Indigenous Studies cohort as her family, and credited the three closest friends she had in her classes as being vital to her success in school.
Brianna spoke of the Indigenous Education office, where students are welcome to gather between classes, “I can’t remember how often I went there for support, or just to visit.” Indigenous Advisors were another big part of Gordy and Brianna’s journeys at the college. Brianna noted the importance of simply being heard by someone who cares.

Gordy cultivated relationships all over the college. Alongside the Indigenous staff and faculty, he noted the English Help Centre and the Camosun College Student Society office as places he made friends and found support. He said, “Camosun has an abundance of people willing to go the extra mile.” Gordy took going that extra mile to the heart in his practicum: “In [the Indigenous Education office], I learned how to go the extra step for my clients. There were always snacks in the office, so I bring snacks to my work. If you’re hungry, take what you need. It’s bringing the way we act at home into the workplace. It’s Indigenizing the workplace.”

Both emphasized the importance of having Elders on campus. Gordy and Brianna carry their cultural identities everywhere they go, and this behaviour is encouraged and enabled by the presence of Elders. Gordy mentioned a teaching that was particularly important to him, “Take care of yourself, so you can care for others.”
Brianna agreed that school helped her learn how to bring culture into the workplace. In Brianna’s postgrad life, she’s worked for the Victoria Native Friendship Centre as an Admin Assistant. Her time at the Friendship Centre reinforced what practicing kindness, generosity, and good relationship building in the workplace can look like. Brianna’s colleagues supported her application to the Aboriginal Youth Internship Program (AYIP), which offers Indigenous youth in BC the chance to work within government and community organizations. She was accepted, and started her new position in September of 2015.

At the beginning of AYIP, Brianna brought handmade gifts for everyone as a sign of welcoming. She wished to start her new working relationships in a good way. She also began to see where the Indigenous Studies program had taken her; Brianna interned with the BC Office of the Representative for Child and Youth, where she coordinated and facilitated a cultural competency workshop for the office staff. In this workshop, Brianna was able to share truths about Indigenous issues and cultures. She gained many of the tools she needed to meet this task while studying at Camosun.

For his own postgrad life, Gordy hopes to partake in AYIP, and continue to serve the Indigenous communities he is a part of. Gordy is determined to eventually complete a doctorate in Child and Youth Care, or a related field, but he knows the journey must be taken one day at a time. For now, his focus is to have a positive impact on Indigenous youth, to work towards a good life with Brianna, and to help carve the path to reconciliation. Brianna wishes to continue the work of her grandpa, to inspire and care for her community, and she is considering returning to school after her internship ends. They both referenced the good life having a home, food, love, and family, all while practicing their cultures.

Brianna had this advice for Indigenous learners heading to postsecondary in the future, “I’ll echo my grandpa’s teachings: Don’t be afraid to push yourself. Don’t be afraid to ask for help. It’s okay if you’re struggling. It shows you’re pushing yourself to new places. Listen to your heart it knows when you need something. Use all the help. There are many resources. Explore them!” Gordy’s advice was short and sweet, “Every step on the Red Road is one less step you have to take, and in school, you are making huge strides.”
Brianna and Gordy are two wonderful examples of the eighth fire generation. They are young people who carry the strength of their ancestors, and who seek to create a better future for the ones who have yet to come. Both of these young leaders demonstrate their commitment to culture and community daily, and have used formal education as a means to empowerment. Their stars are on the rise, and there’s no telling how bright and shining they will become.

By Kelly Many Guns

The UBC Faculty of Medicine’s Aboriginal Admissions program continues to be the leader among post-secondary institutions to graduate Aboriginal medical students since its’ inception, 14 years ago.

James Andrews, UBC Aboriginal Student Initiatives Coordinator, who recruits and supports Aboriginal medical students, says that in 2016 eight more students have graduated, bringing the total to 62 that have successfully completed UBC’s medical Aboriginal admissions program.

“Last year (2015) was a milestone year, in that we hit our initial vision to see 50 aboriginal medical graduates by 2020,” Andrews said. “I am proud of them all. I was asked by a colleague if I get tired of this, my response was, ‘Heck no!’ I have seen these individuals as pre-med students, now I witness their graduation and later as practicing physicians which is pretty cool.”

Interest in the program has grown since it began in 2002 when they received seven applicants, and two were admitted, the Aboriginal admissions program now averages 20 to 25 applicants per year.

The program was designed to increase the number of Aboriginal medical students and physicians in British Columbia. Academic success of Aboriginal students is contingent upon early educational engagement. Programs such as the Pre-Admissions Workshop (conducted by the Division of Aboriginal People’s Health) introduce science and medical career role models to young Aboriginal students and foster academic success by early engagement and recruitment. Aboriginal MD students also serve as mentors to applicants in the pre-admissions stage, forging strong relationships and systems of peer support.

“I have heard several individuals praising our program,” Andrews said, “saying they soon hope to see our program a common place, my response is still, we have decades to go. We need at least 300 Aboriginal physicians in BC in order to make an impact on our Aboriginal people’s health. We aren’t even a quarter the way there yet. In Canada we need 3000 Aboriginal physicians, but the best guestimate is 300. Our work isn’t close to being done.”

Among the eight UBC medical Aboriginal admissions program graduates in 2016 are Nathan Teegee, a 30 year old member of Takla Lake First Nation who always wanted to enter the medical field, and Lara De Roches, a 30 year old Metis who plans to practice in an urban setting, providing full scope care.

Dr. Nathan Teegee (left) of the Takla Lake First Nation, and Dr. Todd Alec (right), of the Nak’azdli Band are among eight Aboriginal MD’s graduates from the UBC Faculty of Medicine

Teegee, has been studying medicine for eight years, including his undergraduate degree at University of Toronto (pre-medical studies in physiology and psychology), and did training for four years.

First Nations Drum asked Teegee if he would recommend the UBC medical undergraduate aboriginal program to future med students?

“Yes, 100%. UBC provides a very supportive learning environment for Aboriginal students. James Andrew, who coordinates Aboriginal programs, works within the Faculty of Medicine Office of Student Affairs, and he runs the pre-admissions workshop and offers support once you are admitted. I was part of one of the very first pre-med workshops in Vancouver, BC when I was in Grade 12, almost a decade ago. I was very driven back then, and likely now as well, but the amount of distractions and competitive AAA hockey that took place in High School had to be managed along with acquiring straights As.”

Teegee, studied at UBC’s Northern Medical Program (NMP), where he completed the same training and standards as every other student as an Aboriginal in the program.

“The Aboriginal admission program allows you to be admitted as an Aboriginal and you need to meet the standards of the general admissions plus have some proof that you are of aboriginal ancestry, and then after that if you are accepted for an interview, you have an additional interview with the Aboriginal selection committee. In one respect it can make things harder to get in, but on the other hand, the committee can really vouch for you if they really like you. But you won’t even be looked at without the pre-requisites, the GPA, and the Medical College Admissions Test.”

The NMP Teegee studied in Prince George, BC, is one of the satellite campuses of UBC. It allows students to work in a demographic that includes a large proportion of Aboriginal patients. Teegee says the patients demanded the medical program so that more graduates might stay and work in the north, so they are very invested, and allow med students to participate in their care; he had the privilege of doing consults and procedures that his colleagues might not have had the chance to elsewhere.

Teegee considers his grandmother one of his role models.

“She was a traditional woman who had many medicines and knowledge and the demeanor to help others. I think this was most important for me, her wisdom and her role in my upbringing is by far the most important. And it’s not just my grandmother, it was the entire Teegee family, and my in-laws, the Banaj family, that have supported me in my studies and continue to serve as good role models.”
Up next for Teegee is that he’s been accepted into the Dermatology residency program at UBC. He has moved to Vancouver’s lower mainland and will begin his 5-year residency program in July 2016 and looks forward to more learning and specializing in skin care and diseases of the skin.
Lara De Roche, has devoted most of her life to the field of medicine, including four years with UBC and has worked as a registered nurse between nursing and medical degrees in mental health, addictions, and advanced dementia.

“I plan on completing a masters of biomedical and healthcare ethics over the 2016-2017 academic year. I am most interested in maternity care and have interests in both fields of obstetrics and gynecology as well as family medicine,” Said De Roche. “I have a special interest in caring for underserved population, such as those afflicted by poverty, substance abuse, and mental issues.”

From L to R: Dr. Todd Alec from Nak’azdli Nation, Family Practice in Prince George. Dr. Nathan Teegee from Takla Lake Nation, Dermatology in Vancouver. Dr. Lara Des Roches, Metis Nation, Sabbatical Masters in Ethics. Dr. Geoffrey Johnson, Metis Nation, Obstetrics & Gynecology in Victoria. Dr. David Shepherd, Cree Nation, Family Practice in Prince George.

De Roche says one of her biggest mentors is Dr. Joseph Finkler, an emergency physician from St. Paul’s Hospital in downtown Vancouver. Dr. Finkler is an experienced physician that works to combat the stigma of addiction, mental health and poverty, while providing care to all who enter the emergency department.

“I would absolutely recommend connecting with James Andrews and UBC undergraduate medical program for more opportunities to study medicine.”

Eyēʔ Sqȃ’lewen: the Centre for Indigenous Education & Community Connections at Camosun College is preparing to celebrate its 25th anniversary this September. As part of the celebration, we are gathering stories from students past and present. It is our hope that these stories will inspire future Indigenous learners who study here. Over 25 years of providing services to Indigenous students, we have witnessed the children of alumni grow into adults; many of the people we serve today are second generation Camosun students. This is one of those intergenerational success stories.

The Jim family is from the W̱SÁNEĆ Nation on southern Vancouver Island, where they live in the Tseycum village. Glenn Jim, a father of seven, and his two eldest children, Marissa, 29, and Mataya, 25, joined me for a conversation about postsecondary education. I asked the Jims about their experiences as cultural people in a western academic setting. They all agreed that, in some ways, they have to choose one or the other staying in school or participating fully in cultural practices. Like the traditions of many Indigenous nations, W̱SÁNEĆ cultural practices require a lot of time and dedication. Practicing their culture is not something the Jims can do halfway. It is a full commitment. Marissa said that sacrifices are almost inevitable when attending school. Still, all three of them draw strength from their cultural identities, and connect in smaller ways whenever possible.

The Jim Family

Mataya, who finished her university transfer studies at Camosun in 2015, expressed that the choice between culture and academia puts Indigenous students in conflict; “The cultural life comes with a lot of support and teachings that help us handle challenges. Culture is so necessary for our wellbeing, but too often we are forced to choose between surviving in the western world, and fully embracing our traditions.” Mataya felt that the Indigenous Studies courses at Camosun allowed her to bring her culture with her to school. She was able to walk in both worlds for a time.

Despite the struggle to stay grounded in a system that often fails to recognize and accommodate cultural needs, Mataya feels that learning about the world outside Indigenous communities has been valuable for her. She spoke of seeing a bigger picture, which will inform her future choices as an Indigenous professional. Mataya’s path is openended. She intends to be guided by opportunities that present themselves as she works on her degree in Sociology at the University of Victoria.

Marissa, who is in the first year of the Indigenous Studies diploma program at Camosun, also spoke of discovering a larger picture. For Marissa, it was her views on education. Last year, she completed the Indigenous College Preparation program. Prior to that experience, Marissa blamed herself for not completing parts of her formal education. Once Marissa learned more about Indigenous-centred education, she began to understand that her learning style had not been included in her previous experiences in school. She now has a strong vision of the path ahead of her. After completing her diploma, she will head to the University of Victoria to become an anthropologist, with training in archaeology. She is learning SENĆOŦEN, the language of the W̱SÁNEĆ people, and intends to study her own community’s history, culture, language and land.

Glenn is a midcareer professional, who has been in postsecondary studies on and off since the 90s. Between schooling, Glenn has worked for his nation on community development projects and cultural programming. While the education he’s taken from Camosun has been helpful in his professional life, Glenn noted that some jobs require certain credentials. He is set to complete his diploma in Indigenous Business Leadership this semester, then begin the final two years of his Bachelors in Business Administration at Camosun. Glenn feels that academic learning is important, but life learning and cultural learning are necessary too. Once Glenn is finished his BBA, he will return to working on community development and possibly enter the world of entrepreneurship. Whatever path he takes, Glenn knows that sharing culture and building relationships will remain at the centre of his work.

In many ways, the Jims are an extraordinary bunch. All of them carry a sharp intellect, a keen sense of humour, and a passion for hard work. They are well known on campus for being friendly, generous, and helpful. From another perspective, the Jims are also a fairly typical Indigenous family. They tease and laugh with each other, banter about little things, and rely on each other for a sense of home and grounding. They face challenges unique to Indigenous people in the westernized world, some of which are magnified in the school system.

Eyēʔ Sqȃ’lewen at Camosun College draws guidance from the generous local peoples to create better pathways for Indigenous students. The Jim family is one of several W̱SÁNEĆ families who have brought their strength, kindness, and wisdom to the college over the past 25 years. During my interview with the Jims, one thing was abundantly clear; culture and community are the foundation of their intergenerational success. Glenn, Marissa, and Mataya all have their own ways of managing the responsibilities of school, family, and community life, but the driving force behind all of their hard work is culture and holding up the W̱SÁNEĆ Nation.

Trent University invites the community to join the walk on Mother’s Day May 8th and offer thanks to the water and bring attention to local water issues 

The greater Peterborough community is invited to lace up their shoes this Mother’s Day and join the seventh annual water awareness walk to be held Sunday, May 8 starting at 6:30 a.m. at the tipi beside the First Peoples House of Learning at Trent University, Peter Gzowski College.

This year’s walk will honour Nibi (sacred water) and begin from Trent University and follow the Otonabee River down to Nogojiwanong – Little Lake and back again to Trent. The walk will begin early Sunday morning with a traditional water ceremony at 6:30 a.m. at the tipi. The total distance of the walk is approximately 20 km and will be followed by a potluck dinner at the Gathering Space at Trent University.

The community is invited to Aambe and join anywhere on the route, to walk for an hour or two or for the whole day, to honour Nibi and strive to bring a greater awareness for the need to have clean water for future generations and for all Creation.

“Mother’s Day is a day to celebrate our mothers and grandmothers as well as a time to remember and honour our Earth Mother and her life-giving water. Each Mother’s Day, the Water Awareness Walk brings attention to the necessity of clean unpolluted water for all people, animals and the environment,” said Shirley Williams, elder, professor emeritus at Trent University, and water walk spokesperson. “We’re looking forward to the greater community joining us as we offer thanks to the water while also calling attention to local water issues.”

Trent University Water Walk

The Water Walks are the vision of Liz Osawamick and Elder Shirley Williams who have shared traditional Anishinaabe water teachings with the Peterborough area for years through these walks. Grandmother Josephine Mandamin has been an inspiration for Anishinaabe Kwewag and supporters to take up the call to bring local awareness to our communities about the sacredness of Nibi and the perils that face the waterways, she will join the walk again this year.

In keeping with First Nations ceremonial protocol, women are respectfully asked to wear long skirts and men to wear long pants. It’s asked that pets remain at home. Children are more than welcome but must be accompanied by parents or caregivers. Food and water will be provided and breaks will be held periodically throughout the day. Police services and other support vehicles will follow the walkers to provide security and assistance.

There are many sponsors and donors who have supported this walk, including the department of Indigenous Studies, Indigenous Environmental Studies and the First Peoples House of Learning. For more information, visit the event Facebook page.

About First Peoples House of Learning

The First Peoples House of Learning (FPHL) is the home of Indigenous student services and Indigenous campus and community initiatives at Trent University. FPHL services are for all Trent University students, faculty and staff at both the Peterborough and Durham campuses.

Lakehead University in Thunder Bay, Ontario has appointed Angelique Eaglewoman, a Native American Indian from South Dakota, to lead the Bora Laskin Faculty of Law. She starts in May, a month before the new law school’s first class is set to graduate. The Bora Laskin Faculty of Law opened in the fall of 2013, making it Canada’s newest law school.

Angelique EagleWoman went to Lakehead University from the University of Idaho College of Law, where she is a law professor and a legal scholar. She has also served as a Tribal Judge in four Tribal Court systems.

Ms. Eaglewoman served as General Counsel for her own people, the Sisseton-Wahpeton Oyate (one of the Dakota Nations), and has also served as a Tribal Judge in four Tribal Court systems. She will leave her current position as a law professor and legal scholar at the University of Idaho College of Law and take over the university position from the school’s first dean Lee Stuesser, who resigned in 2015.

“Angelique was at the top of our list,” said Lakehead Provost and Vice-President of Academics Dr. Moira McPherson,” and we are thrilled she’s coming to Lakehead. Her diverse experience and knowledge will be of great benefit to our students in the Faculty of Law and to Ontario when those students begin practicing law.”

Eaglewoman said she was drawn in part by Lakehead’s mandatory first and second-year courses in Aboriginal law. That requirement aligns with the recommendations of the final 2015 report of the Truth and Reconciliation Commission, which calls for all law students to take courses in Aboriginal peoples and the law, including the history and legacy of Canada’s residential school system. The TRC recommendations aim to ensure “that this next generation of lawyers would know what the history is and what the legal relationship is between the Canadian federal and provincial governments and indigenous communities,” Eaglewoman said in a CP interview. “Our graduates will know that history, will know those legal relationships, and then they can go out and they can help with the new collaboration, the new reconciliation.”

Eaglewoman has taught in the areas of Native American natural resources law and tribal nation economics and law, and has published articles about tribal economics and quality of life for Indigenous peoples. “This position is a dream come true for me because of the Faculty of Law’s commitment to produce lawyers for rural and small town legal practice, the focus on natural resources and environmental law, and the required curriculum on aspects of Aboriginal and indigenous law,” said Eaglewoman. “With my background, I feel especially suited to be at the helm of the law school as it moves from its start-up phase to taking its place among other distinguished law schools in Ontario and nationally.”

“I plan to pursue a Masters and PhD, but first I need to gain experience in the field. In my Masters, I hope to continue my inquiry into the overlaps and mutual benefits between indigenous pedagogies and self-regulated learning, which I’m hoping to practically implement through the development of what scholar Marie Bastiste calls a trans-systemic education system.” ~ Kye Smith, NITEP student at UBC

When she was young, Kye Smith nurtured a dream of becoming a teacher, and she made it come true with the help of NITEP. “It was always a dream of mine to attend UBC, but when I finished high school I didn’t have to the confidence to apply. NITEP was recommended to me by a classmate when I was in a bridging program at Simon Fraser University in 2010. The description of the program sounded like a perfect way to explore my identity while at the same time becoming an educator.”

“Many are called but few are chosen” is the old saying for work that demands total commitment. Kye spent a year coaching a variety of sports that gave her an inside perspective on a potential career. “I knew that I wanted to become a teacher after volunteering for a year when I was 18. I spent the year coaching girls soccer, field hockey, and basketball at the local middle school, and my connections with the students, teachers, and community inspired me to become an educator.”

Kye spent the next five years at UBC in the NITEP program, and she will be graduating in November 2015. When asked what the work load was like, she said, “The program requires ten days of practicum in years 1-3. The practicum experiences helped me to experience different educational settings, and develop professionally through workshops and conferences. The most helpful part of the practicum component was experiencing the different levels of education. I discovered that I preferred working in Middle Years education (6-8) in a middle school model in urban areas.”

Kye is month away from from receiving several graduation awards in addition to her diploma from NITEP. “Graduation is in November 2015 and is the recognition of a 5 year journey. I’ll be the first person in my mother’s family to graduate from post-secondary and the second in my father’s after my older sister. I’ve have been given the honour of speaking on behalf of the Elementary and Middle Years program at graduation and will be delivering a speech at awards night (usually the night before convocation).”

Kye Smith has been chosen to receive the Robert W Sterling Memorial NITEP Award, the Sharp Family and the Joan Ryan Award. “It is surreal that after all the challenges of the past five years that I have finally completed my Bachelor of Education and cannot wait to cross the stage in November. I could not have done it without the love and support of my friends, family, and NITEP community.”

The work force will be calling Kye after graduation and she want to find a school that is a good fit for her skills “teaching middle years humanities (integrated English Language Arts and Social Studies) in a school that is innovative, engaging and values the place of Indigenous ways of knowing and teaching to enhance learning for all students.”

Kye does hope to return to UBC someday, but she has her own agenda. “I plan to pursue a Masters and PhD, but first I need to gain experience in the field. In my Masters, I hope to continue my inquiry into the overlaps and mutual benefits between indigenous pedagogies and self-regulated learning, which I’m hoping to practically implement through the development of what scholar Marie Bastiste calls a trans-systemic education system.”

Kye has some practical advice to aspiring teachers, so they can prepare themselves for the demands of receiving a teachers diploma: “Remember to try and keep your life in balance. Take care of yourself as a whole person so that you are better able to see your students as whole people as well. It is difficult especially in your professional year, but you will be of better service to your students and community if you take care of yourself as well. Also, never forget you are connected to a community of support. Whether through faculty, peers, or colleagues, there is always reach out when you need assistance. Teaching isn’t about doing everything on your own; its about sharing ideas, lessons, and approaches. Connect with others.”