Podcasts about vianne timmons

Janet Morrison is Memorial University's latest President, taking over from interim president Neil Bose, who replaced Vianne Timmons. Lisa Moores, Vice-President of Memorial University's Faculty Association, joined us in studio this morning to discuss.

Matt interviews the trouble-finding Social Economist and comic book supplier Kerri Claire Neil (@kerriclaireneil) about the controversial former president of Memorial University, Vianne Timmons.

Megyn Kelly is joined by Michael Moynihan and Matt Welch, the hosts of The Fifth Column podcast, to talk about how Stanford University employee's sexual assault allegations became lies, why there isn't media coverage around this, Memorial University's president Vianne Timmons indigenous controversy, brothers paid by Jussie Smollett reenacted the infamous attack, the ridiculous DEI initiatives implemented in schools, VP Kamala Harris' cringy moment at NCAA March Madness tournament, and more.Fifth Column: https://wethefifth.substack.com Follow The Megyn Kelly Show on all social platforms: YouTube: https://www.youtube.com/MegynKellyTwitter: http://Twitter.com/MegynKellyShowInstagram: http://Instagram.com/MegynKellyShowFacebook: http://Facebook.com/MegynKellyShow Find out more information at: https://www.devilmaycaremedia.com/megynkellyshow

A Mi'kmaw chief in Newfoundland has spoken to CBC about the controversy surrounding the president of Memorial University. Mi'sel Joe is chief of the Miawpukek First Nation in Conne River. Over the past week, CBC has brought you stories about the claims to Indigenous heritage that have been made by MUN president Vianne Timmons. She has publicly claimed that an ancestor several generations back was Mi'kmaw from Conne River. At times over the years, she has listed on her resume that she was a member of an unrecognized Mi'kmaw band in Nova Scotia. CBC has investigated and determined that any Mi'kmaw ancestor in Timmons' genealogy is nine or ten generations back. And Timmons herself has said she was not raised to know her Mi'kmaw roots, nor was she raised in the Mi'kmaw culture. CBC's Bernice Hillier spoke with Chief Mi'sel Joe and asked him for his view on how Vianne Timmons has handled the matter of Indigenous ancestry.

The students' union at Memorial University says officials threatened to get rough with protesters today when they showed up on campus to demand that president Vianne Timmons resign. We speak with the executive director of the student's union MUNSU. (Anthony Germain with Jawad Chowdhury)

Matt Barter has been a thorn in the side of Memorial University president Dr. Vianne Timmons since tuition hikes were announced last summer. Their feud has become the subject of a supreme court battle... and now a documentary. (Anthony Germain with documentarian Kenneth J. Harvey)

Wednesday Dec 15th - MUN President Dr. Vianne Timmons by VOCM

MUN president Vianne Timmons tells us why a student's posters were torn down.

Feasibility of a Law School at Memorial University - President Vianne Timmons by VOCM

Thursday May 20th-Possible Impacts of Greene Report on Memorial University-President Vianne Timmons by VOCM

Fall Semester Planning Continues But Remains Wait & See - MUN President Vianne Timmons by VOCM

Dr. Vianne Timmons, OC, took office as the 13th president and vice-chancellor of Memorial in April 2020, coming from the University of Regina where she had served as president since 2008. During her tenure there, the university attained its highest-ever enrolment and diversity, greater recognition for faculty work, and increased levels of external research funding.Dr. Timmons grew up in Labrador City as one of six children and moved to Nova Scotia during high school. She holds a BA (Mt. Allison), B.Ed. (Acadia), M.Ed. (Gonzaga), and PhD (Calgary).A teacher by training, she maintains a wide-ranging research program emphasizing family literacy and inclusive education. Her credits include nine books, more than a dozen book chapters, approximately 40 peer-reviewed articles, 30+ funded research projects (as principal or co-investigator), and more than 200 invited lectures.Her many awards include Canada's Top 100 Most Powerful Women (WXN), a National Inclusive Education Award, a Humanitarian Award (Red Cross), a Community Literacy Award (Canada Post), and the first Gender and Leadership in Higher Education Award (EMULIES). In 2019 she received the Indspire Award for Education. In 2017 she was named an Officer of the Order of Canada for her lifetime contributions to inclusive education, family literacy, Indigenous post-secondary education, and women's leadership.An active volunteer, Dr. Timmons has served various post-secondary and other organizations, including as: president, International Association for the Scientific Study of Intellectual and Developmental Disabilities; chair, Universities Canada's Standing Committee on International Relations; and member, Canada Foundation for Innovation. Connect with Dr. Timmons here: https://www.linkedin.com/in/vianne-timmons-26902243/New episodes every Tuesday evening on Youtube or wherever you get your podcasts.You can also visit www.GaleForceWins.comTo message Gerry visit: www.linkedin.com/in/gerrycarew/To message Allan visit: www.linkedin.com/in/allanadale/

Friday Dec 11th - MUN President Dr. Vianne Timmons - Look Back On 1st Year As President by VOCM

Dr. Timmons leads us through a candid overview of her years growing up in Labrador and describes how this place shaped who she is. The strength of the Labrador community shines through in her discussion. The journey which led her to become Memorial’s president is wrought with this sense of community and early efforts to visit the communities of this Province are impressive. Dr. Timmons’ energy in support of defining and enabling the University’s place in supporting the future of this Province is palpable, while acknowledging the realities of a post Covid world. Vianne’s Billboard will “Lift You UP”. Enjoy the chat, perhap will find your “Tee Shirt”. Thank you Gary Bradshaw! Timeline: 1:11 GlobalNl Introduction and Overview 4:21 Growing up in Labrador and its lasting effects 8:19 Motivation/Process followed to apply and become MUN President 11:14 The importance of Reaching-Out early to all areas of the Province 16:30 Memorial’s key asset - It’s People 18:50 Memorials’ Biggest challenge going forward (outside of Covid) 20:48 The University’s tool box which supports positive growth for the Province 20:25 How Memorial nurtures the education experience with a broad array supports 31:50 Covid’s lasting impact on Memorial 37:04 Vianne’s Billboard “Surround Yourself With People That Lift You Up” 39:46 How can GlobalNL be of greater assistance “Stay Engaged”

MUN President Dr. Vianne Timmons - Virtual Townhall With Prime Minister Justin Trudeau by VOCM

Rick W. Hill Sr. (Tuscarora artist/writer/curator, a reflection of Haudenosaunee worldview); Dr. Vianne Timmons (a first-of-its-kind Indigenous consultation policy); Rene DeSantis (designer, the city of Toronto flag)

This Italian Catholic woman is a trailblazer from Northern Labrador, steadfast on her family relationships and a strong advocate for the #MeToo movement. Tune in today for the final episode of Women in Leadership on the Secret Life of Entrepreneurs as the YWCA of Regina's Women of Distinction Lifetime Achievement Award recipient, Dr. Vianne Timmons joins us to talk about the impact of this award. Dr. Timmons is U of R’s first female president and vice-chancellor, serving in those roles for the past 10 years. Born into a coal-mining family in Northern Labrador, she completed her PhD in educational psychology from the University of Calgary in 1993. She has hosted the Inspiring Leadership Forum, an event that explores the power of women’s leadership, since 2010. A lifelong learner, leader, mentor and advocate for women, Dr. Timmons will join us to talk about this award and the context of such an achievement in an already prestigious career.

Despite its significant sticker price, higher education doesn’t often come with a guarantee.  After all, what a student learns, and how they put their skills to work in the world, has more to do with their own effort than anything the institution can do. But in a world of labour market uncertainty and rising career anxiety, students and their parents are often looking for a “sure thing” -- high employment placement rates, impressive starting salaries, or a guaranteed return on investment. For the past 10 years, one university in Canada has been offering students a literal guarantee that they will find career-related employment within six months of graduation: the University of Regina, in Saskatchewan. This week, Ken Steele sits down with president Vianne Timmons to discuss the “UR Guarantee,” a recruitment marketing tool that also drives student retention and career success. Unlike many extended warranties, the UR Guarantee had to be offered free to all undergraduate students, to enhance accessibility rather than being an elite program for a select few who could afford it.  From the moment a student signs up, they are assigned a mentor who helps them design a program to get engaged on campus, in clubs, sports, student government, etc., depending on their interests. To stay eligible for the Guarantee, students must access academic counselling and support services, take resume-writing and employment interview workshops, and attend networking events. They also have to volunteer, on campus and in the community – providing significant energy and enthusiasm to the University’s campus ambassador program.  They must maintain a 70% GPA, and keep a daily log of their networking and job search activities. After all that, the University’s career services staff will work with new graduates for 6 months, to find them a job related to their field of study. If they are unsuccessful, they are welcome to return to campus and take up to 10 additional courses, tuition-free. Obviously, the UR Guarantee is effective as a recruitment differentiator: students come from across North America, attracted by the prospect of guaranteed employment upon graduation. But the program is actually much more than a marketing gimmick: it ensures that students are aware of the support services and advising that they ought to be accessing on campus, and it even reduces any perceived stigma around using them, by effectively requiring it in order not to “void their warranty.”  The UR Guarantee was developed to address a key driver of student attrition: lack of engagement with extracurriculars and the support services that prepare students for transition to the world of work.  The initiative was intended to increase student retention, success and satisfaction, and it works: students enrolled in the program are 8% more likely to persist, and they graduate more employable and career-ready. The offer of free tuition doesn’t actually cost the University of Regina much at all: in 10 years offering the Guarantee, just 2 students have had to return to campus to take additional classes. But the University has had to invest significantly in additional support staff to meet the demand – paid for thanks to the increased persistence of more than 1,800 students enrolled in the Guarantee program. In Canada, at least 2 other universities have launched similar programs in the wake of the UR Guarantee: Concordia University of Edmonton has a “Concordia Commitment” program, and Nipissing University offers “the Nipissing Promise.”  Vianne would certainly encourage other institutional leaders to consider the approach as a powerful driver of student engagement.   You can read more about the UR Guarantee at https://www.uregina.ca/urguarantee/about/index.html    Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President & Vice-Chancellor of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award.   Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, we visit RadIUS, the social innovation incubator at Simon Fraser University, and learn why we should all start eating bugs, for the good of our health and the planet. To be sure you don’t miss it, take a moment to subscribe at http://eduvation.ca/subscribe/ And if you would like to host 10K at your campus, more information is available at http://eduvation.ca/twk/site-visits/    

Despite its significant sticker price, higher education doesn’t often come with a guarantee.  After all, what a student learns, and how they put their skills to work in the world, has more to do with their own effort than anything the institution can do. But in a world of labour market uncertainty and rising career anxiety, students and their parents are often looking for a “sure thing” -- high employment placement rates, impressive starting salaries, or a guaranteed return on investment. For the past 10 years, one university in Canada has been offering students a literal guarantee that they will find career-related employment within six months of graduation: the University of Regina, in Saskatchewan. This week, Ken Steele sits down with president Vianne Timmons to discuss the “UR Guarantee,” a recruitment marketing tool that also drives student retention and career success. Unlike many extended warranties, the UR Guarantee had to be offered free to all undergraduate students, to enhance accessibility rather than being an elite program for a select few who could afford it.  From the moment a student signs up, they are assigned a mentor who helps them design a program to get engaged on campus, in clubs, sports, student government, etc., depending on their interests. To stay eligible for the Guarantee, students must access academic counselling and support services, take resume-writing and employment interview workshops, and attend networking events. They also have to volunteer, on campus and in the community – providing significant energy and enthusiasm to the University’s campus ambassador program.  They must maintain a 70% GPA, and keep a daily log of their networking and job search activities. After all that, the University’s career services staff will work with new graduates for 6 months, to find them a job related to their field of study. If they are unsuccessful, they are welcome to return to campus and take up to 10 additional courses, tuition-free. Obviously, the UR Guarantee is effective as a recruitment differentiator: students come from across North America, attracted by the prospect of guaranteed employment upon graduation. But the program is actually much more than a marketing gimmick: it ensures that students are aware of the support services and advising that they ought to be accessing on campus, and it even reduces any perceived stigma around using them, by effectively requiring it in order not to “void their warranty.”  The UR Guarantee was developed to address a key driver of student attrition: lack of engagement with extracurriculars and the support services that prepare students for transition to the world of work.  The initiative was intended to increase student retention, success and satisfaction, and it works: students enrolled in the program are 8% more likely to persist, and they graduate more employable and career-ready. The offer of free tuition doesn’t actually cost the University of Regina much at all: in 10 years offering the Guarantee, just 2 students have had to return to campus to take additional classes. But the University has had to invest significantly in additional support staff to meet the demand – paid for thanks to the increased persistence of more than 1,800 students enrolled in the Guarantee program. In Canada, at least 2 other universities have launched similar programs in the wake of the UR Guarantee: Concordia University of Edmonton has a “Concordia Commitment” program, and Nipissing University offers “the Nipissing Promise.”  Vianne would certainly encourage other institutional leaders to consider the approach as a powerful driver of student engagement.   You can read more about the UR Guarantee at https://www.uregina.ca/urguarantee/about/index.html    Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President & Vice-Chancellor of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award.   Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, we visit RadIUS, the social innovation incubator at Simon Fraser University, and learn why we should all start eating bugs, for the good of our health and the planet. To be sure you don’t miss it, take a moment to subscribe at http://eduvation.ca/subscribe/ And if you would like to host 10K at your campus, more information is available at http://eduvation.ca/twk/site-visits/    

Ep. 4 In WDDT’s first reflection show, hosts Stephanie and Myrrhanda highlight audience feedback and discuss important themes from their conversation with Dr. Vianne Timmons, President of the University of Regina. Hear why women still need to be careful when bucking gender norms, and how creating gender equality benefits everyone. Stuff we mention in this episode: Learn more in this article, Why Gender Equality Stalled by Stephanie Coontz: https://www.nytimes.com/2013/02/17/opinion/sunday/why-gender-equality-stalled.html. Check out this TEDx talk from Caroline Riseboro President & CEO of Plan International Canada: https://www.bing.com/videos/search?q=you+tube+caroline+riseboro+tedx&view=detail&mid=081EA79041D8C7149892081EA79041D8C7149892&FORM=VIRE. She brilliantly shares how the gender gap is widening and how men and women can join together to achieve gender equality. Book referenced, Ask For It: How Women Can Use the Power of Negotiation to Get What They Really Want: https://www.chapters.indigo.ca/en-ca/books/ask-for-it-how-women/9780553384550-item.html?ikwid=ask+for+it&ikwsec=Home&ikwidx=1 Comment at womendontdothat.com. We love your questions and feedback. Check out the Stephanie's article on authentic leadership here: https://www.womendontdothat.com/home/why-it-s-time-to-break-the-leadership-mold-and-how-we-do-it Instagram @Myrrhanda Instagram @StephanieMitton Twitter @StephanieMitton Produced by Myrrhanda Novak

Ep. 3 Our first guest has been named one of Canada’s top 100 most powerful women, four times. She is an officer of the Order of Canada and a 2019 recipient of the Indspire award. Dr. Vianne Timmons is president of the University of Regina, where she has recently been asked to stay on for her third term. Vianne shares candidly about her challenges succeeding in a male-dominated field and provides practical advice on how to confront sexism. Stuff we mention in this episode: Biography: https://www.uregina.ca/president/executive-team/president/biography.html Social media: https://twitter.com/vianne_timmons Book recommendation: Viktor Frankl, Man's Search for Meaning https://www.amazon.ca/gp/huc/view.html?ie=UTF8&newItems=C593ace1f-afc6-4e0a-b70a-788d255c186f%2C1 Comment at womendontdothat.com with Vianne or Ep. 3 in the subject line. Check out the Stephanie's article on authentic leadership here: https://www.womendontdothat.com/home/why-it-s-time-to-break-the-leadership-mold-and-how-we-do-it Instagram @Myrrhanda Instagram @StephanieMitton Twitter @StephanieMitton

Ep. 2 Are you a woman who wants to learn from the stories and experiences of other women? Do you want advice on how to overcome barriers to personal and professional success? In this episode, hear why we're excited to share our conversations with our first guests: Dr. Vianne Timmons, Megz Reynolds and Alida Steele. Have a listen and get inspired to do whatever it is you think you can't do. Stuff we mention in this episode: Join the conversation at www.womendontdothat.com Instagram @Myrrhanda Instagram @StephanieMitton Twitter @StephanieMitton

Last week, Ken Steele sat down with Vianne Timmons, president of the University of Regina, to discuss why Indigenization matters to higher ed.  (ICYMI see it at https://youtu.be/iLe1mxiT4rM). This week, we turn from “why” to “how”, and look at dozens of ways that colleges and universities can better accommodate Indigenous students, integrate Indigenous ways of knowing and learning, and introduce all students to Indigenous perspectives.  This episode highlights more than 40 examples of ways in which non-Indigenous faculty, staff and administrators can help to indigenize the campus. The examples are drawn from “100 Ways to Indigenize and Decolonize Academic Programs and Courses,” a checklist developed for the UofR by Dr Shauneen Pete in 2015, when she was the University’s Executive Lead of Indigenization.  You can find the full checklist at: https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf or read Dr Pete’s article in Aboriginal Policy Studies vol. 6, no. 1, 2016: http://accle.ca/wp-content/uploads/Pete-100-Ways-of-Indigenizing-Decol.pdf   Because every Indigenous person and community have had very different experiences, it is important to work with elders, knowledge-keepers, and Indigenous staff and faculty to develop approaches for your own context. Without a doubt, we need to recruit more Indigenous staff, faculty, students, and graduate students. A big part of the challenge is to overcome financial and geographic barriers for prospective students in remote communities. Specialized cohort programs can encourage student success. Sessional hires can prioritize Indigenous candidates. There are many small things that cumulatively can improve the campus experience for Indigenous students. We can recognize Indigenous names and symbols on campus, acknowledge traditional lands, display Indigenous symbols and art. We can honour Indigenous alumni, nominate Indigenous scholars for awards, and recognize Elders with gifts and honoraria. We also may need to revise criteria for faculty promotion, perhaps by recognizing relational capital. We can also incorporate traditional celebrations and events on campus, from major annual pow-wows to traditional feasts, smudging, and round-dances. These events should engage all students, Indigenous and non-Indigenous, and can be considered at the departmental level. Every campus needs a gathering place for Indigenous students, where they can feel comfortable in their culture and share joys and challenges with each other and with elders. We can ensure that signage and promotional materials recognize Indigenous students’ languages and contributions. “You must invest financially in supports for Indigenous students,” says Timmons. We can create some courses designed specifically for Indigenous learners, and make others mandatory on “shared work” such as settler-Indigenous relations and reconciliation. Professional schools need to insert mandatory courses, and pursue Indigenous language programs like First Nations University’s Denee Teacher Education Program. The biggest challenge for settlers is to recognize our biases. Many of us have been raised in a Eurocentric culture, and we take capitalism and the scientific method for granted. Whiteness isn’t neutral, and we can help overcome students’ limitations by naming the dominant worldview, and ensuring that alternative perspectives are visible. Administrators can ensure that workshops, release time and financial supports are available for faculty interested in Indigenizing their courses. Faculty can co-teach with Indigenous elders, alumni and community members. We can establish Aboriginal Advisory Circles within each Faculty. Instructors can move away from lecture and try a circle format in class, or land-based learning. Even nontraditional evaluation methods, like performance or artistic expression, could be considered. Ultimately Indigenization can’t just be the job of Indigenous people: it will only have succeeded when everyone on campus understands and advances it. Indigenous faculty and staff are already burdened with much extra work, and Indigenous students cannot be expected to fill in gaps in the curriculum. All of us know how to learn, and need to commit time and energy to the topic. Indigenous history is being written, and Dr Pete’s checklist includes a helpful bibliography of sources. All faculty should consciously seek out Indigenous scholarship in their field, and every campus leader has a responsibility to learn more about Indigenizing the academy.   Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award. Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, it’s the annual Ten with Ken Holiday Special!  To be sure you don’t miss it, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

Last week, Ken Steele sat down with Vianne Timmons, president of the University of Regina, to discuss why Indigenization matters to higher ed.  (ICYMI see it at https://youtu.be/iLe1mxiT4rM). This week, we turn from “why” to “how”, and look at dozens of ways that colleges and universities can better accommodate Indigenous students, integrate Indigenous ways of knowing and learning, and introduce all students to Indigenous perspectives.  This episode highlights more than 40 examples of ways in which non-Indigenous faculty, staff and administrators can help to indigenize the campus. The examples are drawn from “100 Ways to Indigenize and Decolonize Academic Programs and Courses,” a checklist developed for the UofR by Dr Shauneen Pete in 2015, when she was the University’s Executive Lead of Indigenization.  You can find the full checklist at: https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf or read Dr Pete’s article in Aboriginal Policy Studies vol. 6, no. 1, 2016: http://accle.ca/wp-content/uploads/Pete-100-Ways-of-Indigenizing-Decol.pdf   Because every Indigenous person and community have had very different experiences, it is important to work with elders, knowledge-keepers, and Indigenous staff and faculty to develop approaches for your own context. Without a doubt, we need to recruit more Indigenous staff, faculty, students, and graduate students. A big part of the challenge is to overcome financial and geographic barriers for prospective students in remote communities. Specialized cohort programs can encourage student success. Sessional hires can prioritize Indigenous candidates. There are many small things that cumulatively can improve the campus experience for Indigenous students. We can recognize Indigenous names and symbols on campus, acknowledge traditional lands, display Indigenous symbols and art. We can honour Indigenous alumni, nominate Indigenous scholars for awards, and recognize Elders with gifts and honoraria. We also may need to revise criteria for faculty promotion, perhaps by recognizing relational capital. We can also incorporate traditional celebrations and events on campus, from major annual pow-wows to traditional feasts, smudging, and round-dances. These events should engage all students, Indigenous and non-Indigenous, and can be considered at the departmental level. Every campus needs a gathering place for Indigenous students, where they can feel comfortable in their culture and share joys and challenges with each other and with elders. We can ensure that signage and promotional materials recognize Indigenous students’ languages and contributions. “You must invest financially in supports for Indigenous students,” says Timmons. We can create some courses designed specifically for Indigenous learners, and make others mandatory on “shared work” such as settler-Indigenous relations and reconciliation. Professional schools need to insert mandatory courses, and pursue Indigenous language programs like First Nations University’s Denee Teacher Education Program. The biggest challenge for settlers is to recognize our biases. Many of us have been raised in a Eurocentric culture, and we take capitalism and the scientific method for granted. Whiteness isn’t neutral, and we can help overcome students’ limitations by naming the dominant worldview, and ensuring that alternative perspectives are visible. Administrators can ensure that workshops, release time and financial supports are available for faculty interested in Indigenizing their courses. Faculty can co-teach with Indigenous elders, alumni and community members. We can establish Aboriginal Advisory Circles within each Faculty. Instructors can move away from lecture and try a circle format in class, or land-based learning. Even nontraditional evaluation methods, like performance or artistic expression, could be considered. Ultimately Indigenization can’t just be the job of Indigenous people: it will only have succeeded when everyone on campus understands and advances it. Indigenous faculty and staff are already burdened with much extra work, and Indigenous students cannot be expected to fill in gaps in the curriculum. All of us know how to learn, and need to commit time and energy to the topic. Indigenous history is being written, and Dr Pete’s checklist includes a helpful bibliography of sources. All faculty should consciously seek out Indigenous scholarship in their field, and every campus leader has a responsibility to learn more about Indigenizing the academy.   Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award. Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, it’s the annual Ten with Ken Holiday Special!  To be sure you don’t miss it, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

In the wake of the UN Declaration on the Rights of Indigenous Peoples, and Canada’s Truth & Reconciliation Commission findings, higher ed is realizing just how much work lies ahead if it is to reconcile itself with Indigenous peoples, and indigenize the curriculum. Saskatchewan, where some projections say that 30% of the population will be Indigenous by the year 2045, is in many ways the epicentre of indigenization. This week, Ken Steele talks with Vianne Timmons, President & Vice-Chancellor of the University of Regina, to better understand why Indigenization matters. Vianne grew up in Labrador and is of Mi’kmaq heritage, but Ken is quite conscious of being a white settler of European ancestry. How can non-Indigenous people get over their reticence to talk about a challenging subject? Vianne reassures us that people appreciate genuine interest and a desire to learn, even if they make errors in protocol. The University of Regina has been Indigenizing for 40 years. Vianne has an Executive Lead – Indigenization who reports directly to her office, and an Aboriginal Advisory Circle that provides feedback. “Shoulder to shoulder we work together to Indigenize our campus.” The latest UofR strategic plan, “peyak aski kikawinaw”, has Indigenization as a top priority. First Nations University is a federated college of the University of Regina, independent administratively, but integrated academically. In 2009 there were unsubstantiated allegations of mismanagement that led the federal and provincial governments to suspend FNUC’s funding. Indigenous communities and students protested, and the University of Regina stepped up to assume administrative oversight of FNUC for five years until it regained its independence. Now FNUC is financially stable, with solid leadership and growing enrolment. The UofR was presented with an Eagle Staff as a symbol to thank them for their advocacy, but also to challenge them to continue being warriors for truth and reconciliation, and Indigenous education rights. The UofR’s Aboriginal Advisory Circle defines Indigenization as “the transformation of the existing academy by including indigenous knowledges, voices, critiques, scholars, students and materials, as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. Indigenization is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability.”  (See https://www.uregina.ca/strategic-plan/priorities/indigenization.html) So to truly Indigenize, institutions need to include Indigenous peoples as students, faculty, and staff; include Indigenous scholarship and perspectives in curriculum; provide physical and symbolic spaces dedicated to Indigenous use; and re-think the foundations of the academy. Indigenous peoples are the founding people of Canada, and institutions need to reflect their country – but Indigenization benefits ALL students.  It provides them with a better appreciation of First Nations peoples, a more nuanced understanding of historical truth, and prepares them for a world in which indigenous peoples and settlers are truly reconciled. “There is so much that went unsaid in our past, that needs to be spoken in our future.”   Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award. Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, Ken’s conversation with Vianne Timmons continues, as we explore “100 Ways to Indigenize Your Campus.” To be sure you don’t miss it, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!  

In the wake of the UN Declaration on the Rights of Indigenous Peoples, and Canada’s Truth & Reconciliation Commission findings, higher ed is realizing just how much work lies ahead if it is to reconcile itself with Indigenous peoples, and indigenize the curriculum. Saskatchewan, where some projections say that 30% of the population will be Indigenous by the year 2045, is in many ways the epicentre of indigenization. This week, Ken Steele talks with Vianne Timmons, President & Vice-Chancellor of the University of Regina, to better understand why Indigenization matters. Vianne grew up in Labrador and is of Mi’kmaq heritage, but Ken is quite conscious of being a white settler of European ancestry. How can non-Indigenous people get over their reticence to talk about a challenging subject? Vianne reassures us that people appreciate genuine interest and a desire to learn, even if they make errors in protocol. The University of Regina has been Indigenizing for 40 years. Vianne has an Executive Lead – Indigenization who reports directly to her office, and an Aboriginal Advisory Circle that provides feedback. “Shoulder to shoulder we work together to Indigenize our campus.” The latest UofR strategic plan, “peyak aski kikawinaw”, has Indigenization as a top priority. First Nations University is a federated college of the University of Regina, independent administratively, but integrated academically. In 2009 there were unsubstantiated allegations of mismanagement that led the federal and provincial governments to suspend FNUC’s funding. Indigenous communities and students protested, and the University of Regina stepped up to assume administrative oversight of FNUC for five years until it regained its independence. Now FNUC is financially stable, with solid leadership and growing enrolment. The UofR was presented with an Eagle Staff as a symbol to thank them for their advocacy, but also to challenge them to continue being warriors for truth and reconciliation, and Indigenous education rights. The UofR’s Aboriginal Advisory Circle defines Indigenization as “the transformation of the existing academy by including indigenous knowledges, voices, critiques, scholars, students and materials, as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. Indigenization is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability.”  (See https://www.uregina.ca/strategic-plan/priorities/indigenization.html) So to truly Indigenize, institutions need to include Indigenous peoples as students, faculty, and staff; include Indigenous scholarship and perspectives in curriculum; provide physical and symbolic spaces dedicated to Indigenous use; and re-think the foundations of the academy. Indigenous peoples are the founding people of Canada, and institutions need to reflect their country – but Indigenization benefits ALL students.  It provides them with a better appreciation of First Nations peoples, a more nuanced understanding of historical truth, and prepares them for a world in which indigenous peoples and settlers are truly reconciled. “There is so much that went unsaid in our past, that needs to be spoken in our future.”   Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award. Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!   Next week, Ken’s conversation with Vianne Timmons continues, as we explore “100 Ways to Indigenize Your Campus.” To be sure you don’t miss it, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!  

This week, Ken Steele talks with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba, about one of the most urgent changes facing higher ed in the next decade: indigenization. Every university in Canada, particularly those in Western Canada, is faced with the challenge of accommodating Indigenous peoples and cultures on their campuses, and since institutions and local Indigenous communities vary widely, the solutions and innovations will be unique at each institution. Campus leaders need to ensure they create an environment in which Indigenous people feel welcome, through visual symbols, dedicated spaces, practices and ceremonies that reflect and respect Indigenous cultures. But universities also need to reinvent traditional western decision-making processes and governance mechanisms in order to embrace Indigenous perspectives. Institutions need to bring more Indigenous peoples, elders and knowledge-keepers, to campus in order to participate in institutional governance, programs and student supports. At Brandon University, there is a long history of Indigenous participation and service to Indigenous communities. Brandon is re-establishing its elders program. It holds a large, all-nations Pow-Wow at convocation every year. It has a beautiful Indigenous Peoples Centre, and is participating in the Brandon Friendship Centre’s campaign to erect symbolic teepees across the city, and on the campus. But Steve emphasizes that Brandon knows it is still fundamentally a western institution, and although it has made some progress, “we still have a long way to go.” European colonial traditions permeate the culture and structure of the academy. So although universities have a critical role to play in Indigenous reconciliation, they are beginning to realize just how challenging it will be. What’s required, Steve explains, is not just more Indigenous student enrolment, or more Indigenous representation among faculty and staff; universities must find new ways to operate that incorporate, respect, and energize Indigenous culture and perspectives. Universities must “open up their administration, faculty and governance structures to the significant participation of its Indigenous communities,” and reach out to understand and meet the needs of Indigenous peoples.   Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina. Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!   #ICYMI, check out last year’s interview on “Serving Indigenous Students Better” with Nipissing University president Mike DeGagné: https://youtu.be/5mpQ4Cs59o8 In the months ahead, 10K will continue this discussion in interviews with Assiniboine Community College president Mark Frison, and University of Regina president Vianne Timmons. To be sure you don’t miss them, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!  

This week, Ken Steele talks with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba, about one of the most urgent changes facing higher ed in the next decade: indigenization. Every university in Canada, particularly those in Western Canada, is faced with the challenge of accommodating Indigenous peoples and cultures on their campuses, and since institutions and local Indigenous communities vary widely, the solutions and innovations will be unique at each institution. Campus leaders need to ensure they create an environment in which Indigenous people feel welcome, through visual symbols, dedicated spaces, practices and ceremonies that reflect and respect Indigenous cultures. But universities also need to reinvent traditional western decision-making processes and governance mechanisms in order to embrace Indigenous perspectives. Institutions need to bring more Indigenous peoples, elders and knowledge-keepers, to campus in order to participate in institutional governance, programs and student supports. At Brandon University, there is a long history of Indigenous participation and service to Indigenous communities. Brandon is re-establishing its elders program. It holds a large, all-nations Pow-Wow at convocation every year. It has a beautiful Indigenous Peoples Centre, and is participating in the Brandon Friendship Centre’s campaign to erect symbolic teepees across the city, and on the campus. But Steve emphasizes that Brandon knows it is still fundamentally a western institution, and although it has made some progress, “we still have a long way to go.” European colonial traditions permeate the culture and structure of the academy. So although universities have a critical role to play in Indigenous reconciliation, they are beginning to realize just how challenging it will be. What’s required, Steve explains, is not just more Indigenous student enrolment, or more Indigenous representation among faculty and staff; universities must find new ways to operate that incorporate, respect, and energize Indigenous culture and perspectives. Universities must “open up their administration, faculty and governance structures to the significant participation of its Indigenous communities,” and reach out to understand and meet the needs of Indigenous peoples.   Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina. Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!   #ICYMI, check out last year’s interview on “Serving Indigenous Students Better” with Nipissing University president Mike DeGagné: https://youtu.be/5mpQ4Cs59o8 In the months ahead, 10K will continue this discussion in interviews with Assiniboine Community College president Mark Frison, and University of Regina president Vianne Timmons. To be sure you don’t miss them, subscribe today!  http://eduvation.ca/subscribe/ And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!