Final Report from Northwest Community College Terrace, BC. Curriculum Development : Aboriginal Exercise and Wellness Program

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1 Ministry of Advanced Education and Labour Market Development Aboriginal Special Projects Fund 2008/09 New Program Development Final Report from Northwest Community College Terrace, BC Curriculum Development : Aboriginal Exercise and Wellness Program Diane Clements NWCC Nursing Education Consultant December 18, 2009 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 1

2 Table of Contents Table of Contents Project Purpose 3 Learning Outcomes 4 Project Goals and Objectives 4 Achievements to Date 5 Financial Report 12 Appendices A. Centre for Aboriginal Health Wellness Sport Recreation Steering Committee 14 B. Northwest Region: Twenty-five (25) First Nations Communities 15 C. Market Survey for Projected Jobs in Aboriginal Health Wellness, Exercise Sport and Recreation 17 D. Survey Results - Employment on Graduation from Proposed Aboriginal Health Wellness, Sport and Recreation Programs 21 E. Community Consultation Outline 23 F. Contracted Faculty for Curriculum Development 25 G Engagement with First Nations Lists and Correspondences 26 H. Canadian Literature Courses with Aboriginal Focus on Health & Wellness, Sport Recreation, Health and Addictions 31 I. Document List 35 J. Meeting/Correspondences with First Nations/Exercise & Wellness/Academic Experts 81 K. Course Outlines 88 L. Curriculum/Program Articulation Committee (Course Summary 118 M. Evaluation Plan 122 N. Financial Reports (as of December 2009) 124 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 2

3 Project Purpose Northwest Community College submitted their proposal May 15, 2008 to the Ministry of Advanced Education Aboriginal Special Project Fund to develop an Aboriginal Exercise and Wellness Certificate Program in preparation of launching the Centre for Aboriginal Health, Wellness, Sport and Recreation Education ( the Centre ) in September The key deliverable was an Aboriginal Exercise and Wellness Certificate program for delivery in September 2009 and Diploma program for September Several political, economic and administrative factors have delayed the Centre and subsequent offering of the Aboriginal Exercise and Wellness Certificate program. However, the intent for Aboriginal students to take part in culturally appropriate Aboriginal Programs of Excellence to prepare them as leaders in fostering healthy lifestyles for people of all ages in their communities is still an educational goal of NWCC. Basing this program on an Aboriginal reference point is judicious and the aptness of this approach has been documented in the literature; a culturally based framework ensures the exigencies of First Nations (FN) are the starting point for course content and teaching-learning experiences. 1 To date Aboriginal students constitute close to 50 % of NWCC s student body. Experience has shown that the more community support Aboriginal students have, the more likely they are to succeed in their programs. Hence, the Aboriginal Exercise and Wellness program and other programs anticipated for delivery in the Centre will incorporate community involvement to support and retain students in the following ways: 1) The curriculum will include a community service learning component so that students can learn and work under faculty supervision while living in their home community. 2) The curriculum will be adapted to reflect the FN family values and beliefs system about health, wholeness and healing. 3) Elders will be integrated into the program for development, implementation and evaluation. Elders are integral and respected icons in FN communities and will be a main source of support, encouragement, and retention for students. 4) The FN Liaison will ensure that students have sufficient funding and are included in social and cultural aspects of student life. 5) FN Instructors will be hired from the communities, when possible. 6) Learning Pathways, a 15-hour study skills course, will be added to the program and will be offered at the start of the program with ongoing support throughout. 7) Study sessions will be integrated into the program and students will learn how, and be strongly encouraged, to use Study Buddies. 1 Emerging Priorities for the Health of First Nations and Inuit Children and Youth. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 3

4 8) The program will be built as a cohort system, which is a strongly supportive education environment. In developing the project proposal it was determined that an exercise and wellness program existed at Camosun College. Further discussions with the presidents of NWCC and Camosun led to a partnership whereby they generously agreed to provide curricula for its exercise and wellness program in exchange for receiving indigenized courses in these subjects from NWCC. On a larger scale the Centre at NWCC was envisioned as a satellite of the new Pacific Sport Institute at Camosun College. This collaboration provides an important interchange for not only Aboriginal students who may seek further education in the south but also non Aboriginal students from Camosun College who would have the opportunity to do practicums in rural First Nation communities or take courses at NWCC by distributed learning in the future. Learning Outcomes: Aboriginal and non-aboriginal students in this program will study physical activity and other healthy lifestyles as they contribute to optimal health and wellness throughout the lifespan that is needed in First Nation communities and within the urban Aboriginal population. The program will be designed to prepare professionals in exercise and physical activity leadership as well as in wellness education. The following student learning outcomes are anticipated: understand the historical events, impact of social determinants, pattern of health and illness, barriers and challenges and meaning of health from First Nations perspectives promote healthy lifestyles for Aboriginal people through development and implementation of healthy nutrition, smoking cessation, and/or stress management programs in rural and urban settings. understand successful aging in rural First Nation communities and Aboriginal populations and utilize exercise testing and prescription relevant to individuals of all ages. utilize knowledge from psychology, kinesiology and anatomy and physiology along with traditional cultural values and norms to foster healthy behaviours for daily living and prepare Aboriginal people for their roles in the community working with an Aboriginal, holistic and health promotion focus develop a partnered interprofessional approach to enhancing well being and exercise level of individuals, groups and communities Project Goal and Objectives: The goal of this project is to adapt the Exercise and Wellness Diploma Program from Camosun College to make it culturally appropriate and fit the learning needs for students from the First Nation communities in our region. The first year will be designed so that students can exit with a Certificate or carry on to complete the second year for a Diploma. The objectives for this project as outlined in the proposal are captured in Table 1.0 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 4

5 Table 1.0: Objectives of the Project to develop an Aboriginal Exercise and Wellness Program at NWCC Design and Planning To create an opportunity for FN elders, leaders, and community members to build an Aboriginal Exercise and Wellness Diploma program to be delivered in the BC northwest Community Development To structure interaction with FN Communities and non FN communities to determine interest, needs and commitment for participation in program To identify barriers to participation, strategies for retention, opportunities for student practicums and graduate employment Curriculum Development To identify current relevant curriculum to modify and secure partnership with institution To adapt and/or realign curriculum and courses to cultural competencies of NW First Nation communities To plan faculty orientation to program To plan CSL opportunities for students Evaluation To establish a plan for formative and summative evaluation Achievements to Date: The degree to which the project has been successful and challenged will be described according to the objectives outlined in Table 1.0. Design and Planning The initial development of the Aboriginal Exercise and Wellness Program in the Summer of 2008 was managed by the Dean of Health and Human Services, Diane Clements as part of her role in planning for the Centre for Aboriginal Health Wellness Sport and Recreation. Sue Rothwell a health consultant with expertise in the area of health promotion, northern and remote Aboriginal health care was hired as program lead in May She Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 5

6 had close to ten years of demonstrated ability to partner with FN communities both in BC and other Canadian jurisdictions in her positions with government ministries and as a consultant to non government organizations. The Steering Committee for the Centre was established in January 2008 with representatives from First Nation communities, local municipal government, Northern Health, and non government agencies involved with health and sport ( Appendix A). This committee seemed the most logical to recovene as a Program Advisory Committee (PAC) for the Aboriginal Exercise and Wellness program due to their awareness of the proposal, interest in Aboriginal health and wellness programs and commitment to strengthening education for FN people in the Northwest. To enable the work of the PAC as well as carry out research activities related to the project a FN research assistant was hired in May 2008 who understood FN protocol and local FN communities. Both the NWCC Board and FN Council were kept abreast about the progress of the project and members identified their FN community supports and contacts and verified the necessary protocal. Due to travel distances and seasonal cultural activities there was some difficulty in obtaining a consistent group of representatives from the FN communities. As a result at the June 2008 PAC meeting more attention was paid to laying the groundwork for a focused working group to assist in this program development. However, due to administrative changes and restructing along with limited faculty resources to complete this project the PAC has not been sustained. The FN Council has acted as a quasi PAC and was kept informed on a regular basis of community engagement and curriculum development. Community Development This objective involed two parts: a) engaging with our FN communities and non FN communities to determine their interest, need and participation in an Aboriginal Exercise and Wellness program and b) identifying barriers to participation, strategies for retention, opportunities for student practicums and graduate employment. Concurrently NWCC needed to interact with the same audiences to gather identical information for two additional programs proposed for the Centre: Aboriginal Sport and Recreation and Aboriginal Mental Health Addictions. For efficiency and to avoid duplication the activities related to community development included all three programs proposed for the Centre. The First Nations Council of NWCC provides a process of direct consultation with First Nations Communities in the college region and as such were the appropriate group to advise on methods of engaging Aboriginal people in the Northwest and providing direction on the project. Communication links have been implemented through regular reports to the Board from the Chair of First Nations Council, who is a member of the College Board of Governors. Members serve as liaisons and are accountable to their Bands, the Métis Council or First Nations organization. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 6

7 Membership on First Nations Council consists of representatives from each of the First Nations villages within the College region; representation from each First Nations Bands in the Northwest region; the Tahltan Bands; Native Friendship Centres; the Northwest region of the Métis Nation BC; and NWCC representatives. Appendix B outlines the twenty five FN communities that reside in the NWCC catchment area. These communities comprise the following seven Nations: Haida Tsimshian Nisga a Haisla Tahltan Gitxsan Wet suwet en Concise lists were developed of Heriditary and Elected Chiefs, health and education reps/committee chairs in eaach of the First Nation communities along with corresponding lists for non First Nation communities e.g. city councillors involved with Health committees and high schoolsl Metis and Aboriginal groups; for profit and non profit health, wellness and exercise organizations. To facilitate interaction with First Nation communities a Terrace company, Cedarwood Consultating was hired in summer 2008 due to their recent expericence and direct links with several local FN villages. They worked with our program lead, research assistant and the FN Council and devised a mixed methodology to engage both Aboriginal and non Aboriginal groups. Population sampling decisions were also made, taking into consideration protocols and the issue of distance. The consultants and our lead developed a marketing plan and phone survey tool for villages to distant to travel. Our research assistant sent the survey (Appendix C) out in advance then followed up by phone with over 60 individuals covering FN communities, high schools, municipal staff and both non and for profit exercise, sport organizations across our catchment region. The results were compiled and can be viewed in Appendix D.. The Aboriginal Exercise and Wellness program was intended to be the lead program in the proposed Centre which sits on Tsimshian territory, in particular on Kitsumkalum lands. For this reason, it was important to schedule a presentation to the Kitsumkalum Band Council for their approval. Distance was also a consideration for sampling. All of the nations in the college catchment area were targeted for contact. These contacts were expanded to include secondary schools in Terrace, and local First Nations and Métis service providers and community centres. This provided an important opportunity for feedback from the urban Aboriginal Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 7

8 population. Coordinating these meetings between NWCC and the target communities was carried out with phone calls, through contacts, and personal contact. Fifteen contacts were made with communities/organizations to set up community consultations. The results of these initial contacts were varied with three of the contacts giving no response and thirteen responded. An outline to guide community consultation through focus groups was developed ((Appendix E) Between June and early September the following five focus groups were organized: Terrace: Caledonia Sr Sec (cancelled); Kitsumkalum High School ( 15 students and teachers); Kitsumkalum Band Council (10 members); Nisga Government Council (10 members) Kitselas Health Committee (cancelled); Northwest Metis Associaiton (cancelled). The cancellations were due to either the organization or the Dean of Health unable to attend. All organizations were offered lunch and in case of elders an honoriarium was also provided. Gathering information on the educational needs of potential students to this program was limited to the one high school focus group. The focus sessions were to be rebooked for the Fall of 2008 but due to new administrators covering this project and other pressing priorities this did not take place in To further engage with FN communities, our program lead was able to attend at the NWCC booth at Terrace National Aboriginal Day Celebration June 21, 2008 where 20 to 25 Aboriginal and non-aboriginal yout sought course information on both the exercise and well and sport management programs. Later that week she attended the Northwest Aboriginal Health conference in Prince Rupert and surveyed approximately 50 health reps who attended. Several commented that they thought interest would be high, citing the intense community spirit developed around the All Native Basketball Tournament as an indication of family and community based support for athletics and exercise and the awareness of a high incidence of diabetes and need for improved health. On page 9 is the flat sheet that was developed for the Aboriginal Exercise and Wellness program. It contains basic information and potential employment opportunities upon graduation. This sheet were used to market the community consultations as well as being distributed during meetings with the PAC, government ministers, ministery staff, BC First Nations Health Council, and the NWCC faculty, board and FN Council. With retirement of the Dean in August 2008 the new VP Education for Health and Human Services and the Chair of Health Programs were unable to sustain the momentum of this project and unfortunately as noted above the focus groups did not continue nor did the the PAC meet again. The program lead Sue Rothwell Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 8

9 received no further direction, her contract expired Dec 2008 and the project was on hold until January At that time Judy Thompson, a faculty person from NWCC was contracted only to indigenize the four first year certificate courses. Her biographical summary in Appendix F describes how her experience, education and Aboriginal ancestry is a benefit to this project. In late January 2009 sudden administrative changes led to restructuring at NWCC and this project became the responsibility of the Dean of Health. While recruiting for this position, Diane Clements returned as interim Dean on a part time basis from March June She developed a workplan with Judy to commence the curriculum development as contracted. However, the greatest challenge has been the lack of consistent oversight of this project which continued into the summer of 2009 and hindered this project. The very limited management resources and need for day to day supervison of current health programs continues to be the situation. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC2009 9

10 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

11 In October 2009, Diane Clements returned as a part time consultant, re-instituted this project with Judy as lead, adding time for her to do consultation and focus groups with First Nation communities. Despite the delays and short period of time, Judy was able to gather high quality data from all First Nations in the northwest. Through face-to-face meetings, phone conversations, and/or correspondence she was able to connect with a wide range of Aboriginal and non Aboriginal people (Appendix G). Although the focus of community consultations was on the development of the Aboriginal Exercise and Wellness curriculum, the comments in this Appendix identify not only Aboriginal interests but information on barriers to participation, strategies for retention, and opportunities for student practicums in the northwest. Curriculum Development To further develop the concept of a Centre for Aboriginal Health Wellness Sport and Recreation and the proposed programs a background research paper was commissioned in March The terms of reference were to identifythe following materials: Related post-secondary education programs: in Scandinavia Australia, Commonwealth countries, USA, Related Aboriginal programs Act Now BC and similar programs across Canada Projects by Dr. Peter R. Rehor (Camosun College) Montana-health Enhancement-Office of Public Education 1998 Australia-Tasmania-H.E.A.R.T Health Enhancement A?-Rural Teachers-Lifestyle change program Appendix H lists courses in Canada related to Health, Wellness, Sport, Recreation and Mental Health/Addictions with an Aboriginal focus and non Aboriginal focus. The document list in Appendix I provides short synopsis of related programs in countries listed above, relevant work by Aboriginal organizations and websites with further detailed information. The information from this literature review provided evidence that the Exercise and Wellness Program at Camosun College had the best fit with the mission and values that were developed for the Centre. The Centre steering committee then the PAC to the Aboriginal Exercise and Wellness program validated that Camosun s curriculum framework would be very suitable. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

12 The Presidents of both colleges then met and an informal partnership agreement was secured by . During 2008 several meetings occurred between the Dean of Health at NWCC and Dr Peter Rehor, Dean, Sport and Exercise Education, Camosun College to identify a process for liaison and sharing curriculum. Although there was a hiatus of this project from September 2008 until March 2009, the relationship resumed very quickly after that time with Judy Thompson our curriculum developer and specific faculty at Camosun who were directly involved with the Exercise and Wellness program. Camosun faculty freely shared curriculum materials, resources and advice. A more specific review of Exercise and Wellness literature was achieved by Judy through interviews with practice experts and academics in this field. Her detailed notes (Appendix J) contain bibliography and resource materials that will be advantageous for faculty development. In addition her undergraduate education and experience in Kinesiology, her Aboriginal heritage, experience living in the northwest and teaching First Nations studies courses has been a key benefit in this project successfully meeting its objectives. Table 2.0 outlines the Camosun courses for Year 1 and highlighted are the four courses that have been culturally adapted to northwest First Nation communities. Table 2.0 Year 1 Aboriginal Exercise and Wellness Certificate Program, NWCC Year 1 Academic Term 1 SPEX 110 Fitness for Life BIOL 141 Anatomy for Sport Education BIOL 141A Anatomy Lab for Sport EXW 120 Aboriginal Lifetime Sports 1 ENGL 150 English Composition Academic Term 2 BIOL 142 Physiology for Sport Education BIOL 142A Physiology Lab for Sport EXW 121 Aboriginal Lifetime Sports 2 EXW 130 Aboriginal Life Cycle Fitness HLTH 110 Aboriginal Health in Today s World PHYS 160 Biomechanics of Sport PSYC 160 Sport & Exercise Psychology One area that has been a challenge is the absence of a curriculum task committee which would establish a work plan to determine curriculum components for this program such as leveled learning outcomes, alignment for complexity and themes, and best practice teaching strategies. This was due to the fact that the Centre is on hold and no foreseeable funding to deliver the program which lead to little impetuous for academic faculty and their Dean to become involved. However, we have been able to incorporate northwest First Nation cultural competencies into the four core courses for first year, and adapt course content to fit with the needs of First Nation communities in our region, the climate and terrain. For example, mountain biking has been Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

13 replaced with snowshoeing (3 activities in this course: snowshoeing, hiking/backpacking, cross country skiing.) and canoeing has replaced both road cycling and ice skating (3 activities in this course: canoeing, swimming/water fitness, kayaking.) Canoeing has 3 components: Lakewater, Canoe Poling, and Voyageur (Big Canoe). Detailed course outlines for three Aboriginal courses can be located in Appendix K. Although there has not been a PAC to regularly review the curriculum drafts, Judy has ensured that First Nation community groups and First Nations Council have reviewed drafts for inclusion of cultural competencies. In addition, an Outdoor Recreation advisor, with recent experience teaching Aboriginal youth provided an expert review of activities relevant to the northwest and First Nation culture. NWCC has instituted a subcommittee Cultural Knowledge in Practice to vet new programs or changes to existing programs to ensure First Nation cultural competencies are included. The Aboriginal Exercise and Wellness program was on the agenda for the committee s December 16, 2009 meeting. Following this the program will seek approval through the internal education council process in early January Appendix L contains the forms submitted to the Curriculum Program Advisory Committee for review. Another aspect of curriculum development that was proposed was to plan for Community Service Learning (CSL) opportunities for students. This was achieved by discussing this approach with faculty at UBC who have been using CSL for several years in health programs. As the CSL practicums will take place near the end of second semester it was decided that further meetings with UBC faculty will take place when it is determined that the program will be offered at NWCC. Evaluation An evaluation plan was submitted with our proposal and has been recreated in Appendix M. Highlighted are the success indicators that have been achieved to date. Due to the delays in this project and the time constraints further work on developing formative and summative evaluation tools for use by students, faculty and community agencies has not commenced. When the program is funded for delivery the remaining three activities will need to be completed. Financial Report NWCC received $97, from the Ministry of Advanced Education and Labour Mobility Development in to develop an Aboriginal Exercise and Wellness Program. A financial report showing revenue received and actual expenditures is detailed in Appendix N. A surplus amount of $17,986 has been identified and will be retained by NWCC for faculty workshops and seminars by Dr. Peter Rehor, Dean Sport and Exercise and faculty at Camosun College when the NWCC program is to known to be delivered. If that is not in the near future, this small surplus will be used for other Aboriginal programs at NWCC. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

14 Appendix A Centre for Aboriginal Health Wellness Sport Recreation Steering Committee Pricilla Michell Kyah Wiget Ed. Society Debbie Bright Gitwangak Education Society Ron Poole Administrator, City of Terrace Irene Sagan Chair, NWCC First Nations Council Leona Wells NWCC (Terrace) First Nations Access Coordinator Carmen Didier Director Recreation, City of Terrace Darci Petuh Recreation Program Coordinator City of Terrace Daphne Gross Director of Nursing Mills Memorial Hospital Rene Therrien Regional Director Northwest Metis Provincial Council of British Columba (MHRDA) Julie Morrison NWCC First Nations Access Coordinator - Hazelton Florence Lockyer Old Masset Village Council Monica Simms Gitanmaax Band Lorna Morrison Kitamaat Village Gerald Wesley Board of Governors Kaarlene Lindsay NWCC First Nations Access Coordinator, Prince Rupert Roger LeClerc Kitimat Valley Institute Corp., Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

15 Appendix B Northwest Region: Twenty-five (25) First Nations Communities Dease River Band Council Box 79 Good Hope, BC V0C 2Z0 Phone: (250) Fax: (250) Gitanyow Band Council Box 340, 1st Avenue Kitwanga, BC V0J 2A0 Phone: (250) Fax: (250) Gitxaala Nation (Kitkatla) Box 150 Kitkatla, BC V0V 1C0 Phone: (250) Fax: (250) Hartley Bay Village Council 445 Hayimiisaxaa Way Hartley Bay, BC V0V 1A0 Phone: (250) Fax: (250) Kitamaat Village Council Box Kitlope Street Kitamaat Village, BC V0T 2B0 Phone: (250) Fax: (250) Hagwilget Village Council Box 460 New Hazelton, BC V0J 2J0 Phone: (250) Fax: (250) Metlakatla Band Council Box 459 Prince Rupert, BC V8J 3R2 Phone: (250) Fax: (250) Gingolx Village Government 607 Front Street Gingolx, BC V0V 1B0 Phone: (250) Fax: (250) Gitsegukla Indian Band RR #36, Cascade Avenue South Hazelton, BC V0J 2R0 Phone: (250) Fax: (250) Gitwinksihlkw Village Government Box 1 Gitwinksihlkw, BC V0J 3T0 Phone: (250) Fax: (250) Iskut First Nation Box 90 Iskut, BC V0J 1K0 Phone: (250) Fax: (250) Kitselas Band Council 4562 Queensway Drive Terrace, BC V8G 3X6 Phone: (250) Fax: (250) Laxgalts'ap Village Government Box 200 Greenville, BC V0J 1X0 Phone: (250) Fax: (250) Moricetown Band Administration Beaver Road Moricetown, BC V0J 2N1 Phone: (250) Fax: (250) Gitanmaax Band Box 440 Hazelton, BC V0J 1Y0 Phone: (250) Fax: (250) Gitwangak Band Council Box 400 Kitwanga, BC V0J 2A0 Phone: (250) Fax: (250) Sik-e-dakh Village (Glen Vowell Band) Site J, Comp 43 Hazelton, BC V0J 1Y0 Phone: (250) Fax: (250) Kispiox Band Council RR 1, Site K, Comp 25 Hazelton, BC V0J 1Y0 Phone: (250) Fax: (250) Kitsumkalum Band Council Box 544 Terrace, BC V8G 3X6 Phone: (250) Fax: (250) Lax Kw'alaams Band 206 Shashaak Street Port Simpson, BC V0V 1H0 Phone: (250) Fax: (250) New Aiyansh Village Government Box 233 New Aiyansh, BC V0J 1A0 Phone: (250) Fax: (250) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

16 Office of the Wet'suwet'en Box 56, Site 15, RR #1 Moricetown, BC V0J 2N0 Phone: (250) Fax: (250) Taku River Tlingit First Nation Box 132 Atlin, BC V0W 1A0 Phone: (250) Fax: (250) Old Massett Village Council Box 176 Old Massett, BC V0V 1M0 Phone: (250) Fax: (250) Skidegate Band Council Box 1301, Hwy 16, Commercial Center Skidegate, BC V0T 1S1 Phone: (250) Fax: (250) Towns and Cities within the Northwest HSDA: Atlin Dease Lake Hazelton Houston Kitimat Massett Prince Rupert Smithers Stewart Terrace Queen Charlotte City Updated January 2009 NH Website Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

17 APPENDIX C Market Survey for Projected Jobs in Aboriginal Health Wellness, Exercise Sport and Recreation - June 2008 Introduction Hello I am calling from Northwest Community College in Terrace. My name is and I am a research assistant to the Dean of Health. We are doing a phone survey to gather information on the needs in your community for Aboriginal education programs related to health wellness exercise, sport and recreation. Would you have 10 or 15 minutes right now to answer a few questions? Yes..Carry on No.. When would be the best time to talk with you in the next day or two? Or maybe is there someone else that I can talk to that can provide information for your community? Northwest Community college is preparing to launch a unique centre for Aboriginal Health, wellness, Sport and Recreation in Spring The graduates from our planned programs will be trained to provide your community with leadership for mental health and Addictions Prevention, Exercise and Wellness, Leisure and sport Management. Your answers to the following questions will help us provide high quality programs for Aboriginal learners. Part A: Band managers and Elders Person s Name and title The Name of your Band Approximate number of band members and other residents in your community. How many under the age of 30? Recreation Do you have a recreation centre? If yes do you have people capable of operating it within your community? Yes /No Do they have a certificate or diploma? Yes /No Job description: Starting Wage: Vacancies now or expected in next 3 years?: If no recreation centre, do you have plans to open one? -When? What kind of skilled employee do you need? Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

18 Do you have a Swimming Pool? Yes /No If yes do you have people capable of operating it within your community? Yes /No Do they have a certificate or diploma? Yes /No Job description: Starting Wage: Vacancies: If No, What kind of skilled employee do you need? Do you have an ice rink in your community? If Yes, do you have people capable of operating it within your community? Yes /No Do they have a certificate or diploma? Yes /No Job description: Starting Wage: Vacancies What other sports or recreation do you have? Do you have sports teams in your community? Yes /No Do you have people capable of training athletes and coaching teams within your community? Yes /No Do they Have certificates? Diploma None Job description: Starting Wage: Vacancies: Are there plans to develop sports teams? Yes /No Do they have a certificate or diploma? Yes /No Job description: Starting Wage: Vacancies Note: Do you offer exercise health or recreation programs for adults and seniors in your community? Yes /No (aquatic exercise, walking programs, lawn bowling, exercise on stationary bikes, treadmills or blood pressure clinics. Is your community planning to develop health, exercise, leisure or ecotourism services? Yes /No What Type? Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

19 Mental Health and Addictions Do you have mental health worker? Yes No Do you have an addiction worker? Do they Have certificates? Diploma None Job description: Starting Wage: Vacancies Do you have an alcohol or drug rehab centre? If no, are you planning one in the next 3 years? Are you (or do you think you will be) interested in employing Addictions prevention counselors? Yes /No When Exercise and wellness counselors? Yes / No When Recreation Leisure and sports managers? Yes /No When Do you know if there are youth or adults in your community who would be interested in pursuing education in the following areas? Mental Health and Addictions Prevention? If Yes, how many? Exercise and Wellness? If Yes, How many? Leisure and Sports Management? If Yes how many Also we need to know if you could provide us with a detailed support letter on the items we have just talked about, if we you a template letter regarding this support? Yes No Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

20 Part B: For City Managers For Recreation Directors The name of you city or town Approximate population? Do you have a Recreation centre? Are you planning to build one?? Yes /No If yes, when will it open? Do you have a swimming Pool? If Yes, do you have people capable of operating it within your community? Yes /No Do they have a certificate or diploma? Yes /No If No, What kind of skilled employees do you need? Job description: Starting Wage: Vacancies: Do you have an ice rink in your community? Yes / No If yes do you people capable of operating it within your community? Yes /No Do they have a certificate or diploma? Yes /No Job description: Starting Wage: Vacancies What other Sports Facilities do you have? Do you have sports teams in your community? Yes / No What Sports? Do you have people capable of training athletes and coaching teams within your community? Yes / No Do they have a certificate or diploma? Yes /No Are there any plans to develop sports teams? Yes /No Also we need to know if you could provide us with a detailed support letter on the items we have just talked about, if we you a template letter regarding this support? Yes No Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

21 APPENDIX D Survey Results - Employment on Graduation from Proposed Aboriginal Health Wellness, Sport and Recreation Programs Aboriginal Support Number of Employment Possibilities Name of Band Contact Person Title Addictions Prevention Counselors Exercise and Wellness Counselors Recreation Leisure and Sports Managers Gitsegukla Keith Morgan Band Manager 4 4 Nisga'a Society Carol Doolan Programs Coordinator 2 Nisga a Valley Health Julia Adams Director of Programs Hagwilget Village Vernon Joseph Band Manager Kwanlin Dun Health Centre Donna Rowland Manager Gitmaxmak ay Carol Doolan Programs Coordinator 2 Kitamaat Village Lorna Morrison Operations Manager Serkirk First Nation Darcie Marcotte Program Coordinator 2 2 Glen Vowell Linda Hillback Band Manager Kitwanga Darlene Hockman Manager WilpSi'Satx Kispoix William Starr Band Manager Gitanmaax Village Pauline Rubinato Band Manager Hartley Bay David Benton Band Manager Upper Skeena Alice Smith Manager Development Centre Old Masset Village Jason Major Band Manager Watson Lake, Yukon Vanessa Blake Manager 4 1 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

22 Haida Gwaii Karen Mcmurray Recreation Coordinator Laxgalts'ap Willard Martin Chief Councilor Totals City Managers and Recreational Directors Number of Employment Possibilities Community Contact Person Title Addictions Prevention Counselors Exercise and Wellness Counselors Recreation Leisure and Sports Managers Prince Rupert Michael Curnes Recreational Director Stewart Heather Petersen Lead to Primary Care Services Terrace Carmen Didier Leisure Services Hazelton Wrinch Memorial Hospital Sharon Robertson Chief Operating Officer Director Bulkley Valley Totals Cities TOTAL Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

23 Appendix E Community Consultation Outline For Focus Groups on Proposed Centre and Aboriginal Exercise and Wellness Program Purpose: To gain insight into barriers to participation, strategies for retention and interest in ladder To structure programs interaction for use planning, with Aboriginal structuring Communities and implementing to determine the program interest, needs and commitment to participation in the Northwest Community College s Center for Aboriginal Wellness, Sport and Recreation Education To gain insight into barriers to participation, strategies for retention and interest in ladder programs for use in planning, structuring and implementing the program Are You Interested In Participating In The Program? Do you think youth/young adults in your community would be interested in obtaining a certificate in Exercise and Wellness? Would your community value people with this preparation? Would your community like to participate in helping students in the program learn? How can you participate? Can your community support learning activities such as assessment of physical fitness of children or student development of exercise, nutrition, health assessment programs? Are there programs you need help starting or running now? Community Needs for Graduates If you could change one thing in your community to make it a healthier place for everyone, what would that be? What sports, exercise, nutrition, and healthy living programs does your community have? What resources do these programs need now? What programs would you like to develop in the future? Thoughts for Cultural Competence What do you see as the most important factors to make your programs fit with the culture and beliefs in your community? How can programs be more community focused? How can programs be more family focused? What is the best time of the year to get participation in programs? Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

24 Determining Demand/ Planning To Prepare A Supply Of Qualified Graduates Would your community value individuals prepared in sport and activity? In health promotion for children? For youth? For elders? Reducing Barriers To Aboriginal Students Participation In your experience, what would entice students from your community into the program? Retention of Aboriginal Students What should we do to ensure students are able to complete the program? What student supports are most important Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

25 Appendix F Contracted Faculty for Curriculum Development Judy Thompson Biographical Summary I was selected to work on this project because I have a Bachelor of Science in Kinesiology (SFU). I also have a Master of Science in Environmental Studies (UVic) and I am a PhD candidate (ABD) at UVic. I am of Aboriginal descent (Tahltan/Gitxsan) and was born and raised on Tsimshian territory in Prince Rupert, BC. I have worked closely with Aboriginal communities for over 20 years and for the 12 years that I have worked at Northwest Community College in my roles as an instructor, First Nations Access Coordinator and curriculum developer. As a First Nations Access Coordinator, I was a member of First Nations Council. I developed the college's First Nations Studies Associate of Arts Degree Program and have taught and/or am developing 6 new First Nations Studies courses. I am the coordinator of the Aboriginal Language Conversation Program at NWCC and I represent my Tahltan Nation at the First Peoples' Heritage, Language and Culture Council Advisory Committee and First Nations Education Steering Committee Aboriginal Languages Subcommittee. For 5 years, I have been working to implement Indigenous Ethnobotanical gardens at our college campuses that can be used to build community relationships and to teach and honour the knowledge and wisdom our Aboriginal People have about plants. I was an athlete in the 2002 North American Indigenous Games (cross-country, track) and was also a board member of the Aboriginal Sports and Recreation Association of BC (ASRA) in 2002/2003. I am currently on the board of directors for the Canadian Aboriginal Science & Technology Society (since 2003). Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

26 Appendix G Meetings/Correspondence with First Nations Communities Community/Nation People Prince Rupert Friendship House Elders (Urban First Nations Elders group) -16 Elders (representing the Tsimshian, Haida, Nisga a, Tahltan Nations) Tsimshian Lax Kw alaams Health Center -Kelley Williams, Health Director -Leanne Alexcee, CHR -Ray Hawks, Director of Recreation & Leisure Metlakatla Health Station -Susan Nelson, CHR Hartley Bay Nursing Station -Angela Clifton, Health Director -Robert Robinson, CHR Kitkatla Nursing Station -Linda Innes, Health Director -Dora Moody, CHR Kitsum Kalum Health Station -Brandi-Lainne Trudell, Health Director -Fran Christiansen, Community Health Coordinator Kitselas Health Station -Susan Bevan, Health Coordinator -Jada Seymour, Community Fitness Leader Nisga a Nisga a Valley Health Board -Florence Nisyok, CHR Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

27 Community/Nation People Gitxsan Gitanmaax Health Station, Hazelton, BC -Stephanie Howard, LPN -Dorothy Lattie, CHN Gitxsan Health Society, Hazelton, BC -Hertha Holland, Executive Health Director Hagwilget Health Station, New Hazelton, BC -Carol Eichsteadt, Health Coordinator Haisla Haida Wet suwet en Tahltan Kitimaat Village Health Centre -Lucille Harms, CHN -Elaine Ross, CHR -Marilyn Furlan, Elders Coordinator Haida Health Centre, Old Massett, BC -Goldie Swanson, CHR Skidegate Health Centre, Xaaynangaa Naay -Lauren Brown, Health Director -Mary-ann Wilson, CHR Moricetown Health Station -Charmayne Gagnon, CHR Iskut Valley Health Services, Iskut, BC -Feddie Louie, Health Program Manager -Shawna Bourdreau, CHN -Terri Nole, Home Care Worker -Jodie Nole, Fitness & Health -Connie Nole, Finance Clerk -Danielle Nole, Home Care Worker -8 Tahltan Elders Tahltan Health & Social Services Authority, Telegraph Creek, BC -Christine Ball, Health Director -Nancy Norby, CHN -Sheila Frank, CHR -Geraldine Quock, Home Support Worker -Gayleen Day, Diabetes Education Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

28 Comments Elders Seasonal activities o Fall Canoeing Collecting wood o Winter Snowshoeing o Spring Hiking trails to get medicine, how to make it and what it s used for (Medicine season) Elders need to pass on information/stories, lessons (safety) can be learnt from them no good to take to the grave o i.e. Moons/tides, when is the best time to dig for clams o Right way to pick seaweed (younger generations do not have enough experience) Doing traditional activities for survival (preparing for winter) exercise comes along with it o Gardening o Picking seaweed o Hiking trails to gather food/medicine o Hunting (deer, moose, caribou) o Digging for clams o Roe & kelp o Canning Salmon (catching, cleaning, gathering wood, jarring) Getting Elders involved in activities with the youth to keep them active o Basketball (Elder s are in the changing rooms, at the practices or on the benches for words of wisdom) Walk everyday Work everyday; means more for life brain tougher than body Younger generation needs to learn from their Elders, especially in regards to living on the land (hunting, gathering food, gathering medicines, fishing, etc.) Elders need to be active doing traditional activities; You re not going to get us on a treadmill! The importance of learning their languages while partaking in traditional activities The focus should be more on Wellness than on Exercise as wellness encompasses all areas of health (physical, mental, spiritual, psychological, emotional, social, etc.) and is in keeping with Aboriginal ways of knowing Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

29 Community Health Workers Eliminate barriers to participation o May need to have upgrading term/year for students that don t have pre-requisites o Present program to students at a younger age (elementary/high school) so that they can prepare for program (take pre-requisites) o Have high school students do work experience with health centres and working with Elders Resurrect old traditional trails o Have Elders telling stories to younger generations while walking trails (learn stories associated with places, learn Aboriginal languages) o Being on the land, can feel presence of Ancestors o Winter camping o Can tie in to hiking/backpacking module o Have snowshoeing as a lifetime activity; include the making of snowshoes o Have trips that incorporate traditional use study (TUS) maps o Dog teams; Elders teach students how to make sleighs for dog teams and how to use them Have canoeing as a lifetime activity ( Canoe Journey Life's Journey: A Life Skills Manual for Native Adolescents book was mentioned) River Rafting as a lifetime activity Bring back traditional arts and activities o Sewing (making regalia), birch bark, making of snowshoes Traditional games o Dene Games, North American Indigenous Games, Arctic Winter Games o Stick gambling Opportunities for Student Practica o Brighter Futures Program and Building Healthy Communities Program o students can work in youth centres/recreational facilities/health centres Focus on Elder Wellness o Exercise for Elders o Nutrition for Elders o Have Elders teaching students how to harvest and use traditional plants for foods/medicines/materials o Have Elders doing traditional activities; I want my hands to remember is what an Elder told a community health worker in regards to cutting fish Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

30 o o o Importance of intergenerational transmission of knowledge Pain management/relaxation techniques for generational stress and ailments (e.g. arthritis) Understanding cycle between stress and exercise Language o Preserving and revitalizing Aboriginal languages is a health issue o Language is a connection to who we are as Aboriginal People o Language and Culture are intertwined o Language connects us to the Land Focus on community and family o Family exercise and activities o Increase physical activity in the community (community mobilization) o Gardening o Walking o Picking berries o Elders say that we need balanced relationships in life: work/play/social interactions o Elders: we are responsible not only for our families, but need to take care of ourselves (there is under care with respect to ourselves) Effects of Poverty o Cost of equipment o Need fitness initiatives that don t require expensive equipment o Nutritional aspect: increase energy and nutrition of food while decreasing cost o Nutritional foods cost more than junk foods Funding for programs o Need long term plans for recreation centres; funding for workers not in FN & Inuit Health budget Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

31 APPENDIX H Two tables on Canadian Literature Search for Courses with an Aboriginal focus on Health Wellness Sport Recreation Mental Health Addiction and Related non Aboriginal Courses, March 2008 Table 1 Aboriginal Focus Organization Pre- Second Health Welln Sport Rec. MH&A Camosun College First Nations Health and Education Access Certificate X X Canadore College Indigenous Wellness & Addictions Prevention x X Curtin Indigenous Community Health Program Curtin Graduate Certificate in Indigenous Health Promotion x x x x Fleming College Drug and Alcohol Counsellor x x X First Nations University of Canada Northern Health Sciences Access Program x x First Nations University of Canada Nursing Education Program of Saskatchewan FNTI Indigenous Community Health Approaches Program Enionkwatakariteke FNTI Diabetes Prevention Specialist x x X X x Georgian College Aboriginal Pre-Health Sciences x Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

32 Organization Pre- Second Health Welln Sport Rec. MH&A Keyano College Community Wellness Certificate Program x x Lakehead Native Nurses Entry Program x Malaspina University College Aboriginal Sports Management Certificate Malaspina University College Fetal Alcohol Spectrum Disorder (FASD) Community Practitioner Certificate Program Melbourne University Certificate II in Sport (Career Oriented Participation) Melbourne University Certificate III in Sport (Career Oriented Participation) x x x x x Melbourne University Certificate IV in Community Recreation x Melbourne University Sports Development Programs x Nechi Institute Aboriginal Addiction Services x NorQuest College Prep for Practical Nurse Program NorQuest College Essentials for Health Careers Nunavut Arctic College Adult Basic Education x x x Nunavut Arctic College Adult Basic Education x Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

33 Organization Pre- Second Health Welln Sport Rec. MH&A Nunavut Arctic College Community Support Worker x x Nunavut Arctic College Health Careers Access Nunavut Arctic College Nursing Saskatchewan Indian Institute of Technology Community Health Representative Saskatchewan Indian Institute of Technology Community Services Addictions Certificate Seven Generations Educational Institute & Canadore Indigenous Wellness and Addictions Prevention Program Thompson Rivers University Aboriginal Pre-Health and Access Programs U of Manitoba Aboriginal Community Wellness Diploma UBC Aboriginal Health Care Administration UBC Aboriginal Health and Community Administration Program (AHCAP) UNBC Aboriginal Health Sciences University College of the North Aboriginal Midwifery x x x x x x X x x X x x X x x x x x x Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

34 Organization United Tribes Technical College Health Information Technology United Tribes Technology College Injury Prevention Pre- Second Health Welln Sport Rec. MH&A x x United Tribes Technology College Nutrition and Food Service Table 2 Related courses: no specific aboriginal focus Organization Camosun College 1. Diploma Exercise and Wellness 2. Sport Management 3. Athletic and Exercise Therapy University of Regina Bachelor of Health Studies UNBC Major in Outdoor Recreation and Conservation Pre- Second Health Welln Sport Rec. MH&A x x x x x x Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

35 Appendix I Center for Aboriginal Health, Wellness, Sport and Recreation DOCUMENT LIST Dr. Peter R. Rehor 1. Montana Health Enhancement K-12 Content and Performance Standards With Benchmarks at 4 th, 8 th and 12 th Grades Office of Public Instruction and Montana Association for Health, Physical Education, Recreation and Dance, Connecting to Purpose Rehor, P.R. University of Tasmania 3. Health Enhancement Learner Goals and General Learning Outcomes Montana Model Curriculum for Health Enhancement Additional references: Rehor, Peter R. CURRICULUM DEVELOPMENT FOR EXERCISE BEHAVIORAL CHANGE, Ph.D., University of Georgia (Ann E. Jewett). (175pp 2 f $8.00) PSY 1644 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

36 NATIONAL CANADA Aboriginal Learning Knowledge Centre Ottawa, April 5, 2006 The Canadian Council on Learning (CCL) has selected two organizations, the First Nations Adult and Higher Education Consortium and the Aboriginal Education Research Centre, to colead its Aboriginal Learning Knowledge Centre. The new knowledge centre is based in the region encompassing the Prairie provinces, the Northwest Territories and Nunavut. It is composed of a consortium with more than 50 members from across the country. The centre will have access to up to $1.5 million per year to develop a collaborative and comprehensive network of shared knowledge and expertise to make a difference in Aboriginal learning. A full list of the consortium members is available on CCL s website, ALBERTA Blue Quills First Nations College Reserve near St. Paul Located approximately 200 kilometers northeast of Edmonton, Blue Quills occupies 240 acres of designated Reserve land near the town of St. Paul, Alberta. Originally built in the early 1930's and formerly a federally sponsored church operated residential school, the College now houses upgrading, college and university programs for area residents. Management and control was assumed by Native people in the region in 1971 after peacefully protesting the recommended closure of the school by the Department of Indian Affairs. As one of the first Native-controlled education centres in Canada, we celebrated our 30th year of Native ownership in 2001! We have offered a wide variety of programs at Blue Quills dating back to 1975 when we pioneered the Morning Star Bachelor of Education Program. Blue Quills as the first ever post-secondary program designed to train Native teachers provided a foundation for a total of approximately 1,000 students who are either pursuing graduate studies, doctoral degrees or working as professionals in their communities. Although the majority of programs and courses are developed and delivered by Blue Quills First Nations College, many of our courses are accredited by the partner institutions which include Athabasca University, the University of Alberta and the University of Regina. Program Calendar and Handbook Aboriginal Social Work Diploma Courses in health appearing in the diploma: SWK 206 Community Healing SWK 133 Traditional Healing Practices SWK 207 Abuse Theories 2. Business Applications/Data Management/Office Readiness 3. Cree Language Program 4. Early Childhood Development Levels I II and III Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

37 5. Indigenous Artists Program 6. Information Technology Support Program 7. Leadership and Management 8. Office Worker Training 9. Teacher Assistant 10. University Diploma in arts 11. Bachelor of Arts 12. Bachelor of Education 13. Bachelor of General Studies Maskwachees Cultural College Four Nations Hobbema Maskwachees Cultural College is a private community college located within the Four Nations of Hobbema, Alberta, Canada. We offer programs from Basic Adult Literacy, two year College Diplomas, to University Transfer programs. Maskwachees Cultural College offers many different streams of study. To find out more about the area you're looking to get into, click any of the links below. University Studies Bachelor of Education Bachelor of Arts First Nations Management Aboriginal Social Work Diploma College Program Criminal Justice Certificate New Office Technologies Early Childhood Development (ECD) Levels 2 & 3 Cree Language Instructor Training program (CLITP) Petroleum Industry Certification Training (PICT) and Pre-PICT Teaching Assistant Training University/College Entrance Preparation Program Adult High School Training and Support Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

38 Nechi Training, Research and Health Promotions Institute St. Albert We are located in the city of St. Albert in the province of Alberta. Nechi Institute is housed with Poundmaker's Lodge, a leader in the addictions healing movement. Poundmaker's Lodge, known as Canada's first addictions treatment centre specifically for Aboriginal clients, is now more than 30 years in operation. Training Programs & Paths to Post Secondary Credit Transfer & Post-Diploma Articulation Agreements: The Health Promotions & Publications division of the Nechi Institute is a division known across the country for developing and coordinating a variety of culturally sensitive promotional programs, materials and campaigns including an Aboriginal Smoking Prevention Initiative promoting smoke-free lifestyles in Aboriginal communities; healthy babies resources; and Fetal Alcohol Syndrome education materials. Old Sun Community College No usable information Siksika Red Crow Community College Cardston Mission Statement: The mission of Mi Kai sto Red Crow Community College is to meet the Cultural, Educational and Training needs for Kainai and beyond. The college will provide leadership through its programs and Services to achieve Self-Realization and Self-Determination based on Kainayssinni. There are a total of 28 departments at Red Crow Community College which are headed by one President and 3 Vice Presidents. The Executive is presided over by a Board of Governors and ultimately Chief and Council and the people of Kainai. Available Courses: Basic Education Skills: This program teaches the basic educational skills of reading, writing and mathematics in preparation for students to continue on to the Adult High School upgrading program. English 16/26 Social Studies 16/26 Mathematics 16/26 (Program will be offered based on number of applicants) High School Upgrading: This program provides for the academic upgrading of adults looking for further vocational training or college education. Programs and courses are designed to fit the needs of the learner based on their career goals. English 10-2 English 20-2 English 30-2 Social Studies 13 Social Studies 23 Social Studies 33 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

39 Math 10 Preparation Math 10 Applied Math 20 Applied Math 30 Applied Math 10 Pure Math 20 Pure Math 30 Pure Science 10 Biology 20 Biology 30 Trades: (TBA) This program will prepare those wishing to increase their understanding of the trades and enter the Alberta Apprenticeship Program. Life Skills: (TBA) A program that will help people be successful in living a productive and satisfying life while pursuing their educational goals. Other Courses as Required Calendar of courses Piikani Adult and Career Education Centre No site located Tsuu T ina Adult Education Centre Limited information Tsuu Tina Reserve Yellowhead Tribal Council Education Centre Edmonton The Yellowhead Tribal College will be offering the following programs for the 2007/2008 academic year beginning in September 2007: UNIVERSITY STUDIES DIPLOMA (USD) UNIVERSITY & COLLEGE PREPARATION (UCEPP) MANAGEMENT STUDIES DIPLOMA (MSD) ADULT BASIC EDUCATION (ABE) EARLY CHILDHOOD DEVELOPMENT (ECD) MICRO COMPUTER/OFFICE PROFESSIONAL (MOP) HOSPITALITY MANAGEMENT CERTIFICATE (HMC) PRACTICAL NURSE Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

40 OFF CAMPUS STUDENT SUPPORT ACADEMIC UPGRADING BRITISH COLUMBIA Camosun College First Nations Education Chemainus Native College - Chemainus Adult Dogwood Program Our Adult Dogwood Program (Grade 12 equivalency) provides adult learners with the opportunity to complete their secondary school graduation requirements in order to enter the workforce or postsecondary studies. To complete the Adult Graduation Program, students (19 or older) must earn at least 20 credits in the secondary system. These include a Language Arts 12 course, a Mathematics 11 or 12 course, and either three Grade 12 Ministry-authorized courses (4 credits each) or Social Studies 11 (4 credits), or BC First Nations Studies 12 and two Grade 12 Ministry-Authorized courses (4 credits each). The Foundation Skills for Language Teacher Development Program at Chemainus Native College was designed to preserve and maintain the Hul'qumi'num Language and Coast Salish Culture. It is a tenmonth program designed to help Hul'qumi'num speakers develop Foundation Skills to assist them in continuing to revive their language in a variety of environments. This may include language instruction in schools, daycares and community programs. This is a transfer credit program College of New Caledonia Prince George and others Aboriginal Forest Resource Technology Diploma Access Program One year Prince George campus Starts: August Full-time Aboriginal Teacher Assistant Certificate CNC s Lakes District Campus (Burns Lake) September - June Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

41 College of the Rockies Kootenay Aboriginal Youth, Culture and Language The Aboriginal Youth, Culture and Language program is a two-year, full-time diploma program designed to meet the training requirements for: Aboriginal Early Childhood Cultural Immersion Workers Aboriginal Education Support Workers First Nations Language Teachers The Early Childhood Cultural Immersion specialty of the AYCL diploma also satisfies the licensing requirement for certification in Early Childhood Education. Aboriginal Financial Manager Diploma Coqualeetza Education Training Centre - Chilliwack The operations philosophy at the Coqualeetza Cultural Centre is that the centre belongs to the Sto:lo people but open to all aboriginal peoples, students and educators. The people we serve identify culturally relevant programs and services. Programs and services enhance self-esteem and pride while fostering effective social adjustment through the traditional way of teaching and learning from each other. Program development undergoes extensive verification processes in keeping with respect, honour, accuracy and integrity. Our reality, our truths, our values and our lifestyle are embodied in our notion of place, our love of the land, and our link to all creation. The service worldview is founded in the Halq'emeylem language. It encompasses a wholistic perspective based on family, customs, traditions, spirituality, socialization (teaching, learning behaviour), and knowledge of history, arts, laws, and governance. Our main strengths are the active participation and guidance of Elders and the flexibility in responding to community needs and the belief that societal problems must be resolved from within - individuals and communities have the answers! We provide programs and services in cultural education Halq'emeylem Instruction Bilingual Curriculum Development Cultural Consultation Elders Weekly Meetings Workshops - Shxwetetilthet (Sto:lo Nation Alternative School) Archives - traditional use studies, genealogical studies, research papers Library Gift Shop Cultural Workshops Sto:lo Sitel Curriculum Development Sto:lo Musuem Liaison Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

42 Cross Cultural Awareness Partnerships En owkin Centre - Penticton The En'owkin Centre is an Indigenous cultural, educational and creative arts institution located in Penticton, BC, which offers university/college transfer diplomas and certificate programs. Our Centre is comprised of highly qualified educators who are also professional artists and writers, facilitators and Indigenous advocates. The En'owkin Centre provides a culturally sensitive learning environment in a nurturing and challenging atmosphere. The En owkin Centre is a dynamic institution which puts forth into practice the principles of selfdetermination and the validation of cultural aspirations and identity. An Indigenous cultural, educational, ecological and creative arts organization, the En owkin Centre is taking a lead role in the development and implementation of Indigenous knowledge systems, both at the community and international levels En'owkin Centre Objectives 1. Operate a quality First Nation Post-Secondary Institution offering educational programs to enhance Aboriginal culture, language, political development and leadership and excellence in Aboriginal arts training. 2. Operate a quality Aboriginal Adult College Readiness Program to assist in adult completion of requirements and skills to enter programs of higher learning. 3. Operate a program for culture and literacy, archives, and educational resources for the benefit of all peoples requiring such information. 4. Operate and offer umbrella services to language, culture and arts associations and collectives to encourage and foster higher levels of professionalism. Calendar - Eslha7an Learning Centre North Vancouver Eslha7an In cooperation with the Squamish Nation, the North Vancouver School District Board provides an educational program incorporating cultural and Squamish language instruction. Programs are offered to meet the needs of 4 groups: Youth Program for adolescents who have experienced school difficulties: Adult Program for 19+ who wish to return and upgrade skills for either GED or High School Completion ChanEs7a7awts a cultural immersion for students in grades 3-7 to develop an awareness of community and history Integrated Studies at Carson Graham Secondary School First Nations Education Society No site found Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

43 First Nations House of Learning UBC Organization The First Nations House of Learning was established in 1987 as a unit within the President s Office. The Director of the First Nations House of Learning is also the Senior Advisor to the President. Mandate The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit. To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence. Objectives The First Nations House of Learning's staff is working to further the following objectives: to facilitate the participation of First Nations, Métis, and Inuit Peoples in a wide range of study areas by providing information on post-secondary opportunities and by providing support services for students on campus. to expand the range and depth of program and course offerings at UBC related to the needs identified by First Nations, Métis, and Inuit people and communities in British Columbia. to identify, support, and promote research that would benefit First Nations, Métis, and Inuit People. to increase Aboriginal leadership on campus. to maintain and expand the First Nations Longhouse to enhance access and support services for First Nations, Métis, and Inuit students. to educate the University Community and the wider community about Aboriginal issues and concerns. to found an international component to address liaisons, program development, research, and exchanges with Indigenous Peoples around the world. Academic programs and initiatives Gitksan Wet suwet en Education Society Hazelton :: Practical Nurse :: This program prepares you to become a professional practical nurse and to give high quality care to clients in a variety of health care settings. You will be eligible for jobs in acute care hospitals, continuing care centers, community care settings, client homes, clinics or doctors' offices. :: Admission Requirements :: English 12 Biology 12 Math 11 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

44 Clear Criminal Record Check Completion of health status questionnaire Up-to-date immunization record :: Length of Program :: 20 months :: Courses :: Anatomy and Physiology/Microbiology Physical Assessment Growth and Development Nutrition Interpersonal Communications Basic Nursing Skills Professional Growth I and II Continuing Care Practicum Pharmacology and Medication Administration Pathophysiology and Related Nursing Care Medical-Surgical Nursing Skills Acute Care Practicum Mental Health Nursing Maternity Nursing Pediatric Nursing Community Care Focused Practicum Comprehensive Practicum :: Upon Completion :: Receive a Certificate Be eligible to write National Licensing Exam This Certificate will give you admission to the post LPN to Bachelor of Nursing Program. Indigenous Governance Programs UVic The Indigenous Governance Program (IGOV) offers educational programming that provides students with a strong background in the values, perspectives, concepts, and principles of Indigenous political cultures. The program aspires to educate students who are grounded in a diverse body of knowledge to assume leadership and policy-making roles, or to continue their academic careers in a variety of fields including social science, history, law, or Native Studies. Through a Master of Arts degree program, an On- Line Certificate program, various community projects and leadership/capacity-development workshops, the IGOV program aims to provide our societies with leaders capable of effectively confronting the challenges that lay ahead. On-line program Institute of Indigenous Government Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

45 No site found Justice Institute of BC Aboriginal Leadership Certificate Program The Aboriginal Leadership Certificate program is designed for leaders and managers to develop skill sets, knowledge and attitudes required to work successfully and effectively as leaders in various Aboriginal contexts. This program will underscore the importance of understanding the diversity of Aboriginal cultures and contemporary issues, as well as the legal and legislative framework relative to Aboriginal peoples in Canada. Justice and Public Safety Career Preparatory Certificate for Aboriginal Learners The Justice and Public Safety Career Preparatory Program provides Aboriginal learners with the knowledge, skills and confidence to be more competitive for careers in justice and public safety. The program also assists students who wish to enter post-secondary education in the justice or public safety fields. This certificate program is designed to reflect Aboriginal values and beliefs. Elders participation, counseling and tutoring is available. Aboriginal Leadership Diploma Program The Aboriginal Leadership Diploma program is designed for leaders and managers to develop skill sets, knowledge and attitudes required to work successfully and effectively as leaders in various Aboriginal contexts. The two year, 60 credit Diploma Program is also designed for part time learners. The courses in year one are the same courses offered in the one year Certificate Program. Year 2 builds on these courses and includes a final integrative project, seven core courses, and six credit electives. Langara College Vancouver Aboriginal Studies Program The curriculum content provides students with a thorough understanding of the historic and current circumstances of Aboriginal life in Canada (emphasis on BC) and internationally, while at the same time looking to the future in terms of Aboriginal self-government and community development. There are three options for study available within the Aboriginal Studies Program: Arts and Science Diploma Option Associate of Arts Degree Option Post Degree Certificate Option The option chosen will depend on the needs and future goals of the students. The Diploma, Associate Degree and Post-Degree Certificate options differ from each other with respect to the math and science requirements and in the number of credits required. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

46 The Post-Degree Certificate is composed of the program's core courses (30 credit hours). The Certificate is intended to provide an educational option for university graduates whose work requires knowledge of Aboriginal issues. The program is divided into 4 semesters. Students take 15 credits per semester. Allowances may be made for completion of the program on a part-time basis in excess of 4 semesters. Program students and faculty also participate in seminars that form an integral component of the program. The purpose of these seminars is to: Provide an open discussion session for feedback from the students to assist program evaluation and facilitate change. Establish a supportive atmosphere between students and the program faculty to enhance completion/retention rates. Elders will regularly participate in this seminar. Provide a forum for students completing the final semester of the Program to discuss their research projects and co-op experiences. Each semester, courses are organized around a particular theme as follows: Semester 1 - The Colonial Experience from an Aboriginal Perspective Semester 2 - Aboriginal People and the Law Semester 3 - Aboriginal Identity, Culture and World Views Semester 4 - Aboriginal Community - Applied Research. Native Education Centre, Vancouver Community College Vancouver The Native Education College (NEC) opened its doors in 1967 and became British Columbia's largest private Aboriginal College. Our focus is to meet the needs of Aboriginal adult students requiring developmental, vocational, and applied academic programs to access employment or further postsecondary education. The Native Education College is proud to be governed by the NEC Native Education College, a registered charitable organization. The Native Education College offers a learning environment that is culturally rich with small classes that are taught in a traditional longhouse. Students have access to many resources and in-house support that includes Funding Counseling, Educational Assessments and Employment Officers who assist with job placement. UBC Continuing Studies Aboriginal Health Care Administration Nicola Valley Institute of Technology Merritt The Nicola Valley Institute of Technology (NVIT) is BC s Aboriginal public post-secondary institute. NVIT was formed as a private institute in 1983 by the founding bands of Coldwater, Nooaitch, Shackan, Upper Nicola and Lower Nicola Bands. Working from a basement in the downtown core of Merritt, three instructors taught thirteen students the basics of what is now our Natural Resource Technology program. The program was taught in an environment that promoted traditional ways and fostered student success, a vision that sticks with NVIT today. Gradually building its program offerings to address Aboriginal community needs such as socio-economic marginalization, environmental concerns and political issues with programs like Social Work, Natural Resource Technology and Aboriginal Community Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

47 Economic Development, NVIT became and still remains a unique and important public post-secondary institute in Canada. Students in the Lower Mainland who want to experience an Aboriginal post-secondary education in a culturally supportive environment can now pursue their education at NVIT-Vancouver. Our new Vancouver Campus offers College Readiness and two-year Associate Degrees in several key areas listed below. Associate of Arts Degree Criminology Associate of Arts Degree First Nations Studies Associate of Arts Degree General Arts Associate of Arts Degree Social Work Diploma of Academic Studies College Readiness First Nations Public Administration Programs offered at NVIT - North Island College Northern Vancouver Island Northern Lights College Chetwynd First Nations Human Services Worker Northeast Native Advancing Society Northwest Community College First Nations Land Stewardship First Nations Public Administration Okanagan College Aboriginal Programs Aboriginal Health Worker Certificate Fort St. John Various sites Various sites It is a 36-week program that trains individuals to work with others in health care teams to improve and maintain the cultural, spiritual, physical, intellectual and emotional well-being of individuals, families and their communities. The training program incorporates the foundation of Aboriginal culture and its importance in the health promotion, community development and prevention fields. The interdisciplinary approach will increase the awareness of the diversity of Aboriginal cultures. This program is not offered on a regular basis. Please contact the Continuing Studies department to inquire Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

48 about when the program will be offered next. Also, please refer to the Okanagan College online calendar for more information about the program and its admission requirements. Aboriginal Gateway to the Building Trades Program This 12-week program is designed to provide students with both practical and theoretical experience in a wide variety of building sectors. The intention is that students will gain the first hand knowledge necessary to make an informed choice of which trade to enter. Students will learn practical skills and industry requirements for a variety of building trades and how to secure employment and training. This program is not offered on a regular basis. For more information or to inquire about when the program will be offered next please contact the Trades department. Saanich Adult Education Centre Saanich The Saanich Adult Education Centre (SAEC) is here to serve the Tsartlip, Tsawout, Tseycum, and Paquachin communities as well as many others. SAEC is part of the Saanich Indian School Board and offers numerous and programs to serve the local community. The Saanich Adult Education Centre offers a wide variety of programs to the community: The STEP Program From Foundations through Step 5, this program is designed to enable adults to complete their high school and obtain a BC Dogwood Diploma. The STEP program allows a student to enter in at the level they feel comfortable with and progress under the instruction of our skilled teachers and support - contact Fran Hunt-Jinnouchi, , ext. 238 or Rhonda Underwood-Scott, , ext. 222 Special Education Assistance Program Offered through Malaspina University College this ten month program enables the graduate to work as a classroom special education assistant - for information contact Ang Hamilton at ext no further intake for the year. Adult Basic Education This Camosun College Satellite allows students to complete their high school diploma at their own pace - on-going Intake, contact Wendy McDonald, or Rhonda Underwood-Scott , ext. 222 First Nations Family Support Worker Program A certificate program designed to provide students of First nation s ancestry with the opportunities to develop knowledge, skills and values to work with families and individuals in First Nations Communities- Camosun College, no further intake for Information contact Wendy McDonald First Nations Home Support Resident Care Attendant Program A new program designed to provide students of First nation s ancestry with the skills to work as a care provider for Elders in the community or in long term care facilities, STARTS JANUARY 2005!! - Camosun College, Contact Wendy McDonald or Rhonda Underwood-Scott , ext. 222 "Limited Seating" Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

49 SELEMW Child Development Centre Daycare Services can be provided for students attending SAEC programs: Please contact Daycare Director, Jennifer Olesen at , ext. 256 or Heather Wilson at , ext Sal i shan Institute Society No site found Secwepemc Education Institute Kamloops Background The SCES Adult Education Programs grew out of concerns expressed by education co-coordinators that: First Nations students were experiencing difficulties making the transition from high school to post-secondary education because: o they lacked the entrance requirements; o they experienced culture shock in moving from a smaller insular community to a large city; and, o they did not have emotional or academic support mechanisms in place; o First Nations students lacked the knowledge to map their education in order to complete their certificate, diploma or degree programs; and o First Nations students were not learning about their language, culture and history. Because of these concerns, the following programs were designed to meet the needs of adults who wanted to enter the workforce or who were seeking entry into university, trades or technology programs: College Prep.; Interior Native University, College Entrance Program (INUCEP); First Nations Access to University, Trades & Technology (FNAUTT); Native Adult Basic Education (NABE); Secwepemc Adult General Education I (SAGE I); Secwepemc Adult General Education II (SAGE II); Secwepemc Adult Fundamental Education (SAFE); and Basic Job Readiness Training (BJRT). Objectives: The Adult Education Program objectives are: 1. To promote and preserve the Secwepemc language, history and culture (by incorporating into curriculum where possible). 2. To promote and support students in building self-esteem, self-respect, and self-confidence (by providing life skills). 3. To prepare students for success (by providing tutoring academic counseling, & career planning). 4. To encourage students to be active members of their communities (by planning/participating in community events). Adult education programs Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

50 Skeena Native Development Society Terrace Nisga a Society Terrace Terrace Yinka Déné Language Institute Vanderhoof The Yinka Déné Language Institute is devoted to the preservation and promotion of Yinka Dene language and culture. Our activities include: Encouraging the use of our languages. Publishing material in our languages. Producing documentation for our languages Training researchers, language teachers, and other language specialists. Developing curricula. Producing teaching materials for our languages and culture. Archiving material on our languages, culture, and history MANITOBA Aboriginal Centre of Winnipeg Inc. Aboriginal Literacy Inc. Winnipeg The Aboriginal Learning and Literacy Centre offers small and large group instruction, one-on-one and computer-assisted learning. Participants in the program receive instruction in: numeracy, reading, community development/activities, science, spelling computer, social sciences, writing and volunteer opportunities. Aboriginal Peoples College Aboriginal People's College Centre for Aboriginal Human Resource Development Courses Building Systems Technician Medical Laboratory Technician Licensed Practical Nursing Program Early Childhood Education II Educational Assistant Diploma Program/Communication Augmentation Carpentry Accounting Specialization business Administration Glazier (Glassworker Technician) Brandon University Project for the Education of Native Teachers Brandon Winnipeg Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

51 Brandon University Project for the Education of Native Teachers (PENT). This community-based program enables native teacher assistants to become certified teachers. Special Premedical Studies Program U Manitoba Located at the University of Manitoba in Winnipeg, the Special Premedical Studies Program (SPSP) provides a support network designed to increase student success. Academic and personal supports are its major focus. These include an extensive orientation to university expectations, extended chemistry credit courses for students who do not have a strong science background, enrichment seminars, and staff taught credit course on study skills and exam preparation, individualized academic advising and personal counseling. Financial support may be available. Academic Support Extended credit courses in Chemistry to prepare students who do not have a strong background in the sciences Supplemental courses, including Introduction to Health Careers Supervised summer field placements An extensive pre-university orientation which includes reading, writing and study skills Individual academic advising Introduction to University course for degree credit Personal Support/Counseling Individual and Family Housing assistance Childcare assistance University/urban adjustment assistance Communication and personal development workshops Career counseling University College of the North Thompson and The Pas As a University College we are developing creative and meaningful higher education programs through the trades, certificates, diplomas, and degrees that address the overall needs of northern communities. We value our students and strive to meet them where they are: demographically, socially, transitionally, and academically. Our promise of distributed learning has seen us grow to 12 regional centers along with our two main campuses in Thompson and The Pas. Programs/courses Windy Hill Community Learning and Wellness Centre Hillside Beach Aboriginal youth and families in need of spiritual guidance and cultural teaching will find support at the new Windy Hill Learning and Wellness Centre. Ma Mawi Wi Chi Itata Centre, which is operating the facility, received $1.47 million in funding through the Winnipeg Housing and Homelessness Initiative Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

52 (WHHI), a partnership between the Government of Canada, the Province of Manitoba and the City of Winnipeg. Yellowquill College Winnipeg Yellowquill College, originally located in the old residential school on Crescent Road West in Portage la Prairie, is Manitoba's first Indian-controlled post-secondary institution. The College was founded in October, 1984, by the Dakota Ojibway Tribal Council. The college is a visible manifestation of the 1972 document, Indian Control of Indian Education by the National Indian Brotherhood/Assembly of First Nations. We believe that aboriginal people have both the right AND the responsibility to educate our own people. The college moved in 2000 to Portage Avenue in Winnipeg to serve more students, and moved to its current location at 340 Assiniboine Avenue in Our campus is small, friendly and committed to the success of all its students. Programs SASKATCHEWAN Gabriel Dumon Institute Saskatoon Overview of GDI The Gabriel Dumont Institute of Native Studies and Applied Research Inc. (GDI) was formally incorporated as a non-profit corporation in 1980, to serve the educational and cultural needs of the Saskatchewan Métis and Non-Status Indian community. The Institute is designated as the official educational arm of the Metis Nation-Saskatchewan (MN-S). GDI offers a variety of accredited educational, vocational and skills training opportunities for the province's Métis in partnership with the University of Regina, the University of Saskatchewan, the Saskatchewan Institute of Applied Science and Technology, the province's various regional colleges and the Metis Employment and Training of Saskatchewan Inc. As a completely Métis-directed educational and cultural entity, GDI is unique in Canada. At its inception, GDI focused on education through cultural research as a means to renew and strengthen the heritage and achievements of Saskatchewan's Métis. It soon became apparent, however, that the Institute would need to become more directly involved in education if it were to fully serve the multifaceted needs, including the employment needs, of Saskatchewan's Métis community. As a result, the Institute began developing Métis-specific curriculum and historical publications. It also began to train Aboriginal teachers and to deliver programming contracted from the province's universities, colleges and technical institutes. The first and, perhaps the best known of these efforts, was the Saskatchewan Urban Native Teacher Education Program (SUNTEP). In essence, SUNTEP trains Métis and First Nations teachers to meet the needs of the province's Aboriginal students in the K-12 system. SUNTEP also serves as a model for Aboriginal adult education programs across Canada. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

53 GDI provides the following programs and services to the province's Métis and non-aboriginal communities: Saskatchewan Urban Native Teacher Education Program (SUNTEP): Since 1980, over 650 educators have received a four-year Bachelor of Education degree from the program, which is offered in Prince Albert, Saskatoon and Regina. Gabriel Dumont College: Delivers the first two years of a Bachelor of Arts and Science degree to both Métis and non-métis and is offered in Saskatoon and in Prince Albert. Dumont Technical Institute: Is GDI's largest component and is responsible for the design, development and delivery of Adult Basic Education, skills training, vocational and cultural programs. DTI's main office is in Saskatoon, with programming province-wide. Saskatchewan Indian Institute of Technologies Academic Preparation Adult Pre 10 Adult 10 Academic Secondary Education Adult 12 Health and Community Studies Certificate in Aboriginal Employment Development Community Health CHR Community Services Addictions Certificate Community Services Addictions Diploma Educational Assistant First Nations Child Care First Nations Home Child Care Provider First Nations Orientation to Day Care First Nations Orientation to Headstart Home Health Aide/Long Term Care Aide Life Skills Coach Training Practical Nurse Preparation Practical Nurse Primary Care Paramedic Certificate Management Studies & Information Technology Accounting Information Technology Diploma Management Studies Certificate Level Management Studies diploma Level Office Management Certificate Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

54 ONTARIO Kenjgewin Teg Educational Institute M Chigeeng Post Secondary Anishinaabemowin Immersion Certificate Program Aboriginal Tourism Program Community Economic and Social Development Program First Nation Business Administration Certificate Aboriginal Teacher Education Program F.N. Development Programs Management Project Planning Conflict Resolution Empowering Employees Financial Management Planning Stress Management Team Building Strategic Planning In an Organization Performance Reviews University of Windsor Windsor Aboriginal Course List BD22 Seven Generations Education Institute Fort Frances NOVA SCOTIA Kjipuktuk Aboriginal College No web site The Kjipuktuk Aboriginal College offers educational and employment training programs for Aboriginal peoples. The College has met the demands through a variety of programs, including among other things upgrading courses, computer courses, and courses to prepare youth for university and college, and resources and support for small businesses Gottingen Street. Charles Duncan ( ) Dartmouth YUKON Yukon College First Nations Studies Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

55 THE AUSTRALIAN CAPITAL TERRITORY AUSTRALIA The Australian National University Canberra The Jabal Centre University of Canberra Canberra Ngunnawal Centre The Ngunnawal Foundation Program Business, Law and Information Sciences Communication and Education Health, Design and Science Unit: Indigenous Health: Contemporary Issues (7434) Level: 2 Credit Points: 3 Contribution Band: 4 Division: Health, Design & Science School: School of Health Sciences Availability in 2008 On completion of the unit, the student will: critically reflect on historical and contemporary issues affecting the relationship between indigenous and non-indigenous Australians; develop knowledge, skills and attitudes for positive engagement with indigenous healthcare; analyze healthcare of indigenous Australians. This unit responds to increasing awareness for governments, and the community at large, of the particular healthcare challenges facing indigenous people in Australia. This unit will explore contemporary issues affecting relationships between indigenous and non-indigenous Australians in the context of healthcare outcomes across the lifespan Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

56 NEW SOUTH WALES Charles Sturt University Various campuses Maldahan Gilanna Indigenous Education Unit Macquarie University Sydney (NE) Warawara - Department of Indigenous Studies Our 100 level units are centered on Australian Indigenous Studies, whereas we expand our view into more global domains in 200 and 300 units. All our units provide opportunities for personal and professional intellectual growth and are an asset for employment in many fields including Education, law and medical science, providing essential training in critical and reflexive thinking. Semester One: ABST 100 Introduction to Australian Indigenous Studies ABST 200 (day and evening) Contested Issues in Indigenous Studies Semester Two: ABST 100- Introduction to Australian Indigenous Studies ABST 210- Exhibiting Indigenous Heritage: comparative studies of Indigenous museum exhibitions. ABST 300- Pathways for Indigenous Studies Southern Cross University Various Campuses Indigenous Foundation Program About this Course The Foundation Program is a six month full-time enabling course designed to prepare Indigenous Australians for study at Southern Cross University. The course is offered each semester at our Lismore campus and involves lectures and tutorials as well as cultural field trips to help you gain a greater awareness and appreciation of your own culture and identity. Students are assisted with their study by the Indigenous Student Support staff and toward the end of the Foundation Program you will have the opportunity to choose from and enroll in any of Southern Cross University s extensive suite of undergraduate courses including those listed below. Career Opportunities Some graduates of the Foundation Program develop their academic and professional skills as well as Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

57 their personal confidence to the degree that they are immediately sought out by employers. However, once they have acquired a love of learning, many combine work with part-time academic study and go on to graduate with a professional qualification. Major Areas of Study Academic Study Skills Technology Skills University culture and experience Foundation Study: Academic Study Skills I Foundation Study: Computer Skills I Foundation Study: Introduction to Indigenous Writing Foundation Study: Academic Study Skills II Foundation Study: Computer Skills II Foundation Study: Introduction to Politics, Media and Identity Bachelor of Indigenous Studies About this Course The Bachelor of Indigenous Studies is open to all Australians. The course has been specifically designed to communicate and generate a better understanding of Indigenous world views by exploring past and present histories in a culturally diverse and supportive environment. This degree increases awareness of Aboriginal and other Indigenous peoples histories, ways of living, and social commitments while raising understanding between people of all matters relevant for a shared and valued future. It prepares you for all workplaces but particularly areas which are highly serviced by Indigenous people, communities and organizations Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

58 The University of New England Armidale Oorala Aboriginal Centre The University of New South Wales 9 campuses Aboriginal Education Program Nura Gili Indigenous Undergraduate Courses All courses are taught by academic staff of Nura Gili with input from elders from the local Indigenous community and Indigenous specialists. Aboriginal Studies critiques received notions of Australian history and identity, policy and contemporary relations between non-indigenous and Indigenous Australians. Courses may be studied individually and are all designed to be self-contained. They are available to all students within the Faculty of Arts and Social Sciences. Students from other Faculties should consult their Faculty Student Advisory Office. As well as providing the basis for a major sequence, Aboriginal Studies courses form excellent extensions' to majors in Australian Studies, History, History and Philosophy of Science, Politics and International Relations, Sociology and Anthropology, Social Work and Film and Theatre. Major Sequence Nura Gili has been running an Aboriginal Studies Major Sequence since This provides an integrated, progressive exploration of Indigenous cultures, society and epistemologies and Australian race relations historically and in contemporary Australian Society. Aboriginal Studies places Indigenous experience and Indigenous conceptual frameworks at the centre of the program. The Aboriginal Studies Major Sequence requires the completion of 36 units of credit. Students must complete the program's two core courses at Level 1 (ATSI1001 and ATSI1002) and two core courses at Level 2 (ATSI2001 and ATSI2002) as well as at least two Level 3 Aboriginal Studies courses University of Newcastle Newcastle Wollotuka School of Aboriginal Studies Undergraduate courses for Courses offered by Wollotuka, The School of Aboriginal Studies Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

59 Undergraduate Courses 2007 Course Code Course Title Units Course Coordinator 1000 level ABOR1110 Introduction to Aboriginal Studies 10 ABOR1221 Where's Your Mob?: Identity 10 ABOR1330 Traditional Aboriginal Society 10 ABOR1340 Aboriginal Health Past and Present 10 Joel Wenitong ABOR1350 Aboriginal Health Practices 10 Joel Wenitong ABOR1370 Working with Aboriginal Communities 10 ABOR1380 Aboriginal Land Rights 10 ABOR1390 Human Rights and Aboriginal Peoples 10 TBA ABOR1410 Academic Communication 10 Sharon Bailey ABOR1420 Communicating with Aboriginal People 10 TBA ABOR1901 Aboriginal Studies 10 TBA 2000 level ABOR2121 Constructions of Aboriginality in Print Communications 10 Sharon Bailey ABOR2131 Communicating Indigenous - Oral Traditions 10 TBA ABOR2230 Contact Aboriginal Society I 10 ABOR2240 Contact Aboriginal Society II 10 TBA ABOR2250 Comparative Indigenous Studies I 10 ABOR2340 Aboriginal Health: Causes and Burden of Ill Health 10 Joel Wenitong ABOR2350 Aboriginal Health: Changing Patterns of Illness and Disease 10 Joel Wenitong Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

60 ABOR2380 Interpreting the Law: Aboriginal Customary Law & Western Law 10 ABOR2390 Decolonisation 10 TBA 3000 level ABOR3011 Aboriginal Belonging: Aboriginality 10 ABOR3020 Communication Studies V 10 TBA ABOR3080 Indigenous Research & Cognitive Imperialism 20 ABOR3120 Contemporary Aboriginal Society I 10 ABOR3250 Comparitive Indigenous Cultures II 20 ABOR3340 Aboriginal Health Research 10 Joel Wenitong ABOR3380 Human Rights & Indigenous Communities 10 ABOR3500 Aboriginal Education, Policies and Issues 10 (Callaghan) 4000 level ABOR4010 Aboriginal Studies Honours I 20 ABOR4020 Aboriginal Studies Honours II 20 ABOR4030 Aboriginal Studies Honours III 20 ABOR4040 Aboriginal Studies Honours IV 20 Postgraduate Courses 2007 Course Code Course Title Units Course Coordinator ABOR6001 Aboriginal Foundation Studies 10 ABOR6002 Decolonisation: An Australian Context 10 TBA ABOR6003 Contemporary Aboriginal Studies 10 TBA Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

61 ABOR6004 Community Development 10 ABOR6005 Aboriginal Education: 1st World Policy/Third World Outcomes 10 TBA ABOR6006 Switching the Black Power back on in Indigenous Learning 10 University of Sydney Sydney Yooroang Garang, School of Indigenous Health Studies, Faculty of Health Sciences Yooroang Garang offers a broad range of academic courses and support programs. The School's enabling (or pathway) programs assist Aboriginal and Torres Strait Islander people entering University education for the first time to achieve their goals. Undergraduate courses prepare Aboriginal and Torres Strait Islander people for careers in Aboriginal Health and Community Development, and are offered in block mode. The School's flexible delivery programs are particularly attractive to mature aged students who have family, work or community responsibilities. Prior qualifications and experience may be recognised and accredited toward the course you are applying for. The School's distance delivery postgraduate programs are open to both Indigenous and non-indigenous people wanting to broaden their knowledge and skills in Indigenous Community Health. The School has recently developed a series of continuing professional education modules which can be undertaken separately or as part of a graduate award course. For those interested in further research in Indigenous health the School offers a Master of Applied Science and a Doctor of Philosophy. Students who prefer to combine coursework and research can enrol in the Doctor of Health Science, a professional doctorate offered by the Faculty of Health Science. The following units of study are currently available: Introduction to Indigenous Community Health This unit of study provides an introduction to the conceptual underpinnings of the Indigenous community as an area of academic study and professional practice. The multi-disciplinary, problem oriented and participatory nature of community health will be explored in relation to the unique context of Indigenous health. Analysing the meaning and cause of disease and the organisational structures and management of community health through case studies in a variety of Indigenous settings are other components of this unit of study. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

62 Social Justice and Indigenous Health This unit of study focuses on social justice as a fundamental principle in understanding the current situation of Indigenous health in Australia. The concept of power and historical setting will be explored, with reference to the impact these concepts have on social justice, human rights, equity and access to services. Strategies such as International Human Rights mechanisms, domestic policies and laws, social and community development models and principles of advocacy and equity will be the major components of this unit of study at micro and macro levels. Health Promotion Health Promotion provides an introduction to the principles and processes of major approaches to health education and promotion. It is designed to provide a theoretical perspective of health promotion and skills to develop policies and action plans to promote healthy communities. Program Planning and Evaluation This unit of study examines factors and elements involved in the process of planning, developing, implementing, and evaluating services / programmes / projects. To develop these skills, students undertake a small scale project to address a community need in an area of personal interest. Project Development This unit of study provides students with an opportunity to explore the processes involved in the development of projects. The initiation of projects is health and community set-ups through to the development of a realistic and management plan are explored. Project Evaluation (Theory) Students examine the theoretical base and underlying assumptions, strengths, limitations, and suitability of evaluation theories and models. They also explore a range of evaluation tools and consider different approaches to investigating services/programs/projects in health and community settings. Project Evaluation (Practice) Students apply their understanding of evaluation theory in a practical setting. Using the theories and models explored in Project Evaluation I, they design and conduct a small scale evaluation of a service/program/project in a health or community setting. Alcohol and Other Drugs This unit introduces students to the issues surrounding drug and substance abuse in Indigenous and non Indigenous communities. Students are expected to examine such issues as the social and psychological bases of drug abuse and social reactions to such use. Students will develop knowledge of the variety of approaches to drug use and abuse including rehabilitation strategies and police and court practices. Community Development This unit has been designed to give students the knowledge and skills to design, plan and evaluate community development projects. Methods of obtaining involvement for maximum benefit of communities are examined. Indigenous Mental Health Mental Health has only been recently acknowledged as a specific health issue for Aboriginal and Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

63 Torres Strait Islander people. In the past Aboriginal Mental Health was treated in the realm of drug and alcohol problems. Indigenous Mental Health does require an insiders perspective, and a framework for acknowledging the injustices forced upon Indigenous population. Any discussion and solution to the mental health problems needs to consider the healing process through appropriate strategies based on experience of those familiar and knowledgeable about Aboriginal culture. The aim of this unit is to consider these frameworks. Project Management In this unit of study various tools and practices are employed to manage a project. You will explore the dimensions of project management by applying knowledge to a work related project. Project Report This unit of study gives students an opportunity to describe their evaluated project, explain its achievements / failures, discuss its significance and its financial implication for both consumers and service providers. For more information on the above units of study, please click here to view the 2005 Faculty of Health Sciences Handbook. The University of Technology, Sydney Sydney Jumbunna Centre University of Western Sydney Sydney Badanami Centre for Indigenous Education The Badanami Centre for Indigenous Education is committed to providing Indigenous people with access to higher education. We offer a wide range of academic and cultural support services and facilities and encourage students, staff and community members to use these services and facilities to achieve their goals NORTHERN TERRITORY Batchelor Institute of Indigenous Tertiary Education Darwin Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

64 School of Education, Arts & Social Sciences VET COURSES Certificate III in Children s Services CHC30402 Certificate IV in Out of School Hours Care CHC40402 Certificate III in Indigenous Education Work 70110NT Certificate IV in Indigenous Education Work 70111NT Certificate I in Spoken and Written English 90994NSW Certificate II in Spoken and Written English 90993NSW Certificate III in Spoken and Written English 90992NSW Cert I in Aboriginal or Torres Strait Islander Cultural Arts CUV10203 Certificate I in Visual Arts and Contemporary Craft CUV10103 Certificate II in Visual Arts and Contemporary Craft CUV20103 Certificate III in Visual Arts and Contemporary Craft CUV30103 Certificate III in Broadcasting (Remote Area Operations) CUF30501 Certificate III in Broadcasting (Radio) CUF30301 Certificate IV in Broadcasting (Radio) CUF40601 Diploma of Broadcasting CUF50501 Certificate I in Own Language Work 70120NT Certificate II in Own Language Work 70121NT Diploma of Interpreting (LOTE/English) School of Health, Business and Science VET COURSES Certificate III and IV in Aboriginal Health Work (Clinical) 15716NT Certificate IV in Alcohol and Other Drugs Work (Appentice only) CHC41702 Certificate III in Aged Care Work CHC30102 Certificate III in Home and Community Care CHC30202 Certificate II in Community Services Support Work CHC20102 Certificate II in Community Services Work CHC20202 Certificate III in Community Services Work CHC30802 Certificate II in Health Support Services (Food Support Services) HLT20602 Certificate II in Health (Environmental Health) 15712NT Certificate III in Health (Environmental Health) 15714NT Certificate IV in Health (Environmental Health) (Apprentice only) 15713NT Certificate I in Sport and Recreation SRO10103 Certificate II in Sport and Recreation SRO20103 Certificate III in Sport and Recreation SRO30103 Certificate IV in Sport and Recreation SRO40103 Certificate I in General Construction BCG10103 Certificate II in General Construction BCG20103 Certificate II in Conservation and Land Management RTD20102 Certificate III in Conservation and Land Management RTD30102 Certificate IV in Conservation and Land Management Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

65 HIGHER EDUCATION Preparation for Tertiary Studies PTS Diploma of Teaching (Early Childhood) DTEC Advanced Diploma of Teaching (Early Childhood) ATEC Bachelor of Education (Early Childhood) BEEC Bachelor of Teaching (Early Childhood) BTEC Diploma of Teaching (Primary) DTP Advanced Diploma of Teaching (Primary) ATP Bachelor of Teaching (Primary) BTP Bachelor of Education (Primary) BEP Diploma of Arts (Social Science) DASS (Majors in Social Science/Studies, Community Justice, Alcohol and Other Drugs, Sport & Recreation) Advanced Diploma of Arts (Social Science) AASS (Majors in Social Science/Studies, Community Justice, Alcohol and Other Drugs, Sport & Recreation) Bachelor of Arts (Social Science) BASS (Majors in Social Science/Studies, Community Justice, Alcohol and Other Drugs, Sport & Recreation) Diploma of Arts (Creative Writing) DACW Advanced Diploma of Arts (Creative Writing) ADACW Bachelor of Arts (Creative Writing) BACW Diploma of Arts (Australian Language) DAAL Diploma of Arts (Language and Linguistics) DALL Advanced Diploma of Arts (Language and Linguistics) ADALL Bachelor of Arts (Language and Linguistics) BALL RTD40102 Certificate I in Business BSB10101 Certificate II in Business BSB20101 Certificate III in Business BSB30101 Certificate III in Business Administration BSB30201 Certificate IV in Business Management BSB40901 Certificate IV in Business Governance BSB40901 Diploma of Business Management BSB50401 HIGHER EDUCATION Diploma of Primary Health Care DPHC Advance Diploma of Primary Health Care ADPHC Bachelor of Primary Health Care (Social and Emotional Wellbeing) BPHC Bachelor of Applied Science (Community Nutrition) BASCN Bachelor of Applied Science (Environmental Health) BASEH Bachelor of Nursing BNURS Diploma of Applied Science (Natural and Cultural Resource Management) DNCRM Advanced Diploma of Applied Science ADNCRM (Natural and Cultural Resource Management) Bachelor of Applied Science (Natural and Cultural Resource Management) BNCRM Graduate Certificate in Management & Administration GCMA Graduate Diploma in Management & Administration GDMA Graduate Certificate of Indigenous Knowledges GCI Master of Indigenous Knowledges (Research) MIK-R Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

66 Charles Darwin University (Northern Territory University) Multiple campuses Bachelor of Aboriginal And Torres Strait Islander Studies (BATIS1) Bachelor of Indigenous Cultures And Natural Resource Management (BICNRM) Bachelor of Indigenous Knowledges (BIK) Bachelor of Laws/Bachelor of Aboriginal And Torres Strait Islander Studies (BLSBAT) Bachelor of Laws/Bachelor of Indigenous Cultures And Natural Resource Management (BLBICN) Bachelor of Laws/Bachelor of Information Technology (LBIT20) Certificate III in Aboriginal Or Torres Strait Islander Cultural Arts (CUV30203) Diploma of Aboriginal And Torres Strait Islander Studies (DATSI1) Graduate Diploma in Australian Indigenous Knowledges (GDIKS) Graduate Diploma in Indigenous Knowledges (GDIK) Indigenous Pre-Law, Pre-Business, Pre-Arts Program (IPLBA) QUEENSLAND Central Queensland University Various campuses Nulloo Yumba NURS11145 Indigenous and Cross Cultural Health Care Course details Health professionals in Australia come from diverse cultural backgrounds and deliver care to a multicultural client group, including Indigenous and migrant Australians. The health care system however, both structurally and in its processes, is predominately white and western and middle class. To enable the health professional to practice effectively they must understand their own cultural perspective and the impact that this has on health seeking behaviour and lifestyle choice. This course leads the student through cultural awareness to cultural sensitivity in preparation for culturally safe care delivery. By examining one s own cultural orientation and integrating the nursing profession's values the practitioner can better appreciate the cultural needs of clients. The integration of this understanding with professional values will assist students to prepare for health practice across cultures. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

67 James Cook University School of Indigenous Australian Studies Certificate of Indigenous Studies Diploma of Indigenous Studies Advanced Diploma of Indigenous Studies Bachelor of Indigenous Studies Queensland University of Technology Oodgeroo The Australian Catholic University, University of Queensland Aboriginal and Torres Strait Islander Studies Unit University of Southern Queensland Centre for Australian Indigenous Knowledge SOUTH AUSTRALIA Flinders University Yunggorendi First Nations Centre for Higher Education and Research Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

68 University of Adelaide Wilto Yerlo The Centre for Australian Indigenous Research and Studies is located within the Faculty of Humanities and Social Sciences and comprises two key Indigenous units, Wilto Yerlo and the Centre for Aboriginal Studies in Music (CASM). Both units have retained their names as entities within the Centre. Indigenous research and the development of Indigenous degree programs will further strengthen current activities and services. Courses Level 1: Indigenous Studies Introduction to Humanities/Social Sciences Introduction to Tertiary Studies one optional mainstream course of each student's choice: Anthropology, Asian Studies, Classicals, Commerce, Economics, English, Environmental Studies, European Studies, Gender, Work and Social Inquiry, Geography, History, Languages, Linguistics, Media and Communication, Music Studies, Philosophy, Politics, Psychology. Level 2: Writing Workshop Research Skills Each program is designed around individual student needs. University of South Australia Graduate Diploma in Aboriginal Studies Master of Aboriginal Studies Bachelor of Arts (Aboriginal Policy and Management/Aboriginal Studies/Australian Studies) Graduate Certificate in Aboriginal Studies Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

69 TASMANIA University of Tasmania Riawunna Centre for Aboriginal Education Introduction Aboriginal Studies is offered by Riawunna, Centre for Aboriginal Education. The Centre maintains close links with the Aboriginal community in Tasmania, as well as Indigenous people in other parts of Australia, North America, Europe and Asia. Riawunna has an outstanding collection of books, articles, audio-visual materials and material culture which is available as a resource to all University students and staff. Riawunna staff, many of whom are Aboriginal, offer a wide range of skills and experience to those wanting to understand Indigenous people, their culture and history. The Aboriginal Studies major aims to develop a sound understanding of Australian Aboriginal history, culture and society, encourage an understanding of the process of Aboriginal dispossession, and promote cross-cultural awareness of cultural diversity among Indigenous peoples. Traditional and contemporary Aboriginal societies are studied, strong emphasis is given to the issue of Aboriginal identity, and study materials generated by both Aboriginal and non-aboriginal people are used. The Aboriginal experience in Tasmania is a major focus in second and third years, and units are also offered which consider Indigenous societies in other parts of the world. Emphasis is given to the development of a range of academic skills, including writing, research, critical analysis, oral presentations and problemsolving. Aboriginal Studies is offered as a major in the Bachelor of Arts in both Hobart and Launceston, and by distance education. Aboriginal Studies may also be included in Bachelor of Education, Bachelor of Social Work and other degree programs. Students should check with their degree's rules. First Year: HAB102 Contemporary Indigenous Australia HAB103 Indigenous Australia to the 1950s HAB204/304 Cape Barren Island HAB241/341 Indigenous Identity & Place HAB252/352 Indigenous Life Histories HAB253/353 Dynamics of Indigenous Cultures HAB254/354 History of the Indigenous Peoples of North America HAB255/355 Indigenous Tasmania to 1803 HAB 206/306 Contemporary Indigenous Tasmania HAB208/308 Indigenous Justice Issues HAB232/332 Aboriginal Women Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

70 HAB240/340 Aboriginal Arts HAB256/356 Indigenous Tasmania and Colonial Dispossession Special Project o o o HAB201/301 Aboriginal Studies Special Project A HAB202/302 Aboriginal Studies Special Project B The Aboriginal Studies Special Project units can be taken only with the approval of the Director. Approved students can enrol in both units to form a 25% unit. Each unit consists of a research project involving structured reading and writing on a topic agreed between the individual student and a supervisor. Other Units: Contact the Co-coordinator for further information on what will be offered in Honours Program: n approved honours program, entitled Ritual and Belief in Aboriginal Desert Cultures. Graduates with an interest in pursuing Master of Arts (by research) or Doctor of Philosophy (Ph.D) degrees should contact Dr Shayne Breen or the Director. Aboriginal Studies (Full time/part time) Enrolment code: HAB400/401 VICTORIA Deakin University Institute of Koorie Education La Trobe University Ngarn-gi Bagora Indigenous Centre Indigenous Australian Studies, Teaching and Research Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

71 La Trobe University has a long standing commitment to teaching, learning and research within the area of Indigenous Australian studies. The area is multi-disciplinary and incorporates activities across all faculties. The Indigenous Education group acts as a focus for teaching and research activities and brings academics, researchers, students and Indigenous communities together with the primary goal of increasing interest and scholarly exploration of the historical and contemporary cultures, issues and stories of Aboriginal and Torres Strait Islander people. Monash University Centre for Australian Indigenous Studies Undergraduate Indigenous Studies Clayton, Undergraduate units (6 points each unit) First Year Semester 1 ANY1010 Culture, Power, Difference: Indigeneity and Australian Identity Semester 2 AIS1020 Aborigines and White Australia: Colonial Encounters AIS1050 Aboriginal Peoples, Genders and the Colonial Frontier (not offered in 2008) Second Year Semester 1 AIS2010 Social Justice and Indigenous Australians AIS2055 Power, Knowledge, Aborigines: Between Representation and Reality (not offered in 2008) AIS2060 Indigenous Legal Issues AIS2070 Australian Aboriginal Women Semester 2 AIS2020 Racism and Prejudice (not offered in 2008) AIS2080 Native Title: Approaches, Issues, Debates (not offered in 2008) AIS2090 Hearing the Country: Studies in Indigenous Australian Ethnoecology Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

72 Third Year Semester 1 AIS3010 Social Justice and Indigenous Australians AIS3055 Power, Knowledge, Aborigines: Between Representation and Reality (not offered in 2008) AIS3060 Indigenous Legal Issues AIS3070 Australian Aboriginal Women Semester 2 AIS3020 Racism and Prejudice (not offered in 2008) AIS3080 Native Title: Approaches, Issues, Debates (not offered in 2008) AIS3090 Hearing the Country: Studies in Indigenous Australian Ethnoecology Fourth Year Honours (12 points each unit) Honours information. AIS4010 Theories and Research Methodologies in Australian Indigenous Studies AIS4040 Interrogating Race and Power in Australian Indigenous Studies AIS4030 Honours Dissertation - 24 points Students proceeding into the fourth or honours year have the opportunity of consolidating their understanding of an area (or areas) of specialisation while pursuing a research topic. This qualifies students for a degree of BA (Hons) in Australian Indigenous Studies. The fourth year is one-year full-time or two years part-time, at Clayton campus. Royal Melbourne Institute of Technology Koorie Community Leadership Program wins at Victorian Training Awards A leadership program developed by RMIT University in partnership with the Victorian Aboriginal Community Services Association (VACSAL) has found success at the annual Victorian Training Awards presented in Melbourne today. ATSIC Commissioner for Victoria, Troy Austin, congratulated VACSAL for winning the Most Innovative Training Program of the Year Award. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

73 Based in Fitzroy, VACSAL runs the Koorie Community Leadership Program, under which participants participate in training modules with Aboriginal elders, leaders and community organisations, to gain an insight into leadership issues and challenges at both the state and local level, as well as indigenous issues at the national level. Twenty young Victorian Indigenous people from Melbourne and regional areas successfully completed the program last year, and there are 23 participants in "VACSAL is involved in a lot of important initiatives and its leadership program is crucial for the longterm future of our communities," Mr Austin said. "We need to ensure that Indigenous people with leadership potential are identified and given the necessary encouragement and support if our communities are to meet the challenges ahead." The leadership program is a partnership between RMIT's TAFE and Higher Education sectors, with participants gaining expertise in areas of business as well as in community services. Participants are awarded units of the Diploma of Community Services in Community Work program. Swinburne University of Technology Indigenous Programs Under Construction University of Melbourne Centre for Indigenous Education Courses Australian Indigenous Studies subjects can be undertaken as part of a Bachelor of Arts (BA) degree. A major in Australian Indigenous Studies will be offered from Bachelor of Arts (pre-2008) (Please note: study areas are listed in alphabetical order) Bachelor of Arts with a major in Australian Indigenous Studies (from 2008 onward) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

74 University of Ballarat Aboriginal Education Centre University of Wollongong Aboriginal Education Centre Aboriginal Studies Minor Study A minor in Aboriginal Studies will consist of three core subjects (ABST150, ABST200 and ABST300) and one other subject from the subjects prescribed for the major (see Study Program below). Students may not cross-count any subjects from the minor in any other minor or major study. 100-Level ABST150 Introduction to Aboriginal Australia ARTS112 People and Place (Available at Batemans Bay, Bega, Shoalhaven and Moss Vale only) AUST102 Australian Studies: Narrating the Nation ENGL113 Contemporary Writing in Australia HIST102 Living Australia, NURS140 Introductory Communications Studies (Not Offered in 2005) PHIL151 Practical Reasoning A POL141 Change and Debate in Contemporary Australian politics POP101 Population Health: Current Issues and Determinants SOC103 Aspects of Australian Society. 200-Level ABST200 Aboriginal History Since Invasion ABST201 Redefining Eden - Indigenous peoples and the environment ABST202 Indigenous Self Representation in Contemporary Texts EESC206 Discovering Down Under: A Geography of Australia EESC208 Environmental Impact of Societies HIST239 A Cultural History of Water NURS240 Current Services in Aboriginal Health NURS242 Functional Community Structures Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

75 POP201 Contemporary Population Health Problems PHIL206 Practical Ethics PHIL232 Political Philosophy A SOC231 Social Analysis. 300-Level ABST300 Indigenous Theories of Decolonisation ABST350 Special Topic in Aboriginal Studies (Not Offered in 2005) ABST361 Issues in Aboriginal Education ABST362 Aboriginal Pedagogy AUST 300 Twentieth Century Australian Literacy Culture EESC307 Spaces, Places and Identities EESC308 Environmental and Heritage Management ENGL375 Australia Fair: Nation, 'Race' and Culture HIST350 Debates in Australian Cultural History LAW344 Indigenous Peoples and Legal Systems NURS327 Health and Human Ecology NURS341 Research in Indigenous Health PHIL390 Contemporary Political Philosophy SOC305 Race and Ethnic Studies VISA321 Introduction to Indigenous Arts and Visual Culture Victoria University of Technology Koori Development and Support Unit WESTERN AUSTRALIA Curtin University of Technology Centre for Aboriginal Studies Aboriginal Bridging Course (ABC) Indigenous Tertiary Enabling Course ADDITIONAL COURSES saved by curriculum Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

76 Murdoch University Kulbardi Aboriginal Centre Programs Diploma in University Studies Bridging Program Pre-Law Pre-Media Pre-Nursing Pre-Sustainability Veterinary Science Kimberley College of TAFE Broome WA CERTIFICATE II IN ABORIGINAL ENVIRONMENTAL HEALTH WORK This qualification is for Aboriginal people. It will provide you with practical skills and knowledge in the environmental health principles and health care skills required to work in a community setting. You will learn about environmental health, sewerage systems, personal, home and dog health, rubbish and environmental management, pest control, and maintaining a clean water supply. You will also have the opportunity to improve your reading, writing and maths skills. You will undertake supervised work experience as part of your studies Tranby College Sydney Tranby currently runs the following VETAB-accredited courses: Office Skills Courses: BSB20101 Certificate II in Business BSB30201 Certificate III in Business Administration Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

77 BSB40901 Certificate IV in Business (Governance) BSB50901 Diploma of Business (Governance) NSW Certificate IV in Applied Aboriginal Studies 91101NSW Diploma of Applied Aboriginal Studies 91102NSW Advanced Diploma of Applied Aboriginal Studies QLD Certificate III in National Indigenous Legal Advocacy 39103QLD Certificate IV in National Indigenous Legal Advocacy 39104QLD Diploma of National Indigenous Legal Advocacy NSW Diploma of Development Studies: Aboriginal Communities Most courses at Tranby are delivered over a 2 year period in a Block Release mode with 6 blocks per year, a total of 12 blocks throughout the 2 years. Attendance at each block is vital in order to maintain satisfactory progress, with most if not all courses requiring an 85% attendance rate to achieve competency. Block Release allows many participants to maintain full-time work whilst undertaking the course, particularly when their employers provide study leave and similar support. Employment is not a prerequisite for enrolment, and the course is deemed full-time for Abstudy purposes. The following courses are delivered in block release mode over a 2 year period: NORWAY Tromso University Sami and Indigenous Studies UNITED STATES Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

78 University of Alaska Fairbanks Alaska Native Studies Academic Program The curriculum, degree requirements and special activities are designed around four organizing principles: 1. EMPHASIS ON TRADITION AND CHANGE IN ALASKA NATIVE LIFE The study of Native histories and cultural traditions is related directly to developing our understandings of the changing world of Native people. There is no single, monolithic Native culture or history. Rather, there is a plurality of cultures, languages, and histories with important differences among them. This principle suggests an Alaska Native context for the study of cultural differences, cross-cultural patterns of communication (and miscommunication), cultural identity, and majority-minority relationships. 2. EMPHASIS ON ISSUES OF ALASKA NATIVE POLITICS This emphasis includes the study of Federal Indian law and its application to issues of Alaska Native politics and the exercise of self-government as governments within and without Indian country. It is also important to initiate a comparative study of law and policy affecting indigenous peoples generally. 3. THE SIGNIFICANCE OF ALASKA NATIVE HUMANITIES IN A CHANGING WORLD The program provides a range of academic experiences related directly to the documentation and expression of Native heritages. This includes the study of oral and written Native literature and provides opportunities for student cultural expression through the creative arts such as dance, music, and the visual arts. Humanistic expression is placed in a contemporary context that acknowledges the mediation and negotiations between various experience and traditions. Special attention is given to the powerful role of Elders as teachers of past and present Native life. 4. EMPHASIZING ALASKA NATIVE LANGUAGES AS A CRITICAL ASPECT OF LEARNING FROM ALASKA'S INDIGENOUS PEOPLES Such an emphasis expects an enrichment of conceptual understandings of Alaska Native languages. There are some concepts that cannot be adequately translated into English, and thus call for greater attention to the ideas as expressed in their original format. BACCALAUREATE DEGREE IN ALASKA NATIVE STUDIES The Alaska Native Studies (ANS) Department offers courses that lead to baccalaureate degree in ANS. The program is also designed so that students may take ANS as a second major or minor. The Department seeks students from many fields of specialization who anticipate either direct or indirect professional involvement in Alaska Native communities specifically and in multicultural settings generally. The Department also offers a degree emphasis in the study and teaching of Alaska Native languages. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

79 In recent years, many ANS majors have gone on to develop positions in law, public policy, corporation relations, and the humanities. Degree requirements are listed in the UAF catalog. MASTER OF ARTS IN CROSS-CULTURAL STUDIES The Master of Arts in Cross-Cultural Studies with an emphasis on indigenous knowledge systems is designed to provide graduate students from various fields of interest an opportunity to pursue in-depth study of the role and contributions of indigenous knowledge in the contemporary world. Students are expected to demonstrate the ability to work effectively with indigenous people in their studies. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

80 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

81 Appendix J Meetings/Correspondence with First Nations/Exercise & Wellness/Academic Experts People Title/Credentials Organization Comments Alex Nelson Dr. Lori Zehr Dr. Kristal Anders on - member of Songhees First Nation -President/CEO PhD PhD -Exercise Science Chair Aboriginal Sports & Recreation Association of BC Camosun College -met f2f at ASRA office January Nelson shared Aboriginal Coaching Manual with me (published by Aboriginal Sport Circle Inc.), -brought him to NWCC First Nations Council meeting in Terrace March 2009: Nelson discussed the Aboriginal Sports, Recreation, and Physical Activity Partners Council s (made up of First Nations Health Council, BC Association of Aboriginal Friendship Centres, Métis Nation of BC, North American Indigenous Games, Aboriginal Sports & Recreation Association of BC, BC Initiatives for Aboriginal Health) Guiding Principles and the Five Pillars: 1) Active Communities, 2) Leaders & Capacity, 3) Excellence, 4) System Development, 5) Sustainability ( This document outlines an operational strategy that responds to the needs of First Nations, Métis, and offreserve Aboriginal people with respect to improving health outcomes through sport, recreation, and physical activity. -met with Dr. Zehr and Dr. Anderson f2f at Camosun College s Interurban campus January 2009 (after this meeting, Dr. Zehr was promoted to another position at Camosun and Dr. Anderson filled position of Exercise Science Chair) -met with Dr. Anderson f2f November communicated via and telephone numerous times with Dr. Anderson from January 2009 to the present -was provided with course outlines, course manuals, and guidance throughout 2009 Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

82 People Title/Credentials Organization Comments Dr. Irene Rossbe rg- Gempt on -Adjunct Professor (Research Interests: health and wellness and the delivery of healthy living models to First Nations communities ) Simon Fraser University - correspondence in January spoke via telephone November currently doing work with Lillooet Friendship House Centre (has worked with other First Nations communities, such as Klemtu on suicide prevention) -Dr. Rossberg-Gempton has professional training in Psychology, Dance, and Kinesiology (is also a trained teacher) -She spoke to the importance of asking communities what they would like, not telling them what they need (compared this to community psychology versus clinical psychology) -need to find out what communities want, what they need, as well as finding out what they have and what they know -First Nations communities have lost so much, need to find a way to unite; share knowledge with each other; can build on what need and want as people become stronger -regarding wellness many activities can be considered exercise and contributing to wellness e.g. gardening: how many times a week is person gardening, flexibility needed, anaerobic (digging in dirt), breathing in fresh air, social activity, person feels good about activity -many traditional activities can also be measured this way and can encompass physical, emotional, social, and cultural aspects of health -humour very important part of First Nations culture; when laughing, immunoglobulin released, helps rid body of toxins, helps people become well -movement and knowledge connect to mind and emotions; movement is ingrained in memory as person gets older, gets dimmer and dimmer; importance of Elders taking part in traditional activities have done their whole lives -importance of language revitalization to health and wellness of Aboriginal peoples -traditional dancing and drumming; way to connect movement, rhythm, coordination, flexibility with culture and community (people working together as a group) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

83 People Title/Credentials Organization Comments Peter Loy Dr. Andre w Wister -Outdoor Recreation Management Diploma -Ground Search & Rescue Team Leader -Canoeing Instructor (Lakewater, Voyageur, Canoe Poling) -Telemark Ski Instructor -Backpacking, Mountaineering, Backcountry Skiing, Snowshoeing, Wilderness Safety & Survival PhD Chair, Department of Gerontology Simon Fraser University -met f2f August worked on modules (canoeing, snowshoeing) for courses EWX 120 and EXW 121 November/December 2009 Loy has worked as a program coordinator at a community school in Prince Rupert, which has a 90-95% First Nations student body. Some of the programs he ran were Boys Groups (higher risk students), facilitating Council Circles (all grades), Junior Leader Program, Noon hour athletic programs, Outdoor Education (hiking, canoeing, snowshoeing, outdoor safety and survival), Rediscovery Camps, working with teachers to facilitate alternative methods of restoring students trust, esteem and pride. He organized and led year-end Canoe Quests for grade 7 students which were used as a two-day Rites of Passage journey to mark their transition from Elementary to High School (Childhood to Adolescence). First Nations Elders became an integral and essential part of his programs, particularly Rediscovery Camps, Canoe Quests and Council Circles. - correspondence Fall met f2f November 2009 (I was a student of Dr. Wister s in 1994: GERO 411 ST Health Promotion and Aging) -he shared reference materials with me - Healing Ways: Aboriginal Health & Service Review ( course package for GERO 413 ST: First Nations Elder Care, and an Aboriginal Health reference list What discussed at meeting: -need for good quality evaluations of programs -What is wellness? -Poverty and need for housing -applying Western views to Aboriginal health issues; needs to be changed - need for participatory action research with communities -What is an Elder? -different care models for Elders: North Thompson Model -Sociology and Aging aging as a social process: Canadian perspectives Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

84 Patty McCro dan Tanya Bob School of Health and Human Services Instructor, Health 110 & 112 MA, Linguistics Member of Tahltan Nation -Program Advisor, First Nations Studies Program -Coordinator, Aboriginal Student Affairs Camosun College University of British Columbia -role of culture on exercise -tremendous change in lifestyles of Aboriginal peoples; change in lifestyle, change in exercise -Nutrition literature on obesity; 70% food/30% activity level -Health Promotion-applied to First Nations holistic model -Individual (Western) vs. community (FN) -importance of connection between generations -barriers/challenges: normalizing stereotypes -realities: poverty, marginalization, racism, inequality this all plays on the psyche -health and wellness is more than physical; physiological, psychological, sociological, emotional, spiritual, cultural importance of community -Health 110 one of courses being Indigenized -met with Patty McCrodan November 2009 at Lansdowne Campus, Camosun College -she shared textbooks, updated course outline for Health 110, and course package - and phone correspondence Fall met f2f November 2009 at UBC -discussed UBC s First Nations Studies Program 4 th year Research Practicum that has been in place since organizations are contacted over the summer (e.g. Union of BC Indian Chiefs, Museum of Anthropology, First Nations Education Steering Committee, Musqueam Nation, Stó:lō Nation, Assembly of First Nations, Native Brotherhood of BC, National Film Board, Vancouver School Board, etc.) to attend a meeting in September -representatives from the organizations have the opportunity to meet with students and explain a bit about the projects they have in mind -students do background research on projects they are interested in and they then apply to 3 organizations of their choice -organizations interview students -once have accepted a student, the practicum coordinator works with the organization and the student to finalize a project design, including methodology, timelines, responsibilities, and evaluation criteria -students have 8 hours a week to work on projects, beginning in mid-october until end of February (~140 hours) People Title/Credentials Organization Comments Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

85 Dr. Rosalin Hanna PhD Member of Lytton First Nation -Physical Activity Specialist First Nations Health Council -met f2f in Vancouver November paper written by Dr. Hanna, Promoting, Developing, and Sustaining Sports, Recreation, and Physical Activity in British Columbia for Aboriginal Youth Aboriginal_Youth.pdf Aboriginal Health funding sources: -Aboriginal ActNowBC ( 4 pillars of health: (1) nutrition, (2) tobacco cessation, (3) healthy choices in pregnancy, (4) physical activity -First Nations Inuit Health (Health Canada) ( -Aboriginal Diabetes Initiative (Health Canada) ( -Canadian Association for the Advancement of Women and Sport and Physical Activity ( -ProMOTION Plus Girls and Women in Sport and Physical Activity small grants ( -Aviva Community Fund, ( Douglas College Continuing Education (contact: David Munro, [email protected]) -Fitness Leader Accreditation through BC Recreation & Parks Association (BCRPA) shared/assets/fitness_leader_accreditation49353.pdf -BCRPA Instructor Competency Evaluation (ICE); Athapaskan University online courses Trinity Western University have credit courses; e.g. swimming, hiking, downhill skiing Langara College Diploma program -Physical Activity Guides (for older adults, youth, children), Public Health Agency of Canada, -focus on family (DVD activities children can do with family: e.g. bear, salmon workout) -need for more program design; e.g. how to make snowshoes, how to do activities in safe ways, how to work out with partners, need for good equipment, orientation, teachings on animals in wilderness -Joint Works and Water Works - recreational physical activity programs for people with arthritis created at The Arthritis Society: Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

86 -YMCA STEP to Work Program: Offered by the YMCA in partnership with BC Housing, the STEP to Work program is a summer employment opportunity for youth 14 to 18 years old who live in BC Housing. Participants experience a job for the first time, develop employability skills, learn positive work values and build healthy foundations for future employment. -SportsMedBC ( Sports Training Best Programs Sun Run In Training, Honour Your Health Challenge, SportsMed RunWalk -WalkBC ( -National Collaborating Centre for Aboriginal Health ( Camosun College s EXW 120/121 -need program development in community -need traditional partnerships and mainstream partnerships -local recreation centre: students need to learn how to organize events (e.g. hiking, picnicking, traditional activities, etc.) -Traditional Wellness: there is a physical activity component, but need to think about how to stay active from a traditional perspective (e.g. family activities berry picking) then getting into sports and fitness -need to look at developing cultural pride -for EXW courses, need to look at benefits of being physically active, as well as social, emotional, and spiritual benefits -healthy activities decrease stress -students need to learn how to apply for grants many provincial and national grants -also need to know how to do the reporting after work has been carried out with grant funds -students need to know about fitness administration and sports & fitness management -students need to know how to evaluate the effectiveness of fitness/wellness programs -need certification for many activities: hiking/backpacking/orienteering/first Aid -need funding for equipment (e.g. backpack/compass/rite-in-the-rain field notebooks) -Performance/Grading: Pass/Fail; stay away from exams -instead of exams, have presentations, sharing, talking circle discuss what learned as group -presentation on an activity: introduction, background, literature review, schedule, equipment, safety, how many participants, traditional components, etc. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

87 -have course that has coaching development (Aboriginal Coaching Manual National Coaching Certification Program (NCCP) certification -choose own sports; do presentation on chosen sport(s) Susan Grossm an Dr. Margar et Cargo Associate Director, UBC-Community Learning Initiative PhD, Health Care & Epidemiology Senior Lecturer in Health Promotion, School of Health Sciences Teaching interests: -Aboriginal Health -Health Promotion -Practical Program Evaluation University of British Columbia University of South Australia (Adelaide) -Review/evaluation of curriculum/program is it set up properly? Includes local people? -Dr. Cargo grew up in Prince Rupert, BC (I attended high school with her; we ran track together; attended SFU for 1 year together before she transferred to the University of Waterloo where she completed a BSc (Hons) and a MSc in Health Behaviour (PhD UBC)) -met via phone December during her post-doc at University of Montreal, she worked with Mohawk community of Kahnawake -Cargo forwarded information about NWCC Exercise & Wellness Program and my work to colleagues at Ryerson University (Lucy Levesque) and Queen s University (Lynn Lavallee) as they are working on an Aboriginal Recreation Manual -also forwarded information to Alex McComber, who does training across Canada on community-based type 2 diabetes prevention ( -has sent me references/resources/journal articles: (1) Cultural Respect Framework for Aboriginal and Torres Strait Islander Health (pdf file) (2) How the Whiteness Embedded in Health Services Impacts on the Health and Well-being of Aboriginal Peoples (pdf file) (3) Learning from Native Adult Education (Describes the Native American concept of the Medicine Wheel, which symbolizes the unity of mental, spiritual, physical, and emotional dimensions. Includes strategies for using it to cultivate a spiritual way of being in adult education) -sent me links to two Health journals: Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

88 Appendix K Course Outline Health 110 Aboriginal Health: Historic & Contemporary Issues Aboriginal Exercise & Wellness Program Campus: TBA Term: TBA Instructor: TBA Office/Phone: TBA Times: TBA Credits: 3 Course Content: This course will introduce students to health issues from an Aboriginal worldview. From this perspective, the course will examine the impact of colonization on Aboriginal health and will also look at present day topics and issues related to health. In this course, students will explore topics such as exercise, nutrition, weight management, mind body connections, stress management, substance use, sexually transmitted infections and birth control. Health/wellness is viewed as an interaction between physical, emotional, social, mental, spiritual, occupational and environmental dimensions, with choices in one dimension affecting all the others. This is very much in keeping with Aboriginal perspectives and worldviews on health and wellness. In HLTH 110, students will be encouraged to identify choices that contribute to health and those which do not. Guidelines and tools for changing behaviour will be discussed and students will have the opportunity to monitor, understand, and see how they can have an effect on the choices that influence their health. This course not only takes a practical, personal approach to health promotion, but it also examines the role of family and community on health and wellness. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

89 Course Format: Instructional hours: 45 hours 3 hours per week for 15 weeks Course Prerequisites: Provincial English 12 or ENGL 050 or equivalent; Math 11 or Math 040 or equivalent; Physical Education 11 Course Co-requisites: None Transfer Credits: Health 110 will be transferable to other colleges and universities throughout the province as a first year health credit. Articulation Goals: The following post-secondary institutes in BC offer courses similar to the proposed Health 110: Camosun: Health 110 Health in Today s World Recommended Follow-Up Courses: None Learning Outcomes: At the completion of Health 110, students will be able to: 1. Discuss the impact of colonization on Aboriginal Health and how that has affected the present day health of Aboriginal individuals, families, and communities. 2. Demonstrate an awareness of all dimensions of health as they effect, and are affected by, lifestyle choices. 3. Identify and assess factors that influence health, based on a sound body of valid and current information. 4. Use an effective planning process to develop an action plan to change behaviour. 5. Demonstrate analytical and critical thinking through implementation of a health-related lifestyle change from a personal, family, and community perspective. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

90 Required Materials/Texts: Donatelle, R.J., Davis, L.G., Munroe, A.J Health: The Basics (4 th Canadian Edition.) Toronto, Ont: Perason Education Canada Inc. Throughout the course, students will be given relevant readings for in-class discussion (e.g. newspaper articles, websites, journal articles, etc.) Evaluation Profile: Participation 20% Oral Presentation... 20% Paper... 25% Midterm exam... 15% Final exam... 20% TOTAL % Grading Profile: A + = B + = C + = P = A = B = C = F = 0-49 A - = B - = C - = Assignments: In order to honour oral traditions, marks will be assigned for involvement in activities such as discussions, group work, talking circles, and oral presentations. Whenever possible, students will be given the opportunity to work with and learn from Elders and community members. Students will also be expected to submit written assignments, such as in-class questions, homework assignments, and a journal. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

91 Participation (20%) A participation mark will be based on attendance, preparedness (keeping up with the readings), active listening, participation in discussions, group work, and talking circles, homework assignments, and a journal. Oral Presentation (20%) Students will be expected to give an oral presentation on a health issue affecting Aboriginal peoples. Paper (25%) This assignment is based on developing knowledge and skills to make positive lifestyle changes now, and in the future. Students will examine changes that need to be made on a personal, family, and community level. Midterm Exam (15%) The midterm exam will cover material presented during the first half of the course. Final Exam (20%) The final exam will cover material presented during the second half of the course. Course Schedule: Week # Topic Readings Week Sept Week Sept Week Sept Introduction to HLTH 110 -What is health from an Aboriginal perspective? -importance of relationships (family, community, land) -importance of Aboriginal languages to health & wellness The seven dimensions of health -start health journal Behaviour change Goal setting Handouts Ch. 1 Ch. 1 Handouts Week 4 27 Sep 01 Oct Sleep Nutrition Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC Ch. 7 Week # Topic Readings Week Oct Nutrition -traditional foods Ch. 7Handout (First Nations Food Guide)

92 Week Oct Week Oct Week Oct Week Nov Week Nov Personal Fitness Family and Community Fitness Weight Management Due: Health journal (5%) -review for midterm MIDTERM (15%) Psychosocial Health Explanatory Style/Self Talk Optimism/Pessimism Mind-Body Disorder Eating Stress Stress Management Clinical Depression Anxiety Disorders Spiritual Health Ch. 9 Ch. 8 Ch. 2 Handout Ch. 2 Handouts Ch. 3 Handout Ch. 2 Handouts Week Nov Week Nov Sexually Transmitted Infections/Birth Control Ch. 6 & 13 Handouts Substance Use Ch. 10 & 11 Alcohol Handouts Week Nov - 03 Dec Week Dec Week Dec Diabetes Cardiovascular Disease Cancer Course overview -review for final exam FINAL EXAM Ch. 12 Handouts Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

93 Operational Details: College Policies: Student Code of Conduct: Attendance: Missed Exams: Late Assignments: Cheating/Plagiarism: Incomplete Grades: Northwest Community College has policies on Academic Appeals (including appeal of final grades), Student Conduct, Cheating and Plagiarism, Academic Probation and other educational issues. Copies of these and other policies are available in the College Calendar and in the Library. NWCC is committed to providing and maintaining a collegial environment that is characterized by mutual respect, safety, civility, and free inquiry. The Student Code of Conduct policy applies to all students of NWCC or NWCCrelated functions including lectures, labs and all other on-campus or offcampus programs or events. NWCC expects students to behave responsibly and maintain a high standard of conduct in their interactions with NWCC students, employees and the public. NWCC also expects that students will obey the law and comply with NWCC policies, regulations and rules. Students failing to adhere to these requirements may be subject to disciplinary action, up to and including expulsion from NWCC. In order to be successful in this course, attendance is crucial. If you are going to miss a class, please contact your instructor via phone or . 20% of the course mark is based on attendance, preparedness, journals, homework assignments and participation in class activities. Missed exams will only be rescheduled due to illness or family emergency. A doctor s note may be required. 5% per day will be taken off assignment mark. Contact instructor before due date if assignment is going to be late. Plagiarism is the presentation of another person's words, ideas, interpretations, insights, or order of points as your own. All work submitted must be your own words and content, and not written by a tutor or friend. Whenever you use sources for an essay, or assignment, you must avoid plagiarism by documenting them. The College calendar establishes procedures for plagiarised assignments. An incomplete ( I ) grade will only be given after a contractual agreement outlining requirements and dates for course completion has been negotiated between the student and the instructor. Failure to meet this contract will result in a course change from I to a grade based on assignments and exams completed up to the contract end date. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

94 Northwest Community College Aboriginal Exercise & Wellness Program EXW 120: Aboriginal Lifetime Sports I Snowshoeing Module Recommended Reading History Toboggans and Sleds Footwear Clothing Poles Gearing up for a one-day snowshoe trip Trip Considerations Winter safety and survival hypothermia RECOMMENDED READING / REFERENCES Alford, Montague Winter Wise: Travel and Survival in Ice and Snow. Surrey, BC: Heritage House Publishing Company Ltd. ISBN: Conover, Garrett & Conover, Alexandra Snow Walker s Companion: Winter Camping Skills for the North. Wrenshall, MN: Stone Ridge Press. ISBN: LRC call #: GV 853 C Conover, Garrett & Conover, Alexandra The Winter Wilderness Companion: Traditional and Native American Skills for the Undiscovered Season. Camden, ME: Ragged Mountain Press. ISBN: X Gorman, Stephen AMC Guide to Winter Camping: Wilderness Travel and Adventure in the Cold- Weather Months. Boston, Massachusetts: Appalachian Mountain Club Books. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

95 ISBN: Osgood, William & Hurley, Leslie The Snowshoe Book. 2 nd ed Brattleboro, Vermont: The Stephen Greene Press. ISBN: Prater, Gene Snowshoeing. 4 th ed. Felkley, Dave (ed.) Seattle, WA: The Mountaineers. HISTORY ISBN: Although the exact origins of the snowshoe is unknown, archeological evidence suggests that the earliest use was approximately 6000 years ago, probably in the crude form of slabs of wood strapped to the feet to provide flotation while walking in deep snow. The snowshoe was refined in the many parts of snow country throughout North America as Aboriginal people crafted various designs specific to their needs, given the geographic demands and provisions of where they lived. Local woods and babiche (made from the hides of an animal, usually caribou, moose or deer) were utilized to make highly functional and in many cases stunningly beautiful snowshoes often woven with artistic patterns and with colorful woolen yarn decorating the edges. Factors such as snow conditions, terrain, type of load being carried or towed would dictate the size and shape of snowshoe used. From the almost completely round elbow or beavertail shapes found in Labrador to the long, narrow, almost ski-like shapes in Alaska the different styles reflected the people s needs according to where they lived and travelled. As snowshoeing has shifted from necessity (hunting, trapping, forestry, surveying etc.) to more of a recreational pursuit the choices and selection of equipment has increased and changed greatly. Snowshoes are now widely available from many manufactures in a variety of, mostly synthetic, materials. Traditional wood and babiche snowshoes are still available but becoming harder to find as the synthetic varieties become more popular and the demand for the traditional wooden variety continues to decline. One of the attractions to snowshoeing as a recreational activity is that it available to anyone who can walk and has access to a snowy winter environment. For many people it is much less intimidating than skiing (cross country or downhill) and makes the winter wilderness much more accessible. Whether snowshoeing in a local park with young children for an hour, attempting a winter ascent of a challenging mountain or spending multiple weeks trekking in the northern boreal forest with toboggan in tow, snowshoeing has something to offer everyone! Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

96 TOBOGGANS AND SLEDS Traditionally in many parts of snowshoe country wooden toboggans and sleds were utilized to tow heavy loads that would be impossible to carry on the back. Runnered sleds were more often used in the far north where travel was typically on sea ice or snow that was generally hard, compact and windblown. Toboggans were common in the northern forests where snow was deep and dry. Normally constructed of two thin longitudinal strips of wood with a high curl at the front end these sometimes reached lengths up to twenty feet and were very effective at snaking along, following in the tracks of the snowshoer. Although nearly unheard of for decades, the utilization of toboggans for recreational snowshoe travel / winter camping is once again gaining acceptance and interest by those attracted to a more traditional way of transporting heavier loads. This style of winter camping includes the use of larger, more comfortable cotton tents heated by portable lightweight wood stoves, which are also used for cooking. The toboggan allows for these heavier articles of equipment to be taken along for multi-day or multiweek adventures. FOOTWEAR Traditionally, footwear used for snowshoeing was constructed from the hides of local animals. These were in the form of a moccasin or mukluk that extended to and sealed just below the knee and insulated with various materials. These functioned as a warm, insulating layer as well as a gaiter to keep snow from entering. The soft soles of these allowed the toes to flex with each step allowing a close connection between the persons foot and the snowshoe as well as helping keep the toes warm with the continual flexing motion. Exceptionally warm and lightweight, these mukluks were in their element in the cold, dry conditions that were typically encountered in snowshoe country. In transitional or shoulder season conditions where melting snow was expected to be encountered, a waterproof material such as sealskin was used. Footwear common for snowshoeing today is usually a sorel type of insulated packboot that is both warm and snowproof although not always lightweight. Regular hiking boots with gaiters can be used if temperatures are not too cold. There are now also a variety of newer, lighter weight boots specific to snowshoeing. CLOTHING Snowshoeing is a winter activity where terrain, weather conditions and level of exertion all factor in when selecting clothing suitable for an outing. A clothing system which can adapt to changing conditions is necessary where a person may be climbing a steep hill in calm, sunny weather one moment and standing on top of an exposed hill or mountain in a blowing snowstorm another. Layering is the basic principle where articles of clothing can be put on or shed depending on the conditions and the level of physical exertion. The inner layer next to the skin should help wick Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

97 moisture away from the body, the middle layers used primarily as insulation and the outer layer for protection from the elements. Suitable are natural materials such as wool or down or any of the huge selection of synthetic fibers that currently flood the outdoor clothing market. Participants should learn to regulate their clothing and level of exertion in order to avoid the clothing becoming saturated with sweat, which generally leads to a rapid cooling of the body. Cotton is to be avoided as it readily soaks up moisture, literally robs the body of heat when damp and is almost impossible to dry in the field without an external source of heat. Different people have different needs when it comes to amount of insulation required. Depending on how cold and windy it is some people will do fine with a light wool or fleece toque while others may require a full coverage balaclava for the head. Hands may require light wool or fleece or possibly heavily insulated down or synthetic expedition mitts. When selecting clothing, consideration must be given to temperature, unexpected weather conditions, duration and difficulty of trip and individual insulation needs. POLES The use of poles similar to those used for skiing or trekking has gained wide acceptance among modern snowshoers, particularly those travelling in more technically challenging mountainous terrain. Greater energy efficiency is realized with these. Although old ski poles found in a thrift store will work fine, more expensive ones are now widely available that are stronger, lighter weight and adjustable in length, features that may be desirable when travelling in steep terrain in varying snow condition. GEARING UP FOR A ONE-DAY SNOWSHOE TRIP Snowshoes / harness Appropriate winter boots or traditional mukluks Snowshoe poles optional depending on nature of trip Packsack Appropriate layers of clothing wool and synthetic fleeces etc. Adequate food / snacks and water / thermos with hot beverage First aid kit Sunglasses / goggles Sunscreen Survival kit eg. matches, firestarter, candle, emergency blanket, knife, whistle, flashlight / headlamp, map & compass Snow shovel suggested but optional depending on nature of trip Small one burner stove / pot optional depending on nature of trip Avalanche gear if in avalanche terrain probes, shovels, beacons etc. * Participants must have avalanche training if snowshoeing in these areas Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

98 TRIP CONSIDERATIONS Before embarking on a wilderness snowshoe hike, a trip itinerary should be completed and left with a responsible person. This should include such information as route details, expected time of return, names and contacts of participants, emergency service numbers etc. In the event of an accident / injury this itinerary will speed the process of rescue if required. It is important that the trip is within the physical and technical abilities of all participants and that everyone understand the nature of the outing. The leader should be adequately trained in wilderness first aid and aware of peoples abilities. It recommended that snowshoe parties consist of at least three people. In the event of one person becoming injured and unable to travel, one member can snowshoe out for help while the remaining member stays to care for the injured person. All participants should be adequately prepared for the changing weather conditions that winter usually brings and carry the proper extra clothing and equipment required for the outing. It is always wise to be prepared for an unexpected night out, due to unforeseen circumstances. WINTER SAFETY AND SURVIVAL Anyone venturing into the winter wilderness far from the trailhead must be aware of potential hazards and safety concerns. Obvious safety issues include the ability to stay dry and warm under varying weather conditions and temperatures, the prevention and recognition / treatment of hypothermia and frostbite, navigation / route finding, and avalanche awareness. Training in the selection / construction of emergency shelters is important in the event of spending an unscheduled night out in the cold. Snow is an excellent insulator so it s helpful to be familiar with emergency snow shelters such as the snow cave, snow trench and quin-zhee (Athapaskan snow house). Even in severely cold weather and storms the inside of a well constructed snow shelter will remain quite comfortable. HYPOTHERMIA Hypothermia is the lowering of a persons inner body core temperature to a degree where an impairment of normal muscular and mental functions occurs. If left untreated hypothermia can lead to death. Loss of body heat occurs through conduction, radiation, convection and evaporation. Being aware of how to prevent this loss of heat is essential for the safety of anyone snowshoeing into the backcountry. Contributing factors include damp / inadequate clothing, being exposed to cold, windy weather, insufficient intake of fluid / dehydration, hunger and physical exhaustion. Pay attention to early signs of hypothermia, the obvious being uncontrollable shivering. Immediately take action to remedy the situation with shelter from the weather, warm, dry clothing, lighting a fire if possible and drinking warm fluids. Prevention and treatment of early signs is much simpler than dealing with the potentially life-threatening advanced stages of hypothermia. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

99 Course Outline Exercise & Wellness 121 Aboriginal Lifetime Sports II Aboriginal Exercise & Wellness Program Campus: TBA Term: TBA Instructor: TBA Office/Phone: TBA Times: TBA Credits: 3 Course Content: Hands-on, performance based instruction leading towards teaching competencies in a variety of lifetime activities and sports. Many of the activities and sports will be ones that Aboriginal peoples have been involved with traditionally. All activities and sports will be examined from a personal, family, and community perspective in regards to how they can be incorporated into contemporary Aboriginal ways of life. The purpose of the course is to equip students with knowledge of equipment, safety and resources plus instructional scope and sequence of canoeing (lakerwater, poling, voyageur), swimming/water fitness, and kayaking. Course Format: (instructional hours per week) (laboratory/shop hours per week) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

100 Course Prerequisites: Provincial English 12 or ENGL 050 or equivalent; Math 11 or Math 040 or equivalent; Physical Education 11 Transfer Credits: EWX 121 will be transferable to other colleges and universities throughout the province as a first year Exercise and Wellness credit. Articulation Goals: The following post-secondary institutes in BC offer courses similar to the proposed EXW 121: Camosun: EXW 121 Lifetime Sports II Recommended Follow-Up Courses: None Learning Outcomes: At the completion of EXW 121, students will be able to: Demonstrate knowledge about activities that Aboriginal peoples have been involved with traditionally Identify how sports and activities can be incorporated into contemporary Aboriginal ways of life Demonstrate knowledge of health and fitness outcomes from a regular habitual participation in canoeing, swimming/water fitness, and kayaking. Select, repair and explain a proper preparation and care of equipment for canoeing, swimming/water fitness, and kayaking. Identify local and provincial resources including associations and advanced instructional opportunities for canoeing, swimming/water fitness, and kayaking. Demonstrate technique and safety procedures at the basic level of canoeing, swimming/water fitness, and kayaking. Demonstrate ability to instruct an individual or a small group to obtain basic skills in canoeing, swimming/water fitness, and kayaking. Demonstrate optimal skills and fitness level necessary to achieve and maintain an active and productive lifestyle. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

101 Required Materials/Texts: History Canoe Poling Voyageur Canoeing Canoe Outfitting Mandatory Equipment / Safety Gear PFDs Paddles Canoe Clothing Footwear Trip Considerations Packing Systems / Waterproofing Gear RCABC Certified Canoe Courses Text: EXW 121 Resource Manual (available for purchase from the Bookstore) Other: Other various assigned readings identified throughout the course Recommended Readings/Resources: CANOEING American National Red Cross Canoeing. Garden City, NY: Doubleday & Company, Inc. ISBN: Conover, Garrett Beyond the Paddle - A Canoeists Guide to Expedition Skills: Poling, Lining, Portaging and Maneuvering through Ice. Camden East, Ontario: Old Bridge Press. ISBN: Franks, C.E.S The Canoe and White Water. Toronto: University of Toronto Press. ISBN: Jennings, John, Hodgins, Bruce W. & Small, Doreen (eds.) The Canoe in Canadian Cultures. Natural Heritage Books. Winnipeg, Manitoba: Hignell Printing Ltd. ISBN: Mason, Bill Path of the Paddle: An Illustrated Guide to the Art of Canoeing. Toronto: Van Nostrand Reinhold Ltd. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

102 Mason, Bill Song of the Paddle: An Illustrated Guide to Wilderness Camping. Toronto, Ont: Key Porter Books. ISBN: LRC call #: GV 790 M McGuffin, Gary & Joanie Paddle Your Own Canoe. Erin, Ontario: Boston Mills Press. Neel, David The Great Canoes: Reviving a Northwest Coast Tradition. Vancouver/Toronto: Douglas & McIntyre. ISBN: Poling, Sr, Jim (2002). The Canoe: An Illustrated History. Toronto: Key Porter Books Limited (this edition by Prospero Books.) ISBN: Raffin, James Bark, Skin and Cedar: Exploring the Canoe in Canadian Experience. Toronto, Ont: HarperCollins Publishers Ltd. ISBN: LRC call #: GV A2 R Recreational Canoeing Association of British Columbia Instruction Manual. Rock, Harry The Basic Essentials of Canoe Poling. Merrillville, Indiana: ICS Books, Inc. ISBN: X KAYAKING Burch, David Fundamentals of Kayak Navigation. 2 nd ed. Old Saybrook, Connecticut: The Globe Pequot Press. ISBN: LRC call #: GV 789 B Dowd, John Sea Kayaking: A Manual for Long-Distance Touring. Vancouver, BC: Greystone Books. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

103 ISBN: LRC call #: GV D Ince, John & Köttner Sea Kayaking Canada s West Coast. Vancouver, BC: Raxas Books. ISBN: LRC call #: GV B7 I Transport Canada Sea Kayaking Safety Guide. HISTORY ISBN: LRC call #: GV S Canoes, in all shapes and sizes have been in use for thousands of years in many cultures around the world. The Aboriginal people of North America developed and refined the various designs of the canoe according to their needs and the materials locally available to them. In many parts of the continent travel by canoe was more common and efficient than on foot. Canoes were constructed from a variety of woods such as cedar, spruce and cottonwood, and were sometimes covered with the bark from trees such as birch or spruce. On the northwest coast of North America huge cedar or cottonwood trees were hollowed out and steamed open to create majestic, highly functional craft for use on lakes, rivers and ocean. The latter part of the 20 th century saw the beginning of a significant revival of Northwest Coast canoe culture with many of these canoes once again being crafted by skilled carvers as well as a great number being manufactured from modern synthetic materials. The general purpose recreational canoe as we know it today perhaps reached its pinnacle of design in the late 1800s, early 1900s. In the late 1800s canvas began to be used to cover working, as well as recreational canoes. It proved to be stronger and more easily maintained than the birch bark that was previously used for most canoes. Cedar / Canvas canoe construction remained the most popular until the mid 1900s when aluminum and then fiberglass canoes began flooding the market as more durable, lower maintenance alternatives. The early 1970s saw the introduction of plastic royalex as well as kevlar materials. Both of these remain popular today with royalex being the material of choice for serious whitewater use as these canoes stand up to great punishment and abuse. Kevlar is a very strong, lightweight material that is often preferred where there is a need for a strong canoe that is also not too punishing to carry on the Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

104 portages. In addition to these, there are many new composite materials that canoe companies have come up with as each strives to create the ultimate lightweight canoe. Today most tandem recreational canoe are feet long with specialized models being anywhere from feet. Fur-trade style voyageur and First Nations coastal canoes range from 22 to 65 feet. CANOE POLING Canoe poling is a traditional skill once practiced by First Nations people in various parts of canoe country. In the hands of a seasoned canoeist standing in their canoe, a sturdy pole feet long allowed for skillful, controlled ascent (poling) and descent (snubbing) of turbulent rivers, enroute to and from hunting, fishing and trapping grounds. In water less than four feet deep a pole securely planted on the static river bottom allowed all physical exertion to focus on propelling the canoe upriver, whereas with a paddle a point would be reached where upriver momentum would be halted by the swift current. While descending swift, technical rapids the pole would be used to snub the river bottom to control speed and direction. Poling (and snubbing) was and is done with one to ten people in the canoe depending on the size of the craft. Traditionally poles were cut from trees along the river bank, while today recreational polers normally carry along a pre-made pole. Poles used today are most often made at home by the user or occasionally purchased from one of the very few small companies or individuals crafting them for re-sale. When learning to pole (or snub) a canoe participants have to let go of the rule never stand up in a canoe. Initially a variety of balance exercises are in order standing, walking, leaning, jumping and turning around in the canoe. Participants begin to forge a new relationship between themselves and the behavior / performance of their craft. Strokes to be learned include: kayak, the traditional hand-over and hand-over switch strokes, windmill, draw, pry, quick jab, push and snubbing strokes. The use of these strokes individually or in combination allow for many possibilities in varying river conditions. VOYAGEUR CANOEING Voyageur canoeing provides an opportunity for participants to experience the thrill of paddling as part of a team in large, multi-person canoes. These canoes can range from 8 person, 25 foot fur trade-style North canoes right up to majestic ocean-going craft of the Northwest Coast First Nations people in the 50 and 60 foot range holding as many as 40 plus people. There is a rich history in Canada of these craft that helped define cultures from one coast to the other. Aboriginal people were the master creators of these canoes, passing their knowledge and skill on, first to the French and then to other newcomers to the country Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

105 CANOE OUTFITTING Canoes must be outfitted with the following minimum: Transport Canada approved Personal Floatation Device (PFD) in good condition for each paddler. Older, well used (or abused) PFDs eventually lose some of their buoyancy as well as a weakening of the shell material. They should be periodically tested in the water to ensure their effectiveness. Sound signal device. This is normally in the form of a good quality, pealess, loud whistle attached to each PFD. Painters (12 20 feet floating rope) securely attached to bow and stern of canoe and coiled or stowed out of the way to avoid possibility of entanglement. One bailing device secured in the canoe with either a carabiner or short rope using a quick release slip knot. One spare paddle secured to the canoe so it is not lost in the event of a capsize, yet easily accessed if a paddle is suddenly lost or broken in use. A minimum of 15 meters of buoyant heaving line with a float at one end; this is normally in the form of a rescue throw bag that could be thrown to someone in the water. Although most often used in whitewater paddling, these throw bags potentially have multiple uses in rescue situations. Adequate floatation, either built into the canoes bow and stern floatation chambers or in the form of air bags secured into the bow and stern (center air bag as well, if used in heavy whitewater). Increased floatation displaces more water; this raises a swamped canoe higher out of the water, thus increasing its ease of rescue. Tie-downs / D-rings are attached to the canoe bottom to facilitate tying in of gear. Other equipment considerations for a one-day canoe trip: Survival kit First Aid kit Repair kit Adequate food and water Communication devices eg. flares, cel. phone, VHF radio, etc. Extra clothing including sox and toque Sunglasses Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

106 PERSONAL FLOATATION DEVICES (PFDs) PFDs are available in a large variety of styles, sizes and colors. The two general styles utilize either a rib or panel design. The ribbed style features multiple, long vertical columns of foam while the panel style uses a larger single panel of foam in both the front and back. Panel style PFDs have become more popular and are generally more comfortable to wear both in and out of the water. Many PFDs are now available in subdued colors (eg. blue, green, camo. etc.), apparently to make them more appealing for people to actually wear. However, it is still recommended that canoeists select the brighter colors of red, orange or yellow. These more highly visible colors are easier to spot on a person floating in the water. It is important to ensure that the PFD is the correct fit and is fastened properly when in use. When floating in the water the front of the PFD should not ride up in front of the wearers face. A good whistle, such as the Fox 40 should be securely attached to each PFD so it is easily accessible at all times. PADDLES There are many paddle designs and materials available today. Although some are designed for specific types of paddling such as racing, whitewater, long distance cruising etc. there are many good choices for an all around, general purpose paddle. Materials range from one piece or laminated woods to plastic, aluminum, and a number of synthetic composite materials. The choice comes down to personal preference and a balance of factors such as weight, flex, durability and cost. Paddle parts include the grip, shaft, throat, blade and tip. A good guideline for choosing paddle length is to sit or kneel in the canoe as you would normally paddle and with the blade submerged to the shaft the top of the grip should be roughly shoulder height. CANOE CLOTHING Canoe clothing should be selected for its ability to protect the paddler under a variety of weather and water conditions. In cold water conditions where the likelihood of capsize is high and rescue difficult or delayed as in whitewater or ocean paddling, experienced paddlers often wear wetsuits or drysuits. Under more normal conditions when canoeing in protected waters less specialized clothing that keeps paddlers warm and dry is acceptable. Canoeists should always be aware of the consequences of an unexpected capsize and should be dressed for immersion. Consideration of water and air temperatures / conditions, distance from shore, physical condition of paddlers, likelihood of a speedy self or assisted rescue need to be taken into account. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

107 The innermost layer next to the skin should help wick moisture away from the body. The middle layers will provide insulation while the outer layer protects against the elements of wind and water. Clothing materials should be selected for its ability to insulate well and provide some degree of insulation when damp. Wool and the large assortment of synthetics do well in this regard. A complete change of dry clothing including wool sox and toque should always be taken along in a watertight bag. Following an unexpected capsize it is crucial that paddlers have dry clothing to put on immediately in order to prevent the onset of hypothermia. FOOTWEAR Varying opinions and preferences abound when it comes to choosing canoeing footwear. Some choices include: old running shoes (worn with wool, neoprene or gore-tex sox); neoprene booties; water sandals or lace-up boots with rubber bottoms & leather tops. Factors that will influence the choice of footwear include water and air temperatures and amount of portaging, if any, that will be done. Avoid heavy, stiff hiking boots or open-top rubber boots as they are difficult to swim in. TRIP CONSIDERATIONS Before embarking, a trip itinerary should be completed and left with a responsible person. This should include such information as names and contacts of all participants, number of canoes, route details, expected time of return, emergency services numbers etc. It is essential that all participants understand the nature of the outing, the difficulty (physical and technical) to be encountered, the leadership of the group and the necessary gear to be taken along to facilitate a safe trip. The leader(s) must determine beforehand that the trip is within the abilities of all participants. Participants should have at least a basic understanding of capsize / rescue protocol. The recommended minimum number of canoes on a trip is 3. Leaders should be adequately trained in first aid and have a good understanding of prevention and treatment of hypothermia In order to avoid injury it is recommended that paddlers do some stretching and warm-ups, particularly of the upper body and back before and after strenuous paddling. PACKING SYSTEMS / WATERPROOFING GEAR When choosing a packing system for canoeing, consideration should be give to durability, nature of the trip, amount of portaging that may be done and how well the load will fit in the canoe. When packing Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

108 gear it s important to be have things waterproofed so contents are protected in the event of wet weather or a capsize. Various methods are used today. Perhaps the most common is with the use of waterproof dry bags designed specifically for water sports. These vary in durability as some are designed to be more lightweight than others. They are available in many sizes and some of the larger ones are also available with shoulder straps and hipbelt for comfortable portaging. Most have a roll top system that must be fastened properly in order to be watertight. Often there is a neglect of fastening these correctly with the result being wet gear when water reaches the bags. Various sizes of watertight plastic barrels are used, some available with a detachable harness of shoulder straps and hip belt. For many years deli size olive barrels have been a cheap (usually free) and popular alternative. The old standby of utilizing nylon stuff sacks in conjunction with a couple of plastic liner bags is still a viable option. These are placed in non-watertight canoe / portage packs. As with any waterproof system, care should be taken to properly seal the bags before placing in the packs. For watertight storage of cameras and other valuables that may be used while on the water there are specially designed soft and hard shell cases. Plastic Pelican cases have a reputation for being totally watertight as well as being nearly indestructible. A cheaper alternative is the metal ammo box available at most army surplus outlets. BCRCA CERTIFIED CANOE COURSES Lakewater Level 1 Basic Tandem 8-10 hours Participant / Instructor Ratio 9 : 1 Lakewater Level 2 Basic Solo Participant / Instructor Ratio 9 : 1 Basic Canoe Poling Participant / Instructor Ratio 6 : 1 Basic Voyageur (BIG Canoe) Participant / Instructor Ratio 9 : hours 16 hours 8 10 hours Evaluation Profile: Journal 10% Participation... 15% Performance/Skills... 30% Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

109 Practical Exam... 15% Final Exam... 30% TOTAL % Grading Profile: A + = B + = C + = P = A = B = C = F = 0-49 A - = B - = C - = Assignments: Journal Students will be required to keep a journal documenting their experiences in the class. Participation A participation mark will be based on attendance, preparedness (keeping up with the readings), and participation in discussions, group work, talking circles, and all activities. Performance/Skills The instructor will grade the students on ability to perform the activity, enthusiasm and effort in the activity, and leadership/skills in a variety of activity-related scenarios. Practical Exam The practical exam will give students the opportunity to demonstrate technique and safety procedures at the basic level in all three activities. They will also be required to select, repair, and explain a proper preparation and care of equipment for all three activities. Final Exam The final written exam will cover material presented during the whole course. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

110 Course Schedule: Week # Topic Week Jan Introduction -go over course outline and resource manual Week Jan Swimming Week Jan Swimming Week Jan Swimming Week 5 31 Jan-04 Feb Swimming Week Feb Kayaking Week Feb Kayaking Feb READING WEEK Week 9 Kayaking Mar Canoeing Week Mar Canoeing Week Mar Canoeing Week Mar-01 Apr Canoeing Week 13 Canoeing Apr -practical exam review Week 14 PRACTICAL EXAM Apr Week Apr -final exam review FINAL EXAM Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

111 Operational Details: College Policies: Student Code of Conduct: Attendance: Missed Exams: Late Assignments: Cheating/Plagiarism: Incomplete Grades: Northwest Community College has policies on Academic Appeals (including appeal of final grades), Student Conduct, Cheating and Plagiarism, Academic Probation and other educational issues. Copies of these and other policies are available in the College Calendar and in the Library. NWCC is committed to providing and maintaining a collegial environment that is characterized by mutual respect, safety, civility, and free inquiry. The Student Code of Conduct policy applies to all students of NWCC or NWCCrelated functions including lectures, labs and all other on-campus or offcampus programs or events. NWCC expects students to behave responsibly and maintain a high standard of conduct in their interactions with NWCC students, employees and the public. NWCC also expects that students will obey the law and comply with NWCC policies, regulations and rules. Students failing to adhere to these requirements may be subject to disciplinary action, up to and including expulsion from NWCC. Students are expected to attend class. A number of the classes are practical ( learn to in nature) and therefore attendance is required to pass the class. In addition, full participation in practical classes is expected. Marks will be deducted for each absence. Examinations must be written on the date scheduled. If a student is unable to write an exam through no fault of his or her own for medical or other reason, valid documentation must be provided. Late assignments will result in a 10% reduction in the mark for each day they are late. Plagiarism is the presentation of another person's words, ideas, interpretations, insights, or order of points as your own. All work submitted must be your own words and content, and not written by a tutor or friend. Whenever you use sources for an essay, or assignment, you must avoid plagiarism by documenting them. The College calendar establishes procedures for plagiarised assignments. An incomplete ( I ) grade will only be given after a contractual agreement outlining requirements and dates for course completion has been negotiated between the student and the instructor. Failure to meet this contract will result in a course change from I to a grade based on assignments and exams completed up to the contract end date. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

112 Course Outline Exercise & Wellness 130 Aboriginal Life Cycle Fitness Aboriginal Exercise & Wellness Program Campus: TBA Term: TBA Instructor: TBA Office/Phone: TBA Times: TBA Credits: 3 Course Content: This course applies the benefits of physical activity to program planning for people of all ages, focusing on children and the senior population. The course addresses the psychological and physiological similarities and differences across the age groups and between genders. The course also focuses on the importance of re-establishing the connections between Aboriginal youth and their Elders in order to facilitate the transmission of knowledge, wisdom, culture, and language, which leads to wellness. Course Format: Instructional hours: 45 hours 3 hours per week for 15 weeks Course Prerequisites: SPEX 110 Course Co-requisites: None Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

113 Transfer Credits: EWX 130 will be transferable to other colleges and universities throughout the province as a first year Exercise and Wellness credit. Articulation Goals: The following post-secondary institutes in BC offer courses similar to the proposed EXW 130: Camosun: EXW 130 Life Cycle Fitness Recommended Follow-Up Courses: None Learning Outcomes: At the completion of EXW 130, students will be able to: Demonstrate an understanding about the importance of re-establishing the connections between Aboriginal youth and their Elders Demonstrate an understanding about the need for activities for both Aboriginal youth and Elders that involve family and community Understand pediatric consideration of endurance training. Identify risk factors and benefits associated with strength training for children and adolescents. Understand the physiological, biomechanical and motor growth and development factors. Identify somatic and mental factors associated with aging process. Demonstrate the knowledge of similarities and differences of male and female athlete. Identify, analyze, and evaluate the physical, social, emotional, intellectual, and spiritual factors that influence exercise and physical activity participation across gender and age groups. Develop theory-based intervention strategies and techniques to effectively influence participation in physical activities. Understand the real limitations in performance due to the physiological changes associated with the aging process and physiological/biomechanical differences between the male and female athletes. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

114 Required Materials/Texts: (a) Text: Jones, C.J. and Rose, D.J. (2005). Physical Activity Instruction for Older Adults Human Kinetics. (b) Other: Various assigned readings identified throughout the course. Evaluation Profile: Participation 10% Group Project... 20% Research Paper Assignment... 15% Practicum... 15% Midterm Exam... 20% Final Exam... 20% TOTAL % Grading Profile: A + = B + = C + = P = A = B = C = F = 0-49 A - = B - = C - = Assignments: In order to honour oral traditions, marks will be assigned for involvement in activities such as discussions, group work, talking circles, and oral presentations. Whenever possible, students will be given the opportunity to work with and learn from Elders and community members. Students will also be expected to submit written assignments. Participation (10%) Group Project (20%) In groups of 3, students will choose a relevant topic to research and will give a presentation to the whole class. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

115 Research Paper Assignment (15%) Students will choose a topic that deals with exercise and wellness as it pertains to an Aboriginal community, and especially with youth and Elders. Practicum (15%) Students will volunteer for an Aboriginal organization, work individually with an Elder, work with students, or be involved with an Aboriginal community, as it pertains to exercise and wellness. Midterm Exam (20%) The midterm exam will cover material presented during the first half of the course. Final Exam (20%) The final exam will cover material presented during the second half of the course. Course Schedule: Week # Topics Readings Week Jan Week Jan Introduction -go over course outline/field trip policy What is health and wellness from an Aboriginal perspective? -Discuss the importance of re-establishing the connections between Aboriginal youth & Elders -Computer lab real age assessment exercise -Introduction to Gerokinesiology; successful aging; psychological, sociocultural & physiological aspects of aging -Screening & assessment considerations -Exercise Programs; warm up & cool down Handouts Ch. 1-4 Ch. 5, 6, 21 Week Jan -Flexibility; Resistance & Power Training Ch. 4, 11, 12 Week Jan Week 5 31 Jan-04 Feb -Aerobic; Balance -Exercise and Older Adults -Specialty Programs -Older adult strategies in Canada Gender issues throughout the life cycle Group 1 Presentation Ch. 4, 13, 14 Ch Handout Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

116 Week # Topics Readings Week Feb Week Feb Gender issues throughout the life cycle con d Group 2 Presentation -prepare for midterm MIDTERM EXAM Handout Feb READING WEEK Week 8 Pregnancy 28 Feb-04 Group 3 Presentation March Physical Activity & Fitness Handout Week Mar Week Mar Week Mar Week Mar-01 Apr Week Apr Week Apr Week Apr Growth & Exercise/Physical Activity Group 4 Presentation Aerobic Fitness Anaerobic Performance Group 5 Presentation Muscular Strength Other Considerations Group 6 Presentation Children and Physical Activity The Young Athlete Critique for Children and Adolescents Group 7 Presentation -course overview -review for final exam FINAL EXAM Handout Handout Handout Handout Handout Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

117 Operational Details: College Policies: Student Code of Conduct: Attendance: Missed Exams: Late Assignments: Cheating/Plagiarism: Incomplete Grades: Northwest Community College has policies on Academic Appeals (including appeal of final grades), Student Conduct, Cheating and Plagiarism, Academic Probation and other educational issues. Copies of these and other policies are available in the College Calendar and in the Library. NWCC is committed to providing and maintaining a collegial environment that is characterized by mutual respect, safety, civility, and free inquiry. The Student Code of Conduct policy applies to all students of NWCC or NWCCrelated functions including lectures, labs and all other on-campus or offcampus programs or events. NWCC expects students to behave responsibly and maintain a high standard of conduct in their interactions with NWCC students, employees and the public. NWCC also expects that students will obey the law and comply with NWCC policies, regulations and rules. Students failing to adhere to these requirements may be subject to disciplinary action, up to and including expulsion from NWCC. In order to be successful in this course, attendance is crucial. If you are going to miss a class, please contact your instructor via phone or . 10% of the course mark is based on attendance, preparedness, and participation in class activities. Missed exams will only be rescheduled due to illness or family emergency. A doctor s note may be required. 5% per day will be taken off assignment mark. Contact instructor before due date if assignment is going to be late. Plagiarism is the presentation of another person's words, ideas, interpretations, insights, or order of points as your own. All work submitted must be your own words and content, and not written by a tutor or friend. Whenever you use sources for an essay, or assignment, you must avoid plagiarism by documenting them. The College calendar establishes procedures for plagiarised assignments. An incomplete ( I ) grade will only be given after a contractual agreement outlining requirements and dates for course completion has been negotiated between the student and the instructor. Failure to meet this contract will result in a course change from I to a grade based on assignments and exams completed up to the contract end date. Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

118 Appendix L Curriculum/Program Articulation Committee CPAC NEW OR CHANGED COURSE SUMMARY *****ATTACH COURSE OUTLINE ***** New Course Changed Course IF THIS IS A NEW COURSE PROVIDE ALL OF THE FOLLOWING INFORMATION PROGRAM: Aboriginal Exercise & Wellness Program DATE: 14 December 2009 COURSE ABBREVIATION & NUMBER: HLTH 110 DATE OF EXPECTED FIRST OFFERING: Fall 2010 NUMBER OF CREDITS: 3 LEVEL OF STUDY: FIRST YEAR SECOND YEAR NOT APPLICABLE GRADING FORMAT: LETTER GRADE CREDIT/NO CREDIT COURSE TITLE: (Note: Student Records system stores 80 characters, prints 30) Aboriginal Health: Historic & Contemporary Issues TOTAL COURSE HOURS: 45 TOTAL LECTURE HOURS: 45 TOTAL LAB HOURS: 0 TOTAL PRACTICUM HOURS: 0 OTHER: N/A MAXIMUM ENROLLMENT PER COLLECTIVE AGREEMENT: 36 PREREQUISITE: CO-REQUISITE: English 12, Math 11, Physical Education 11 N/A REQUIRED INSTRUCTOR QUALIFICATIONS: Master s degree in Kinesiology, Exercise Epidemiology, Exercise Science or related discipline Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

119 Curriculum/Program Articulation Committee CPAC NEW OR CHANGED COURSE SUMMARY *****ATTACH COURSE OUTLINE ***** New Course Changed Course IF THIS IS A NEW COURSE PROVIDE ALL OF THE FOLLOWING INFORMATION PROGRAM: DATE: Aboriginal Exercise & Wellness Program 14 December 2009 COURSE ABBREVIATION & NUMBER: EXW 120 DATE OF EXPECTED FIRST OFFERING: Fall 2010 NUMBER OF CREDITS: 3 LEVEL OF STUDY: FIRST YEAR SECOND YEAR NOT APPLICABLE COURSE TITLE: (Note: Student Records system stores 80 characters, prints 30) Aboriginal Lifetime Sports I GRADING FORMAT: LETTER GRADE CREDIT/NO CREDIT TOTAL COURSE HOURS: 45 TOTAL LECTURE HOURS: 45 TOTAL LAB HOURS: 0 TOTAL PRACTICUM HOURS: OTHER: 0 N/A PREREQUISITE: English 12, Math 11, Physical Education 11 MAXIMUM ENROLLMENT PER COLLECTIVE AGREEMENT: 36 CO-REQUISITE: N/A REQUIRED INSTRUCTOR QUALIFICATIONS: Master s degree in Kinesiology, Exercise Epidemiology, Exercise Science or related discipline SIGNATURES REQUIRED BEFORE FORMS SUBMITTED TO CPAC NOTE: ELECTRONIC SIGNATURES ACCEPTED NAME (PLEASE PRINT) SIGNATURES DATE PROGRAM COORDINATOR OR ACADEMIC HEAD CLUSTER CHAIR PROGRAM DEAN ABORIGINAL CULTURAL KNOWLEDGE ADVISORY COMMITTEE (ONLY IF NEW COURSE) REGISTRAR (COURSE NAME AND NUMBER IN NEW COURSE) CPAC CHAIR CIP CODE (REGISTRAR) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

120 Curriculum/Program Articulation Committee CPAC NEW OR CHANGED COURSE SUMMARY *****ATTACH COURSE OUTLINE ***** New Course Changed Course IF THIS IS A NEW COURSE PROVIDE ALL OF THE FOLLOWING INFORMATION PROGRAM: DATE: Aboriginal Exercise & Wellness Program 14 December 2009 COURSE ABBREVIATION & NUMBER: EXW 121 DATE OF EXPECTED FIRST OFFERING: Winter 2011 NUMBER OF CREDITS: 3 LEVEL OF STUDY: FIRST YEAR SECOND YEAR NOT APPLICABLE COURSE TITLE: (Note: Student Records system stores 80 characters, prints 30) Aboriginal Lifetime Sports II GRADING FORMAT: LETTER GRADE CREDIT/NO CREDIT TOTAL COURSE HOURS: 45 TOTAL LECTURE HOURS: 45 TOTAL LAB HOURS: 0 TOTAL PRACTICUM HOURS: 0 PREREQUISITE: English 12, Math 11, Physical Education 11 OTHER: N/A MAXIMUM ENROLLMENT PER COLLECTIVE AGREEMENT: 36 CO-REQUISITE: N/A REQUIRED INSTRUCTOR QUALIFICATIONS: Master s degree in Kinesiology, Exercise Epidemiology, Exercise Science or related discipline SIGNATURES REQUIRED BEFORE FORMS SUBMITTED TO CPAC NOTE: ELECTRONIC SIGNATURES ACCEPTED NAME (PLEASE PRINT) SIGNATURES DATE PROGRAM COORDINATOR OR ACADEMIC HEAD CLUSTER CHAIR PROGRAM DEAN ABORIGINAL CULTURAL KNOWLEDGE ADVISORY COMMITTEE (ONLY IF NEW COURSE) REGISTRAR (COURSE NAME AND NUMBER IN NEW COURSE) CPAC CHAIR CIP CODE (REGISTRAR) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

121 Curriculum/Program Articulation Committee CPAC NEW OR CHANGED COURSE SUMMARY *****ATTACH COURSE OUTLINE ***** New Course Changed Course IF THIS IS A NEW COURSE PROVIDE ALL OF THE FOLLOWING INFORMATION PROGRAM: DATE: Aboriginal Exercise & Wellness Program 14 December 2009 COURSE ABBREVIATION & NUMBER: EXW 130 DATE OF EXPECTED FIRST OFFERING: Winter 2011 NUMBER OF CREDITS: 3 LEVEL OF STUDY: FIRST YEAR SECOND YEAR NOT APPLICABLE COURSE TITLE: (Note: Student Records system stores 80 characters, prints 30) Aboriginal Life Cycle Fitness GRADING FORMAT: LETTER GRADE CREDIT/NO CREDIT TOTAL COURSE HOURS: 45 TOTAL LECTURE HOURS: 45 TOTAL LAB HOURS: 0 TOTAL PRACTICUM HOURS: 0 PREREQUISITE: SPEX 110 OTHER: N/A MAXIMUM ENROLLMENT PER COLLECTIVE AGREEMENT: 36 CO-REQUISITE: N/A REQUIRED INSTRUCTOR QUALIFICATIONS: Master s degree in Kinesiology, Exercise Epidemiology, Exercise Science or related discipline SIGNATURES REQUIRED BEFORE FORMS SUBMITTED TO CPAC NOTE: ELECTRONIC SIGNATURES ACCEPTED NAME (PLEASE PRINT) SIGNATURES DATE PROGRAM COORDINATOR OR ACADEMIC HEAD CLUSTER CHAIR PROGRAM DEAN ABORIGINAL CULTURAL KNOWLEDGE ADVISORY COMMITTEE (ONLY IF NEW COURSE) REGISTRAR (COURSE NAME AND NUMBER IN NEW COURSE) CPAC CHAIR CIP CODE (REGISTRAR) Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

122 Appendix M EVALUATION PLAN for development of NWCC Aboriginal Exercise and Wellness Program: Key Deliverable Success Indicator Measurement Tool Measurement Process 1.Hire program lead with Sport Management experience and demonstrated ability to partner with FN communities Program lead working at NWCC Process Evaluations from communities Dean will collect through FN Council 2. Complete Literature Search on related curricula and both Aboriginal and non-aboriginal courses in Canada Summary available for course planning, program review Summary of lit review Program lead to sign off 3. Finalize partnerships with other colleges Written agreement Certificates, diplomas, Articulations defined Dean and Academic Admin 4. Interim Program Advisory Committee (PAC) to expand membership and develop work plan Expanded PAC members identified; draft work plan done Meeting minutes, draft work plan Dean and program lead ensure minutes taken 5. Obtain support from NWCC First Nations Council and list champion communities/contacts Program lead invited to FN communities Meeting minutes Admin Assistant to monitor 6. Formal letters to Chiefs and Band Councils asking for their participation in development Program lead invited to FN communities Indication of intent to attend Program lead and dean to track actions 7.Meet with expanded PAC to establish and implement program plan Regular meetings of PAC & curriculum developed Minutes, Curriculum Program lead and research assistant to collate 8.Identify regional sites, meet FN communities and Aboriginal organizations for focus session, Focus group sessions held with representative sample of population across region Written/taped data from focus groups FN Council rep to identify; admissions staff to monitor 9. Run focus groups with community s rep on PAC FN Council or Board rep attends focus group in each community Record of session Program lead and dean to report Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

123 10. Determine educational needs of prospective students Applications for 16 students with completed Education plan NWCC Application Form Dean and project lead to track 11. Determine existing fitness, sport services and employers in FN communities and regional towns and cities Report from community focus groups completed Record of findings prepared Program lead and Dean to report 12. PAC to determine curriculum framework and define graduate competencies PAC considers and evaluates options Record of meeting and recommendations Dean and program lead to track Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC

124 Appendix N Financial Report as of Dec 2009 NWCC Development of an Aboriginal Exercise and Wellness Program Line Item Expenditures Total Cost Revenue In-kind Amount Requested from AVED Project consultants for planning,community development Faculty for curriculum development, course design, 0.6 FTE Research Assistant for community development, program planning Materials in-kind NWCC, Photocopying, telephone $63,249 $63,356 $6,075 $6,086 $4,000 Travel $3,486 $3,524 Elder Honorariums $6,490 $8,000 Future Workshop for Faculty by Peter Lahore from Camosun- Surplus to be kept by NWCC $16,320 $16,320 Totals $101,286 4,000 $97,286 The college has expended $79,300 Balance for Peter LaHore 17,986 (plus other unspent balances) $97,286 ====== Development of Aboriginal Exercise and Wellness Program at NWCC - TH18DEC