Collective agreements<\/b><\/li>\n<\/ul>\n\u00a0<\/b><\/p>\n
Recruitment (faculty)<\/b><\/p>\n
Retention (faculty)<\/b><\/p>\n
Successful faculty retention\/recruitment facilitates same in aboriginal students<\/b><\/p>\n\n- Success in retention and recruitment<\/b> of faculty will facilitate retention & recruitment of aboriginal students<\/b>; it should start with communities<\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Communities\/Accountability to communities\/Role of faculty<\/b><\/p>\n\n- Success in retention and recruitment<\/b> of faculty will facilitate retention & recruitment of aboriginal students<\/b>; it should start with communities<\/b><\/li>\n
- To make our institutions welcoming we need to address issues of accountability to communities<\/b>. Whose role<\/b> is it to be accountable to communities? not only indigenous Faculty<\/b><\/li>\n
- Workload is always heavy but the non-academic work is not recognized (working with communities)<\/b> \u2013 often extends beyond what is usually defined and recognized as \u201cservice\u201d; this kind of work with communities<\/b> should receive different weighing because it is more demanding than typical service \u2013 it is invisible workload<\/b> (what it takes to make students come to the program is not recognized) \u2013 how do we quantify and reward<\/b> this kind of work?<\/li>\n
- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions. Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students. Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n<\/ul>\n
Accountability<\/b><\/p>\n\n- To make our institutions welcoming we need to address issues of accountability to communities. Whose role is it to be accountable to communities? not only indigenous Faculty<\/li>\n<\/ul>\n
Welcoming Place<\/b><\/p>\n\n- To make our institutions welcoming we need to address issues of accountability to communities. Whose role is it to be accountable to communities? not only indigenous Faculty<\/li>\n<\/ul>\n
Proactivity<\/b><\/p>\n\n- Our efforts to retain indigenous faculty and students are actually quite low, we need to be more proactive<\/li>\n
- Recruitment: take an active role rather than just post an opening; go to the communities and actively encourage people to apply; they may not have the courage to apply; build up community awareness of the position<\/li>\n<\/ul>\n
Team teaching<\/b><\/p>\n\n- Need to bring indigenous & non-indigenous faculty in team-teaching<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Long term approach<\/b><\/p>\n\n- This will be a long process\u2014we need to take a long-term approach<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Coordinated strategy<\/b><\/p>\n\n- We need a coordinated strategy to be effective<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Orientation:<\/b><\/p>\n
Formal and informal rules explained to new indigenous faculty<\/b><\/p>\n\n- Orientation: We need to explain the formal and informal<\/span> rules of the institution to new indigenous faculty<\/li>\n
- An \u201corientation\u201d to support new faculty should be put in place.<\/li>\n
- <\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous faculty\/expectations<\/b><\/p>\n\n- The token aboriginal faculty member gets loaded with all the expectations; concerns about burnout;<\/li>\n
- Comment from The Office for Student Success \u2013 we need to do more to support students as well<\/li>\n
- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions. Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students. Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n
- \u00a0<\/b><\/li>\n<\/ul>\n
Indigenous faculty and fear <\/b><\/p>\n\n- Indigenous faculty live in a visceral and constant fear in academic institutions; evaluations by students often say there\u2019s too much<\/span> indigenous content; what impact does this have on evaluation of tenure dossier?<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous faculty and \u00a0evaluation<\/b><\/p>\n\n- Evaluations by students often say there\u2019s too much<\/span> indigenous content; what impact does this have on evaluation of tenure dossier?<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous faculty and mentoring<\/b><\/p>\n\n- Need for indigenous faculty to work interdisciplinary & mentor each other<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous faculty and interdisciplinarity<\/b><\/p>\n\n- Need for indigenous faculty to work interdisciplinary & mentor each other<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous staff<\/b><\/p>\n\n- Reach out to indigenous staff<\/span> in the various disciplines,<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Indigenous content<\/b><\/p>\n\n- Evaluations by students often say there\u2019s too much<\/span> indigenous content; what impact does this have on evaluation of tenure dossier?<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Tenure<\/b><\/p>\n\n- \u00a0Evaluations by students often say there\u2019s too much<\/span> indigenous content<\/b>; what impact does this have on evaluation of tenure dossier?<\/li>\n
- We need to get rid of tenure; it\u2019s used to get rid of people; we need more proactive ways of assessing indigenous faculty<\/b><\/li>\n<\/ul>\n
<\/p>\n
\u00a0<\/b><\/p>\n
Department head committed to indigenous concerns\/issues?<\/b><\/p>\n\n- Be careful in identifying dep\u2019t head, that s\/he is committed to indigenous concerns and issues<\/b><\/li>\n
- Be aware of administrators who thrive on divisiveness<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Beware of administrators who thrive on divisiveness<\/b><\/p>\n
Hiring<\/b><\/p>\n
\u201cFit\u201d with the department<\/b><\/p>\n
Discrimination<\/b><\/p>\n\n- Questions of \u201cfit\u201d (\u201cfit with the department\u201d) can border on discrimination<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Colonialism and fit: Critical examination of department\u2019s practice<\/b><\/p>\n\n- Use themes like \u201ccolonialism\u201d to facilitate \u201cfit\u201d and challenge departments to examine critically their practice<\/li>\n<\/ul>\n
Self- reflection in hiring<\/b><\/p>\n
Recognition of alternative forms of education\/qualification<\/b><\/p>\n\n- Recognize and value alternative forms of education\/qualification: not only PhD but culturally relevant training<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Culturally relevant training<\/b><\/p>\n\n- Recognize and value alternative forms of education\/qualification: not only PhD but culturally relevant training<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Tokenism<\/b><\/p>\n\n- The token aboriginal faculty member gets loaded with all the expectations;<\/li>\n
- concerns about burnout;<\/li>\n
- Departments need to be willing to be self-reflective about who they hire, and how they treat the \u201ctoken\u201d aboriginal scholar in their dep\u2019t<\/li>\n
- \u00a0One aboriginal person does not represent everyone (different nations, etc.)<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Active Role in Recruitment<\/b><\/p>\n\n- Recruitment: take an active role rather than just post an opening;<\/li>\n
- \u00a0go to the communities and actively encourage people to apply; they may not have the courage to apply<\/li>\n
- \u00a0build up community awareness of the position<\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Community awareness of positions<\/b><\/p>\n\n- go to the communities and actively encourage people to apply; they may not have the courage to apply; build up community awareness of the position<\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
\n<\/b><\/p>\n
\u00a0<\/b><\/p>\n
Workload Academic<\/b><\/p>\n
Workload non-academic\/how to quantify\/more than typical service<\/b><\/p>\n\n- Workload is always heavy but the non-academic work is not recognized (working with communities)<\/b> \u2013 often extends beyond what is usually defined and recognized as \u201cservice\u201d;<\/li>\n
- \u00a0this kind of work with communities<\/b> should receive different weighing because it is more demanding than typical service \u2013 it is invisible workload<\/b><\/li>\n
- (what it takes to make students come to the program is not recognized) \u2013 how do we quantify and reward this kind of work?<\/li>\n
- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions.<\/b><\/li>\n
- \u00a0Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students.<\/b><\/li>\n
- \u00a0Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n<\/ul>\n
\u201cService\u201d to community<\/b><\/p>\n\n- this kind of work with communities<\/b> should receive different weighing because it is more demanding than typical service \u2013 it is invisible workload<\/b> (what it takes to make students come to the program is not recognized) \u2013 how do we quantify and reward this kind of work?<\/li>\n
- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions. Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students. Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n<\/ul>\n
<\/p>\n
<\/p>\n
<\/p>\n
Collective agreements and special qualification\/community experience\/seniority<\/b><\/p>\n\n- Collective agreements (CA): help people negotiate, not only for their job, but for tenure, etc\u2026; offer training similar to courses graduate students receive on how to interview for a job<\/b><\/li>\n
- CA don\u2019t take into account community experience<\/b>, in definition of seniority, for instance<\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Communities<\/b><\/p>\n
Retention<\/b><\/p>\n
Burnout<\/b><\/p>\n
Diversity metrics<\/b><\/p>\n\n- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions.<\/b><\/li>\n
- \u00a0Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students.<\/b><\/li>\n
- \u00a0Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
Student Success<\/b><\/p>\n
Support mechanisms for indigenous faculty and students<\/b><\/p>\n\n- The universities today are about \u201cdiversity\u201d metrics (getting more grants to increase diversity, etc.), but support mechanisms are missing for the indigenous Faculty and students<\/b> we bring into our institutions. Not enough to recruit; we must support indigenous faculty<\/b>, graduate and undergraduate students. Indigenous faculty become the mentors but they get overloaded.\u00a0\u00a0\u00a0 <\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
First Nations women, representation, support<\/b><\/p>\n\n- First Nation single women, need to support them<\/b>, by way of bursaries, day care fees;<\/b><\/li>\n
- \u00a0women play such a large role in FN communities, yet FN men are often over-represented<\/b><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n","protected":false},"excerpt":{"rendered":"
Hiring, Retention, Tenure, & Promotion Workshop Breakout II Breakout Group 2 (Faculty 1) 1.\u00a0\u00a0\u00a0\u00a0 What considerations are critical to hiring and retaining Indigenous faculty and staff? Connections to local communities\/territories Urban (relocated) Aboriginal people Mentoring, team teaching Courses\/programs Collective agreements 2.\u00a0\u00a0\u00a0\u00a0 What are the workload expectations of faculty and staff? Indigenous events and departmental expectations […]<\/p>\n","protected":false},"author":78,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[60,16],"tags":[65,71,63,70,69,68,67,44,66,74,61,72,64,235,31,62],"class_list":["post-153","post","type-post","status-publish","format-standard","hentry","category-faculty","category-workshop","tag-aboriginal-hiring-strategy-and-policy-institutional-barriers-to-first-nations-hiring","tag-collective-agreements","tag-community-involvement-and-consultation","tag-culturally-relevant-training","tag-departmental-fit","tag-evaluations","tag-expectations","tag-hiring","tag-new-faculty-orientation","tag-promotion","tag-qualifications","tag-reterntion","tag-student-and-faculty-support-and-retention","tag-tenure","tag-tokenism","tag-workload"],"_links":{"self":[{"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/posts\/153","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/users\/78"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/comments?post=153"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/posts\/153\/revisions"}],"predecessor-version":[{"id":156,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/posts\/153\/revisions\/156"}],"wp:attachment":[{"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/media?parent=153"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/categories?post=153"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ufv.ca\/indigenizingtheacademy\/wp-json\/wp\/v2\/tags?post=153"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}