Application from Six Nations Polytechnic

Bachelor of Arts in Ogwehoweh Languages Program Renewal Submission

Six Nations Polytechnic Inc.

www.snpolytechnic.com 2160 Fourth Line

Ohsweken, Ontario N0A 1M0

For submission to:

The Honourable Ross Romano Minister of Training, Colleges and Universities

c/o The Universities Unit 315 Front Street West

16th Floor Toronto, ON

M7A 0B8

Attention: Seetha Kumaresh

Primary contact and site visit coordinator: Rebecca Jamieson

President & Chief Executive Officer 519.445.0023

[email protected]

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Table of Contents Section 1: Program Abstract ...............................................................................................................3

Section 2: Course Schedules ...............................................................................................................4 Schedule 1 ................................................................................................................................................. 4 Schedule 2 ................................................................................................................................................. 6

Section 3: Program Self-Study ............................................................................................................9 Self-Study: Outcome Document ................................................................................................................ 9 Program Evaluation Committee ................................................................................................................ 9

Membership & Curricula Vitae .............................................................................................................. 9 Report of the Committee ...................................................................................................................... 9

Responsive Action Plan ........................................................................................................................... 10

Section 4: Report on Program Context, Changes, and Developments ................................................. 11 Executive Summary ............................................................................................................................. 11 Report on Commitments ..................................................................................................................... 11 Additional Information/Context .......................................................................................................... 13

Section 5: Course Outlines ................................................................................................................ 15 Core Courses ........................................................................................................................................... 15 Non-Core Courses ................................................................................................................................... 15 Bridging Courses ...................................................................................................................................... 16

Section 6: Faculty Curricula Vitae ...................................................................................................... 17

Section 7: Policies ............................................................................................................................ 18

Section 8: Additional Materials ......................................................................................................... 21

List of Appendices ............................................................................................................................ 22

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Section 1: Program Abstract The Bachelor of Arts in Ogwehoweh Languages (BAOL) seeks to further the development of Ogwehoweh cultural understanding within an Ogwehoweh language context. Taught in-person at Six Nations Polytechnic’s campus in Ohsweken, the program considers community, educational, and economic development needs. This fully accredited general (three-year) undergraduate degree focuses on Mohawk or Cayuga and is organized into four streams: language, grammar, lifelong learning, and community engagement. Graduates develop strong communication, research, evaluation and critical thinking skills in all four streams, moving through a program that allows them to develop and demonstrate the ability to identify problems and propose solutions, both individually and collectively. These skills are valuable in individual, local, regional, and global settings, and for continued education via further (specialized) baccalaureate, graduate, or certificate/professional accreditation studies.

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Section 2: Course Schedules The program consists of 90 units. There are 54 core units: 24 taught at Level I and a further 30 at Levels II and III. Students select from 36 non-core units: 6 taught at Level I and a further 30 at Levels II and III. The general (three-year) Bachelor of Arts in Ogwehoweh Languages thus consists of 1,260 course hours (two-thirds provided by core courses; one-third by non-core courses).

Schedule 1

Course Title

Total Core Course Semester Hours

Total Non- Core Course Semester Hours

Course Pre- & Co-requisites

Instructor(s)

Instructor’s Highest Qualification Earned & Discipline of Study

Sem

este

r 1

Language I 42 n/a

B.A. (Business Administration) recognized cultural/language experience*

Grammar I 42 n/a

Community Scholar Diploma (Ogwehoweh Languages)

Reading Ogwehoweh Texts

42 n/a

B.A. (Elementary Education & Teaching) B.A. (Ogwehoweh Languages)

Hodinohso:ni’ History I

42 n/a

Ed.D. (Education) M.Ed. (Professional Education)

Lifelong Learning I 42 n/a

Ontario Teaching Certificate Ontario Teaching Certificate, B.A. (Ogwehoweh Languages)

Sem

este

r 2

Language I (cont’d) 42 - - - Grammar I (cont’d) 42 - - -

Communication I 42 n/a Ed.D. (Education)

M.A. (Indigenous Governance)

Community I 42 n/a

M.A. (Linguistics) Ed.D. (Education)

5

Course Title




Instructor(s)


Culture & Tradition I 42 n/a

Community Scholar recognized cultural/language experience*

TOTAL Year 1 336 84

Sem

este

r 1

Language II 42 Language I


Grammar II 42 Grammar I


Communication II 42 Communication I

Ed.D. (Education) M.A. (Indigenous Governance)

Stories & Myths 42 n/a

M.A. (Linguistics) Ontario Teaching Certificate Ed.D. (Education)

Culture & Tradition II 42 Culture & Tradition I


Sem

este

r 2

Language II (cont’d) 42 - - - Grammar II (cont’d) 42 - - -

Lifelong Learning II 42 Lifelong Learning I


Hodinohso:ni’ History II

42 n/a M.Ed.

(Professional Education)

Language Practice I 42 Language I TBD - TOTAL Year 2 252 168

Sem

este

r 1

Language III 42 Language II

B.A. (Business Administration) M.A. (Linguistics)

Grammar III 42 Grammar II

Community Scholar

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Course Title




Instructor(s)


B.A. (Ogwehoweh Languages), Indigenous Knowledge Guardian

Language Practice II 42 Language Practice I

TBD -

Non-Core Req. 1 42 60 units TBD - Non-Core Req. 2 42 60 units TBD -

Sem

este

r 2

Language III (cont’d) 42 Language II - - Grammar III (cont’d) 42 Grammar II - -

Indigenous Research Methods

42

Communication I Communication II


Non-Core Req. 3 42 60 units TBD - Non-Core Req. 4 42 60 units TBD -

TOTAL Year 3 210 210 TOTAL ALL YEARS 798 462

*The suitability of conforming and limiting the skills, knowledge, and experience of qualified Ogwehoweh language instructors to the epistemological categories of mainstream credentials are a known, ongoing issue for Indigenous Institutes. Please see “Recognizing & Supporting Indigenous Knowledge” in the Cyclical Program Review: Self-Study 2019, attached as Appendix 1.

Schedule 2

Course Title





Sem

este

r 1

Language I 42 n/a B.A. (Business Administration) recognized cultural/language experience*

Grammar I 42 n/a Community Scholar Diploma (Ogwehoweh Languages)

Reading Ogwehoweh Texts

42 n/a B.A. (Elementary Education & Teaching) B.A. (Ogwehoweh Languages)

Hodinohso:ni’ History I 42 n/a Ed.D.

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Course Title





(Education) M.Ed. (Professional Education)

Lifelong Learning I 42 n/a Ontario Teaching Certificate Ontario Teaching Certificate, B.A. (Ogwehoweh Languages)

Sem

este

r 2

Language I (cont’d) 42 - - Grammar I (cont’d) 42 - -

Communication I 42 n/a Ed.D. (Education) M.A. (Indigenous Governance)

Community I 42 n/a M.A. (Linguistics) Ed.D. (Education)

Culture & Tradition I 42 n/a Community Scholar recognized cultural/language experience*

TOTAL Year 1 336 84

Sem

este

r 1

Language II 42 Language I B.A. (Business Administration) recognized cultural/language experience*

Grammar II 42 Grammar I B.A. (Business Administration) recognized cultural/language experience*

Communication II 42 Communication I


Stories & Myths 42 n/a M.A. (Linguistics) Ontario Teaching Certificate Ed.D. (Education)

Culture & Tradition II 42 Culture & Tradition I


Sem

este

r 2

Language II (cont’d) 42 - - Grammar II (cont’d) 42 - -

Lifelong Learning II 42 Lifelong Learning I


Hodinohso:ni’ History II 42 n/a M.Ed. (Professional Education) Language Practice I 42 Language I -

TOTAL Year 2 252 168

Sem

este

r 1

Language III 42 Language II B.A. (Business Administration) M.A. (Linguistics)

Grammar III 42 Grammar II

Community Scholar B.A. (Ogwehoweh Languages) Indigenous Knowledge Guardian

Language Practice II 42 Language Practice I

-

Non-Core Req. 1 42 60 units -

8

Course Title





Non-Core Req. 2 42 60 units -

Sem

este

r 2

Language III (cont’d) 42 Language II - Grammar III (cont’d) 42 Grammar II -

Indigenous Research Methods

42

Communication I Communication II


Non-Core Req. 3 42 60 units - Non-Core Req. 4 42 60 units -

TOTAL Year 3 210 210 TOTAL ALL YEARS 798 462

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Section 3: Program Self-Study

Self-Study: Outcome Document The complete document, Cyclical Program Review: Self-Study 2019, is attached as Appendix 1.

Program Evaluation Committee Subsequent to consultation with James Brown, CEO and Director of the Postsecondary Education Quality Assessment Board, Six Nations Polytechnic was given permission to convene a Program Evaluation Committee in the form of a special session of the Program Advisory Committee for the Bachelor of Arts in Ogwehoweh Languages – in other words, in this case the PAC is also the PEC. SNP also received approval to utilize a modified version of the PEC Report Guidelines for Expedited Renewals for Private Colleges in coordinating the committee members’ evaluation of and response to the Cyclical Program Review: Self-Study 2019.

Membership & Curricula Vitae The Program Evaluation Committee (PEC) consists of the following members:

Name Occupation Related Credentials Employer(s)

The PEQAB Program Evaluation Committee - Report Guidelines for Expedited Renewals template calls for a particular PEC composition, which the membership, above, fulfils: ◦ two external subject-matter experts: ◦ one senior academic peer internal to SNP but outside the program: ◦ one recent graduate, either from within SNP or from another institution: The CV of each committee member is attached, ordered alphabetically by last name, in Appendix 2.

Report of the Committee The PEC performed a desk review and site visit of/based on the Cyclical Program Review: Self-Study 2019, as outlined above. The Chair’s Report: Assessment of Individual Standards & Benchmarks is attached as Appendix 3. The overall Report of the Program Evaluation Committee: SNP BAOL 2019 is attached as Appendix 4.

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Responsive Action Plan Each of the recommendations show in the final section of the Cyclical Program Review: Self-Study 2019 has been considered, and Six Nations Polytechnic has developed an integrated plan to address them as a set. The BAOL Self Study Responsive Action Plan & Timeline: 2019 is attached as Appendix 5. This plan moves beyond the recommendations contained in the self-study, extrapolating additional activities from a high-level, integrative analysis of all documentation, including the findings and commentary of the PEC. Further, specific actions, metrics, horizons and end-dates are attached to items; while progress reporting has been added to the process, bridging between the Program Advisory Committee of the BAOL and the Academic Council of Six Nations Polytechnic.

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Section 4: Report on Program Context, Changes, and Developments

Executive Summary In February 2015 the Postsecondary Education Quality Assessment Board submitted its report to Six Nations Polytechnic, in response to SNP’s application for Ministerial and consent, and PEQAB’s subsequent desk review of that application and corresponding site visit to the Ohsweken campus. The shift in both the operating environment and institutional positioning since 2015 has been profound; the relevant events and outcomes in this transformative period are detailed in the first section of the Cyclical Program Review: Self-Study 2019, “Environment & Overview.”

Report on Commitments In its February 2015 report, PEQAB gave a detailed account of the strengths of SNP and careful consideration of the major areas of necessary adaptation and potential improvement. Many of the recommendations made were answered in a response from Six Nations Polytechnic, immediately following receipt of the report. The outstanding issues are captured below, titled appropriately, quoted verbatim, and addressed individually. Student Protection The PEQAB report stated that, “The Panel suggests that even though SNP may find it impossible to publicize in advance the names of individual instructors assigned to the courses it offers, it could help to fill that informational gap by publicizing the names of those in the “pool” of faculty members from whom instructors would be drawn. Students should know that Indigenous Knowledge Guardians will […] have a crucial role on the team but should also know about the cohort of Community Scholars and others whose academic credentials, coupled in most cases with their traditional knowledge, have prepared them to offer instruction in the academic programs SNP offers. (We note that recent annual reports do list faculty, retrospectively; we are referring to the desirability of the calendar’s listing, for the benefit of students, prospective faculty members).” Six Nations Polytechnic has added instructors to our website directory, under a separate category of ‘faculty,’ so that their names and teaching assignments may be easily located. Each listing shows a photograph of the staff member, in each case where the instructor gave permission for such an inclusion. Following the departure of our website Communications Officer, progress in adding biographies and credentials to the listing, on a per-instructor basis, was interrupted. Full listings for teaching staff are expected to be available in the near future, pending the hiring of a new Communications Officer. In terms of Indigenous Knowledge Guardians: their names are published on the SNP website, along with an explanation of the significance and meaning of that status, and the date of conferral of designation.

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Dispute Resolution In its narrative on the Dispute Resolution Standards, PEQAB advised that, “In due course, if SNP succeeds in becoming an institution requiring its own full-time faculty, it will probably have to have extensive new policies governing faculty/institution relationships, including enhanced faculty-specific dispute resolution and appeal processes.” Six Nations Polytechnic utilizes sessional instructors to satisfy all of the teaching requirements of the Bachelor of Arts in Ogwehoweh Languages Program – a situation that has not changed since receipt of Ministerial consent in 2015. At present, formal relationships between the institute and members of the teaching staff are governed by the individual contract each sessional instructor signs at the start of each academic year (see a sample contract, attached as Appendix 6). SNP anticipates that the recent organizational review, and planned restructuring, will catalyse a shift toward a faculty model of employment, although there is as yet no firm timeframe for the attainment of that specific endpoint. Administrative Capacity PEQAB’s advice under “Administrative Capacity” addressed dual considerations of planning and participation. The imperative for “SNP [to] create coordinated academic and business plans” occurred alongside the need for Six Nations Polytechnic to “consider how to engage its academic staff more fully in collegial decision-making processes.” In the former case, the elements of required planning documents were seen to be in place; in the latter, the “financial challenges” preventing the hiring of full-time staff were noted. Six Nations Polytechnic currently has a draft Academic Plan and two Business Plan documents, one for SNP globally and one for SNP’s Brantford campus. Moving forward, key leadership positions have been identified via the new organizational structure, which, when filled, will be explicitly mandated to develop, initiate, and integrate a formal Academic Plan. This, while the guiding documents have not been updated since the PEQAB site visit (the Business Plan 2015-2020 is still in effect), a great deal of additional foundation-laying work has been completed, drafting and adapting best practices for academic planning and delivery in the nascent Indigenous Institutes sector. SNP has committed to utilizing Strategic Enrolment Management (SEM), for example, and is working on ensuring that implementation of our programming aligns with this practice. Work on the second of PEQABs recommendations will begin even sooner and is addressed in the Six Nations Polytechnic “Responsive Action Plan” (above.) Financial Stability PEQAB noted both broad, sectorial and specific, institutional issues with the financial stability of the Bachelor of Arts in Ogwehoweh Languages program. While an updated Business Plan 2015-2020 was submitted in response to the latter shortcoming (“The major missing element is a realistic business plan which makes clear how and at what cost the proposed degree will be developed, which presents demographic data on where the students will come from (with greater clarity and precision than we have seen so far), and projects how the operating costs of the program will be funded”), the Board remained concerned about the funding environment generally. Noting, “[w]e observe that broad policy issues, bearing on the federal and provincial governments’ funding of post-secondary aboriginal education, constrains SNP’s capacity to meet PEQAB’s standard of ‘financial sustainability,” members of the site visit team were obliged to end by expressing their cautious optimism given SNP’s (at the time) 20-year record

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of “sustained […] programming in the face of funding insecurity,” demonstrating “prudent financial management.” The organizational review process that SNP recently undertook spurred the striking of a Financial Committee in February 2019. This committee is tasked with aligning strategic planning and budgeting, to ensure an annual budgeting cycle is maintained and managed – acknowledging (as PEQAB did) SNP’s precarious funding arrangement. Additionally, Six Nations Polytechnic has developed a five-year forecast of the BAOL program costs, to ensure that we are proactively seeking out additional funding sources. (A narrative describing the diversification and creativity of SNP’s funding initiatives is included in the Cyclical Program Review: Self-Study 2019.) Finally, we have recently transitioned to Strategic Enrolment Management (SEM), which allows SNP to adequately consider the full scope of program costs in conjuncture with revenue streams, in advance. The process entails setting goals for enrolment, based on an underlying vision of SNP; carefully assessing the success of past recruitment, retention, and student achievement initiatives; and establishing short, medium, and long-term priorities in achieving these goals. It is both data-driven and informed by best practices in the field. It is a highly collaborative process that brings together academic and administrative units, and fuses together the academic mission and administrative function of the school.

Additional Information/Context While the establishment of the Indigenous Advanced Education Skills Council (IAESC) under the Indigenous Institutes Act (S.O. 2017, c. 34, Sched. 20) has been a major accomplishment for the ‘Third Pillar’ of Ontario’s postsecondary landscape, the volume of work to ready the Council for its role as an accrediting body has meant steady, but moderate progress. Key policy-sphere and community-level events have further impacted the pace of work, requiring Six Nations Polytechnic to undertake its own research to ensure that institutional program development continues to align with the guidelines of both the Postsecondary Education Quality Assessment Board and the World Indigenous Nations Higher Education Consortium. In the recent organization review, Six Nations Polytechnic’s policies, procedures and processes were identified as a priority in strategically and responsibly addressing our current period of growth. In 2018-19, SNP underwent an intensive study of our policy library, the results of which advocated for an overall policy framework, policy categories, and policy templates; while identifying gaps, priorities, and next steps in the roster of policies on record at Six Nations Polytechnic. The organizational review also produced a recommended organizational structure. New leadership roles are poised to be filled over the coming quarter; for the BAOL in particular, this will mean a Director of University Programming who will oversee and implement policies, procedures, and processes impacting the program, including prioritizing existing QA procedures. Where necessary, policy/process leads will work together to ensure relevant policies and procedures have been appropriately triangulated across departments. Several policy leads have been identified and will be tasked with completing a needs analysis; aligning research, development, and approval processes; and scheduling implementation and training in support of these new processes and expectations. In the case of some requirements of the PEQAB renewal, Six Nations Polytechnic worked through capacity deficits that characterize the entirety of the Indigenous Institutes sector and experience. The data-driven elaboration of the relationship of admission requirements, enrolments, program goals, and student success was disproportionately resource-intensive, for example. While we are currently working with a

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Student Information System (SIS), that software is not adapted to, and is in fact poorly equipped to support our unique institutional considerations. This has meant that SNP continues to utilize manual processes while simultaneously building out systems and platforms to better manage program administration. Overall, Six Nations Polytechnic has struggled with the build of necessary administrative infrastructure required to implement the BAOL, such as the Student Information System. This is reflective of the sectoral shortfall of program-delivery support for Indigenous postsecondary institutions generally, who continue to build and implement processes without comparable systems, infrastructure, and access to resources. Creative solutions have been mapped, however: SNP has identified an internal Data Management Working Group, which actively participates with the Data Management Project currently underway with the Indigenous Institutes Consortium. The project includes an assessment of the modules and capabilities of the SIS per type of user (i.e. administrator, instructor and student), and will inform what functionalities are required per institute to increase system capabilities and provide clearer direction on the necessary supports required to increase operation. SNP has a fulsome development portfolio currently underway, to expand our language programming. This work is tied to a year-long research study, Pathways to Creating Speakers of Onkwehonwehneha at Six Nations of the Grand River Territory, completed by Tehota’kerá:tonh Jeremy Green. Key findings from this report have been embedded in Six Nations Polytechnic’s academic development strategy, which aims at ensuring a wide range of programming is available and accessible to local language learners. Relatedly, SNP is currently running a Cayuga Immersion Program, funded through an Ontario Trillium Foundation Grow Grant, which will augment linguistic proficiency within the Six Nations community. Six Nations Polytechnic has hired and is currently training eight highly proficient speakers of the Cayuga language under this program. Up to 3,600 hours of intensive immersion language programming is being provided to adult learners, through an approach that includes working with these first language speakers. The project will also produce a minimum of 500 hours of audio and visual material. The work is thus multi-focal, as speakers will assist with the development of an archive of resources for speakers and learners, while simultaneously building the pool of speakers – and teachers – that Six Nations Polytechnic can rely on as language programming continues to expand. Also under development, and poised to complement the BAOL, is a diploma-level program introducing learners to language and building their academic confidence. The first two cohorts of the Bachelor of Arts in Ogwehoweh Languages (January and September, 2016) largely drew from the graduates of the now-sunset Ogwehoweh Language Diploma (OLD), run through McMaster University. Graduates of the OLD were given advanced standing in the BAOL, allowing them to complete a bachelor’s degree within an additional year of coursework. Finally, Six Nations Polytechnic is developing an Ogwehoweh Language Teacher Education Program. While we continue to augment the pool of language speakers, this effort is contingent upon a coincident increase in the number of qualified language teachers – a task made all the more urgent considering the endangered status of Ogwehoweh languages, and more difficult considering the Ontario’s current teacher training does not hone in on second language instruction or the teaching methods necessary to ensure successful language acquisition. This program will require additional development and partnership, as we seek to build upon our productive relationship with the Ontario College of Teachers.

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Section 5: Course Outlines

Core Courses Appendix 7 contains course outlines, in the order shown below, for the following core offerings in the Bachelor of Arts in Ogwehoweh Languages: 1. Academic Writing (OLG 1AW6) 2. Community I (OLG 1CC3) 3. Community II (OLG 2CC3) 4. Grammar I – Cayuga (OLC 1GR6) 5. Grammar I – Mohawk (OLM 1GR6) 6. Grammar II – Cayuga (OLC 2GR6) 7. Grammar II – Mohawk (OLM 2GR6) 8. Grammar III – Cayuga (OLC 3GR6) 9. Grammar III – Mohawk (OLM 3GR6) 10. Language I – Cayuga (OLC 1LG6) 11. Language I – Mohawk (OLM 1LG6) 12. Language II – Cayuga (OLC 2LG6) 13. Language II – Mohawk (OLM 2LG6) 14. Language III – Cayuga (OLC 3LG6) 15. Language III – Mohawk (OLM 3LG6) 16. Lifelong Learning I – Cayuga (OLC 1LL3) 17. Lifelong Learning I – Mohawk (OLM 1LL3) 18. Lifelong Learning II – Cayuga (OLC 2LL3) 19. Lifelong Learning II – Mohawk (OLM 2LL3)

Non-Core Courses Appendix 8 contains course outlines, in the order shown below, for the following non-core offerings in the Bachelor of Arts in Ogwehoweh Languages: 1. Beginner Translation: Theory & Practice – Cayuga (OLC 2TR3) 2. Beginner Translation: Theory & Practice – Mohawk (OLM 2TR3) 3. Advanced Translation (OLG 3TR3) 4. Composition: Short & Long Form – Cayuga (OLC 2SF3) 5. Composition: Short & Long Form – Mohawk (OLM 2SF3) 6. Culture & Tradition I – Cayuga (OLC 1CT3) 7. Culture & Tradition I – Mohawk (OLM 1CT3) 8. Culture & Tradition II – Cayuga (OLC 2CT3) 9. Culture & Tradition II – Mohawk (OLM 2CT3) 10. Culture & Tradition III – Cayuga (OLC 3CT3) 11. Culture & Tradition III – Mohawk (OLM 3CT3) 12. Ethnoastronomy (OLG 2EA3) 13. Ethnobotany (OLG 3EB3)

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14. Governance – Cayuga & Mohawk (OLC/OLM 3GV3) 15. Historical Hodinohso:ni Languages (OLG 2HL3) 16. Hodinohso:ni History I: Cosmology (OLG 1HH3) 17. Hodinohso:ni History II: Contact to 1800 (OLG 2HH3) 18. Hodinohso:ni History III: 1800 to Today (OLG 3HH3) 19. Stories & Myths – Cayuga (OLC 3SM3) 20. Stories & Myths – Mohawk (OLM 3SM3)

Bridging Courses Outside of advanced standing handled on an individual basis, with earned courses assessed individually on a per-applicant basis, Six Nations Polytechnic does not have any arrangements with outside programs for certificate/diploma to degree laddering (bridging into the H-BAOL). Accordingly, there are no bridging courses.

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Section 6: Faculty Curricula Vitae The CVs of all staff assigned to deliver the core and non-core courses in the Bachelor of Arts in Ogwehoweh Languages are attached as Appendix 9 (note that the asterisked CVs are presently unavailable but will be on file for the PEQAB site visit). Teaching staff curricula vitae appear in the Appendices in alphabetical order, and include:

Core Courses Taught Non-Core Courses Taught

Kehte Deer

Community I Language III

Grammar I, III Community II

Beginner Translation

Stories & Myths Historical Hodinohso’ni Language

Tom Deer Grammar III Ethnoastronomy

Governance Tyrone Deer* Ethnobotany Alyssa General Lifelong Learning I, II Stories & Myths

Sara General Communication I, II

Community I Community II

Hodinohso:ni History I, II, III Stories & Myths

Sam Grey Academic Writing

John Henhawk Language I, II, III

Grammar II

Tania Henry Lifelong Learning I, II Stevie Jonathan Hodinohso:ni History I, II, III

Ely Longboat* Grammar II

Language I, II, III

Joanne Longboat Language I, II Culture & Tradition I, II

Frank Miller Grammar I, III, IV

Beginner Translation Advanced Translation

Culture & Tradition I, II

Laurie Powless Composition: Short & Long Form Cleve Thomas Grammar I Governance Sean Thompson* Culture & Tradition I, III

Six Nations Polytechnic has recently updated its policies pertaining to the verification of faculty/instructor credentials, and is in the process of collecting signatures attesting to the truthfulness and completeness of the information contained in each instructor’s curriculum vitae, and agreeing that said CV may be included in any documents/websites associated with the submission, review, and final status of SNP’s application for renewal of Ministerial Consent under the Post-secondary Education Choice and Excellence Act (2000). A copy of the verification and disclosure form (blank sample) is attached as Appendix 10, while instructors are required to provide one of the following three kinds of verification for their highest claimed academic credential: ◦ a letter of confirmation from the school granting the credential ◦ a photocopy or scan of the actual credential (degree, certificate, etc.) ◦ a copy of the individual’s academic transcript, showing the credential being granted

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Section 7: Policies All of the approved policies shown below have been updated since the last PEQAB review, with the exception of asterisked items. Policies listed as publicly available are those included in the Six Nations Polytechnic Academic Calendar, which is updated and approved annually, and subsequently posted on the SNP website (as well as attached as Appendix 11). All of the policies listed below are included individually in the Appendices, for which there is a table of contents on p. 22; further, the .PDF of the Appendices has undergone Optical Character Recognition, making the policies additionally searchable by name.

Policy/Procedure/Document Document Name Status Approved Date

Approving Body

Availability

Admission, Promotion and Graduation (policies and procedures pertaining to…) admission of mature students

Admissions Policy approved 2015.09.01 Academic Council

public

the level of achievement required of students in the program for promotion within the program and for graduation

Policy on Graduation approved 2015.09.01 Academic Council

public

academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements

Policy on Academic Status & Standing

approved 2015.09.01 Academic Council

public

credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering)

Policy on Credit Transfer & Advanced Standing approved 2015.09.01

Academic Council public

entrance examinations and advanced placement based on prior learning assessments

Policy on Prior Learning Assessment & Recognition approved 2015.09.01

Academic Council public

Program Delivery (policies and procedures pertaining to…) quality assurance of program delivery method(s)

Policy on Academic Program Development & Evaluation

approved 2013.07.01 Academic

Council internal

mechanisms and processes for student feedback regarding program delivery

Policy on Student Feedback approved 2013.12.01 Academic

Council internal

professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills

Policy on Faculty/Instructor Review & Development


Council internal

distance education (if such components are part of the program)

n/a

Capacity to Deliver (policies and procedures pertaining to…)

19


Approving Body

Availability

academic/professional credentials required of present and future faculty teaching courses in the program



Council internal

academic/professional credentials required of present and future faculty acting as research/clinical/exhibition supervisors in the program

Policy on Faculty/Instructor Review & Development approved 2013.12.01

Academic Council internal

the requirement to have on file evidence, supplied directly to the organization by the granting agency, of the highest academic credential and any required professional credential claimed by faculty members



Council internal

the regular review of faculty performance, including student evaluation of teaching and supervision

Policy on Student Feedback approved 2013.12.01 Academic

Council internal



internal

the means for ensuring the currency of faculty knowledge in the field



Council internal

faculty teaching and supervision loads



internal

faculty availability to students



Council internal

Program Evaluation (policies and procedures pertaining to…) internal periodic review of the program

Policy on Academic Program Development & Evaluation approved 2013.07.01

Academic Council internal

Academic Freedom and Integrity (policies and procedures pertaining to…)

academic freedom Policy on Academic Freedom & Integrity


Council public

academic honesty and the organization’s plan for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty

Policy on Academic Freedom & Integrity


Council public

Policy on Student Conduct approved 2015.09.01 Academic

Council public

the ownership of intellectual products of its employees and students

Policy on Intellectual Property

under revision

2013.12.01 Academic

Council internal

20


Approving Body

Availability

Statement on Hodinohsoni-Rotinonhsyonni Intellectual Rights & Responsibilities


Council internal

research involving humans and/or animals, and the management of research funds

Policy on Responsible Conduct of Research

draft n/a

Policy on Research Involving Human Subjects

draft n/a

Student Protection (policies and procedures pertaining to…) the resolution of students’ academic appeals, complaints, grievances, and/or other disputes


Council public

student dismissal Policy on Student Conduct approved 2015.09.01 Academic

Council public

Dispute Resolution (policies and procedures pertaining to…)

academic appeals, complaints, grievances and/or other disputes of students, faculty, staff, and administration


Council public

Sessional Instructor Contract n/a

Personnel Policy draft n/a

Organization Evaluation (policies and procedures pertaining to…)

internal periodic review of the organization

Policy on Agenda Planning* approved 2009.11.21 SNP

Board of Governors

internal

Policy on Monitoring President-CEO Performance*

approved 2009.11.21 SNP

Board of Governors

internal

Note that the Policy on Intellectual Property is under revision due to the fundamental epistemological mis-appreciation of Indigenous connotations of knowledge ‘ownership’ by non-Indigenous contractarian property paradigms. Currently, the policy on file must be read against, and is being revised in light of, the foundational ideas captured by the Six Nations Polytechnic Statement on Hodinohsoni-Rotinonhsyonni Intellectual Rights & Responsibilities.

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Section 8: Additional Materials

Item Location

Self-Study Institutional

Website Addendum

Admission, Promotion, Graduation and Enrollment Direct entry admissions requirements. Admissions statistics for direct entry: enrollments in the most recent three years of the program, average and range of achievement level for entry into the program for each of the three years.

Requirements for advanced standing in the program. Admissions statistics for advanced standing: percentage of students admitted at an advanced level in the program for each basis of entry (PLAR, credit/credential recognition).

Retention statistics for the most recent three years of the program (and the method used to calculate them).

In cases where the program provides degree completion arrangements for holders of other credentials (or completion of a portion of those credentials) the gap analyses that identify gaps in knowledge and skills and how those are addressed.

n/a

Level of achievement required for promotion within and graduation from the program.

Curriculum Program Advisory Committee members, schedule of meetings, CVs, and minutes.

Learning outcomes: degree outcomes. Learning outcomes: program outcomes (including breadth outcomes). Work-integrated learning experience: requirements Work-integrated learning experience: learning outcomes Work-integrated learning experience: evaluation strategies Work-integrated learning experience: supports Credential Recognition Employer recognition. Recognition for further study. Accreditation status. Physical and Learning Resources for the Program Library resources. Computers, printers, other applicable technologies. Classroom space. Laboratory space, workstations, studios. Specialized equipment. Plan and schedule for the renewal and upgrading of resources. Optional Materials Any material pertinent to the program review not captured in any other section.

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List of Appendices Appendix 1: BAOL Cyclical Program Review: Self-Study 2019 Appendix 2: Appendix 3: Chair’s Report: Assessment of Individual Standards & Benchmarks Appendix 4: Report of the Program Evaluation Committee: SNP BAOL 2019 Appendix 5: BAOL Self-Study 2019 - Responsive Action Plan & Timeline Appendix 6: Sample Sessional Instructor Contract Appendix 7: Appendix 8: Appendix 9: Appendix 10: Faculty-Instructor Credential Verification & Release Form Appendix 11: Academic Calendar Appendix 12: Personnel Policy Appendix 13: Policy on Academic Program Development & Evaluation Appendix 14: Policy on Agenda Planning Appendix 15: Policy on Faculty/Instructor Review & Development Appendix 16: Policy on Intellectual Property Appendix 17: Policy on Monitoring President-CEO Performance Appendix 18: Policy on Prior Learning Assessment & Recognition Appendix 19: Policy on Research Involving Human Subjects Appendix 20: Policy on Responsible Conduct of Research Appendix 21: Policy on Student Feedback Appendix 22: Statement on Hodinohsoni-Rotinonhsyonni Intellectual Rights & Responsibilities

Bachelor of Arts in Ogwehoweh Languages Cyclical Program Review: Self-Study 2019

Six Nations Polytechnic Inc. www.snpolytechnic.com

2160 Fourth Line Ohsweken, Ontario

N0A 1M0

Appendix 1: BAOL Cyclical Program Review - Self-Study 2019

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Table of Contents I. Introduction ....................................................................................................................................4

Environment & Overview .......................................................................................................................... 4 The Bachelor of Arts in Ogwehoweh Languages Program at Six Nations Polytechnic............................. 5

Program Abstract ................................................................................................................................... 5 Institutional Fit....................................................................................................................................... 5

II. Methodology & Methods ...............................................................................................................6

III. Admissions, Enrolment, Promotion, and Graduation ......................................................................7 Admissions ................................................................................................................................................ 7

Direct Entry Requirements .................................................................................................................... 7 Advanced Standing Requirements ........................................................................................................ 9 Prior Learning Assessment Recognition ................................................................................................ 9

Enrolment ................................................................................................................................................ 10 Aggregate Learner Enrolment & Retention ......................................................................................... 10 Direct Entry Statistics ........................................................................................................................... 10 Advanced Standing Statistics ............................................................................................................... 11

Promotion & Graduation Requirements ................................................................................................. 11 Grading System .................................................................................................................................... 12

IV. Program Structure, Curriculum, and Teaching Methods ............................................................... 13 Program Advisory Committee ................................................................................................................. 13

Composition ......................................................................................................................................... 13 Meetings .............................................................................................................................................. 13

Learning Outcomes ................................................................................................................................. 13 External Standards: Degree-Level Learning Expectations ................................................................... 13 Internal Standards: Program-Level Learning Outcomes...................................................................... 16

Program Requirements ........................................................................................................................... 17 Work-Integrated Learning Experience .................................................................................................... 17 Visual Matrix: Outcomes, Methods, and Assessments ........................................................................... 18 Evaluation of Outcomes .......................................................................................................................... 22

Degree Level Outcomes: Student Work Samples ................................................................................ 22 Program-Level Outcomes: Student & Instructor Feedback ................................................................. 23

V. Benefits & Innovation .................................................................................................................. 24 A Unique, Responsive Program ............................................................................................................... 24 Breadth of Programming ......................................................................................................................... 24 Community Embeddedness .................................................................................................................... 24

VI. Credential & Pathways ................................................................................................................ 26 Student Demand ..................................................................................................................................... 26 Employment Horizons ............................................................................................................................. 26 Regulation & Accreditation ..................................................................................................................... 28 Student Mobility ...................................................................................................................................... 28 Further Study ........................................................................................................................................... 29 Barriers & Non-Recognition .................................................................................................................... 29

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VII. Student Experience & Perspective .............................................................................................. 30 Academic Supports .................................................................................................................................. 30 Student Wellbeing ................................................................................................................................... 30

Cultural Supports ................................................................................................................................. 31 Deyohahá:ge: ....................................................................................................................................... 31

Student Voice .......................................................................................................................................... 31 Financial Support ..................................................................................................................................... 32

VIII. Faculty & Teaching Staff ............................................................................................................ 33 Faculty Skills & Credentials...................................................................................................................... 33 Professional Development & Currency of Knowledge ............................................................................ 33 Recognizing & Supporting Indigenous Knowledge .................................................................................. 35 Staffing Challenges & Projection ............................................................................................................. 35

IX. Physical & Learning Resources ..................................................................................................... 37 Library & e-Resources ............................................................................................................................. 37 Learning Technology ............................................................................................................................... 37 Classroom, Workshop, and Studio Space ................................................................................................ 38 Resource Renewal & Upgrade ................................................................................................................. 38

X. Financial, Operational, and Administrative Support ...................................................................... 39 Governance & Organizational Structure ................................................................................................. 39 Financial Resources ................................................................................................................................. 39

Alternative Sources of Funding ........................................................................................................... 39 Future Funding: Potential Avenues ..................................................................................................... 40

XI. Previous Assessments & Recommendations................................................................................. 42 Postsecondary Education Quality Assessment Board ............................................................................. 42

PEQAB Recommendations for the BAOL ............................................................................................. 42 World Indigenous Nations Higher Education Consortium ...................................................................... 43

WINHEC Recommendations for the BAOL ........................................................................................... 44 Indigenous Advanced Education & Skills Council .................................................................................... 46

XII. Analysis & Recommendations .................................................................................................... 47 1. Revised Cohort Model ......................................................................................................................... 47 2. Evolved Staffing Plan ........................................................................................................................... 47 3. Deepened Emphasis on Language Use ................................................................................................ 47 4. Clear Language Proficiency Targets ..................................................................................................... 48 5. “Assessment of Learning Outcome Achievements” Tool for Ogwehoweh Languages ....................... 48 6. Honours Expansion .............................................................................................................................. 49 7. Degree & Graduate/Graduand Advocacy............................................................................................ 49 8. Online & Hybrid Delivery ..................................................................................................................... 49 9. Dedicated Teaching & Learning Facility .............................................................................................. 50 10. Increased Student Mobility ............................................................................................................... 50 11. Expanded Professional Development Opportunities ........................................................................ 50 12. Embedded Quality Assurance Processes ........................................................................................... 51

XIII. List of Appendices ..................................................................................................................... 52

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I. Introduction

Environment & Overview Synchronous with receipt of Ministerial consent, 2015 saw Six Nations Polytechnic entering a phase of significant growth, projected to continue apace through 2020 – and beyond. This expansion has included a path to independence, planned programmatic augmentation, and the acquisition of an additional (urban) campus. The corollary task, of equal importance, has been to ensure that systems, structures, and resources are in place to provide a seamless transition for learners, staff, and operations. Two years into this period of institutional development at SNP, Ontario took the historic step of recognizing the unique role Indigenous Institutes have in the province’s postsecondary education system, with the passing of the Indigenous Institutes Act (S.O. 2017, c. 34, Sched. 20). This legislation transferred key functions and oversight to Indigenous Peoples and recognized Indigenous Institutes as unique and complementary pillar of Ontario’s postsecondary education system and supports their independence and sustainability. To further contribute to the positive impacts of these profound shifts in both the broader postsecondary landscape and specific institutional setting, Six Nations Polytechnic is engaged in significant organizational transformation. It is in the context of this adaptation and growth that the current assessment of the Bachelor of Arts in Ogwehoweh Languages (BAOL) program must be framed. Indigenous Institutes are noteworthy for their high level of responsibility to their ‘home’ communities, the transparency and representativeness of their governance structures, their fundamental orientation toward and responsiveness to student needs, and their willingness to co-develop accountability frameworks with government bodies and actors. Many IIs are, today, considering how best to sustainably grow the Indigenous postsecondary sector through initially expanding capacity in governance, and in working out their own internal processes they are examining common standards in the ‘mainstream,’ particularly the university system, while continuing to draw central principles, practices, and protocols from their own community traditions. It is against this backdrop, too, that accurate and relevant benchmarking of the BAOL should take place. The third and final contextual consideration is that Six Nations Polytechnic recently concluded an organization-wide visioning exercise and an organizational review process. The visioning exercise recommitted the institute to promoting and protecting Ogwehoweh languages, while the organizational review produced a report focused on clear pathways to augmented efficiency and enhanced capacity. This second process included a comprehensive review of Six Nations Polytechnic’s management, academic governance model, decision-making practices, and structure, to strategically reposition the institute. The new, recommended institutional model is just entering the implementation planning phase, and will ultimately result in the clarification of roles, decision-making authority, and leadership of the Bachelor of Arts in Ogwehoweh Languages program. SNP is committed to enriching our academic governance and quality assurance processes and mechanisms, and plans are underway to establish new, interlocking bodies and mechanisms that support program excellence, provide oversight, generate guidance, and develop learning outcomes and pathways specific to our vision. Given the changing provincial policy environment, SNP anticipates that work in this area may benefit both our institute and our partner Indigenous Institutes. More directly, and right here at home, this work will positively impact the Bachelor of Arts in Ogwehoweh Languages program – as it

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was designed to do. Many of the assessments and recommendations, offered in the following pages, reflect our optimism in the face of (and as the architects of) these developments, as Six Nations Polytechnic enters a new period in its twenty-six-year history as an Indigenous-owned, Indigenous-controlled post-secondary institution.

The Bachelor of Arts in Ogwehoweh Languages Program at Six Nations Polytechnic

Program Abstract The Bachelor of Arts in Ogwehoweh Languages (BAOL) seeks to further the development of Ogwehoweh cultural understanding within an Ogwehoweh language context. Taught in-person at Six Nations Polytechnic’s campus in Ohsweken, the program considers community, educational, and economic development needs. This fully accredited general (three-year) undergraduate degree focuses on Mohawk or Cayuga and is organized into four streams: language, grammar, lifelong learning, and community engagement. Graduates develop strong communication, research, evaluation and critical thinking skills in all four streams, moving through a program that allows them to develop and demonstrate the ability to identify problems and propose solutions, both individually and collectively. These skills are valuable in individual, local, regional, and global settings, and for continued education via further (specialized) baccalaureate, graduate, or certificate/professional accreditation studies.

Institutional Fit SNP has earned recognition by the Six Nations community, Indigenous and non-Indigenous institutions of higher learning, and various governments as a centre of excellence for Indigenous knowledge – the keystone of which is Ogwehoweh languages. The institute’s founding philosophy firmly acknowledges its “role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survives.” Language revitalization is a community priority as language is acknowledged as the key to Hodinǫshǫ:nih ways of knowing and living. Accordingly, SNP’s institutional vision includes the aim, inter alia, of achieving international distinction for excellence in Indigenous language revitalization; while SNP’s unique mission further articulates a commitment to “the preservation, application and creation of knowledge specific to Ogwehoweh languages.” SNP’s mandate is documented in its Charter, approved by resolution of the Six Nations Elected Council. Deyohahá:ge: the Indigenous Knowledge Centre (IKC), the central physical library located at the institute, has a goal of preserving and promoting Indigenous languages, as laid out in SNP’s current Business Plan (2015-2020) (attached as Appendix A). These overlapping considerations and factors, collectively, affirm the close alignment between the Bachelor of Arts in Ogwehoweh Languages program and the overall programmatic strengths, strategic ambitions, and institutional growth of Six Nations Polytechnic.

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II. Methodology & Methods This self-study was initiated for the purposes of applying for renewal of Ministerial consent for Six Nations Polytechnic to grant a baccalaureate degree in Ogwehoweh languages – yet that impetus coincided with, and was substantively merged to reinforce, a prior, internal motivation and mandate. As described in the Introduction (“Environment & Overview,” previous section), SNP has entered into a period of profound growth and transformation, adapting to precedential shifts in the postsecondary landscape in Ontario – shifts that affect Indigenous Institutes in particular, and thus Indigenous learners across the province. It is from such learners, here at Six Nations Polytechnic, that this self-study truly arises. They form the core of a teaching and learning community that deeply valued – indeed, needed – this opportunity to reflect on past achievements, and to envision future ones. The core of the self-study, in terms of setting the agenda and determining the overall direction of research, was the voices of students, instructors, staff, and administrators in the Bachelor of Arts in Ogwehoweh Languages program. Online surveys provided data from nine current, upper-year students and six alumni of the BAOL. Four separate focus groups brought together six instructors, eight administrators and staff, and six current and former students (and one individual interview with a student who could not attend the focus group). Finally, unstructured, informal interviews revisited issues raised through the focus groups, as the self-study authors and researchers met with various program personnel. Large amounts of periodic (“snapshot”) data were culled from three prior self-studies, undertaken for the Provincial Postsecondary Quality Assessment Board in 2015; for the World Indigenous Nations Higher Education Consortium in 2017; and for the Indigenous Advanced Education and Skills Council in 2019. In the case of the PEQAB and WINHEC self-studies: these were performed as part of applications for organizational review that produced site visit reports that, themselves, provided key information on the BAOL, in particular independent assessments of the content, delivery, and monitoring of the program. All of this data was analysed in each period context, and then combined to produce a robust longitudinal portrait of the Bachelor of Arts in Ogwehoweh Language program at Six Nations Polytechnic. This part of the research process contributed to a nascent institutional ethnography of SNP, and this formed the basis for future research (including feeding into a current project for the Ontario Council on Articulation and Transfer, or ONCAT). Finally, Six Nations Polytechnic’s existing processes for quality assurance of the BAOL were brought in to the research. Course reviews from students, collected twice (formatively and summatively) for every credit offering, since the inception of the program, were scanned for information that could subsequently be aggregated into a broader data set describing the full breadth and length of the Honours Bachelor of Arts in Ogwehoweh Languages. Samples of student work collected to satisfy PEQAB benchmark documentation standards, and instructor performance reviews, augmented this portrait. This self-study was carried out according to the metrics and processes laid out in the Six Nations Polytechnic Policy on Academic Program Development and Evaluation (attached as Appendix N).

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III. Admissions, Enrolment, Promotion, and Graduation The BAOL admission requirements are reflective of standard minimum grade point averages found at most Ontario universities. While the prerequisites are often published as higher, most universities have a minimum average of 60-75% through a combination of 12 U or M courses in the OSSD or equivalent, which is Senate-approved. As an Indigenous Institute, Six Nations Polytechnic is aware of the complicated perception our graduates face, holding a degree from an Indigenous Institute versus a publicly-funded Ontario university. As such, our admissions requirements are reflective of the provincially-recognized prerequisites. SNP seeks to ensure that a fine balance is reached between receiving recognition from Canadian universities and recognition of the degree by the Ogwehoweh language community to whom we are primarily responsible. Six Nations Polytechnic is specifically and explicitly tasked with guaranteeing that graduates of the Bachelor of Arts in Ogwehoweh Languages can rely on not only the recognition, but also the mobility of their degree, while also ensuring accessibility for those interested in completing a degree in the language. SNP has actively worked to develop additional applicant categories to lower barriers to program entry in a way that proactively addresses student realities. Applicants who do not meet the minimum direct entry requirements are eligible for consideration under the Mature Student category. Applicants admitted as Mature Students have access to limited course enrolment, pending a successful academic review.

Admissions

Direct Entry Requirements

101 Applicants1 Admission is on the basis of OSSD transcript. A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses.

105D Applicants2 Admission is on the basis of OSSD transcript, or equivalent. A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses, or equivalent. Ontario College of Applied Art & Technology (CAAT) transfer applicants: Applicants who have not completed a CAAT credential, and/or were previously unsuccessful at an Ontario College of Applied Art and Technology (CAAT) can either be considered on the basis of OSSD requirements, as follows:

1 Applicants meeting all of the following requirements are considered “101 Applicants”: those taking courses during the day at an Ontario High School (including students returning for second semester, and graduated students returning to upgrade 1 or more courses); who have not (at some point) been out of high school for more than 7 consecutive months; who will (or are expected to) receive an Ontario Secondary School Diploma (OSSD) with six 4U/M courses at the end of the current school year; who have not attended a postsecondary institution (university/college/career college); who are applying for the first year of a program; and who are under 21 years of age. 2 Applicants meeting all of the following requirements are considered “105D Applicants”: those who reside in Canada (Canadian citizen, permanent resident or in Canada on a study permit or other visa), or who are a Canadian citizen or permanent resident living outside of Canada, or who are entitled to reside and study in Canada as a Hodinohso:ni’ person; and currently enrolled in high school day program.

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◦ A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses.

Or on the basis of mature student admission (if out of college for longer than 1 year). Applicants who possess a completed/conferred one-year CAAT credential are eligible for admission if they have obtained an overall GPA of 80%. Applicants in this category are not eligible for transfer credit assessment. Applicants who possess a completed/conferred two-year CAAT credential, or if they have completed two years of a three-year credential, are eligible for admission if they have obtained an overall GPA of 75%. Applicants in this category are eligible for transfer credit assessment (pending academic performance, and suitability/affinity of previous course work). University Transfer Applicants: Must be in good academic standing, or eligible to be in good academic standing; and must meet the OSSD admission requirements (65% average on best six 12U or 12M courses, or equivalent). For transfer credit assessment, applicants academic record is subject to individualized review based on academic performance and suitability/affinity of previous course work.

Mature Applicants Mature Applicants are eligible for offers of admission, with limited/part-time enrolment if they meet the following requirements: ◦ Applicant does not meet the OSSD grade requirements for program; ◦ Applicant must not have attended secondary school or college on a full-time basis for at

least one year; and ◦ Applicant must never have attended university.

CEGEP Applicants Applicants with one year of CEGEP: ◦ At least one year of study in a CEGEP academic diploma program; ◦ A minimum of twelve academic courses, including two courses in English; ◦ Obtain an overall average in academic courses of at least 70%; and Applicants with two years of CEGEP: ◦ Completed a two-year academic diploma program; ◦ Completed a minimum of two courses in English; ◦ Obtain an overall average in academic courses of at least 65%; and ◦ Courses in preparatory English or English as a Second Language are not acceptable

towards meeting admission requirements. Continuing Applicants

Admission is on the basis of GPA calculation from previous undergraduate work: ◦ Completion of an undergraduate degree (i.e. transcript indicating that a degree has been

conferred); ◦ Must possess and overall C/63-66% average in the final year of undergraduate study (i.e.

most recent 30 units/5.0 credits); and ◦ Must meet the individual academic requirements, such as course prerequisites, for

courses to be taken as a “continuing” student. Visiting Students Applicants must submit an official “Letter of Permission” from their home institution,

indicating consent from the home institution to accept the course work from Six Nations Polytechnic. An applicant must meet applicable course prerequisite requirements. This assessment is at the determination of SNP, and the Visiting Student/LOP applicant is required to provide appropriate documents for review as needed (e.g., university transcripts and course outlines).

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Advanced Standing Requirements Applicants to the Bachelor of Arts in Ogwehoweh Languages at Six Nations Polytechnic may be eligible for other than first-semester admission following an evaluation of previous post-secondary learning. Applicants must nevertheless apply in the normal manner, and appropriate transcripts and course outlines must be submitted along with the application. Advanced standing may be granted through: ◦ Articulation agreements, which are negotiated and signed between other educational institutions or

programs and Six Nations Polytechnic, and in which the program being articulated has high affinity to a corresponding SNP program.

◦ Affinity transfers, which occur when transferring from a postsecondary education institute into a similar program at SNP. Students can receive advanced standing into the appropriate term of their program provided the minimum accepted grade or achievement level for credit recognition has been attained.

Prior Learning Assessment Recognition As part of its special mission, Six Nations Polytechnic recognizes there is an urgent need to create post-secondary education learning opportunities for Ogwehoweh language speakers and workers. Prior learning assessments have been developed to account for language learning that occurs in formal immersion based or master-apprentice programs with learning outcomes that share an affinity with those of the BAOL program. As well, the institute understands that many people acquire degree-level learning and skills through various situations, including work experience, community engagement, non-credit coursework, and self-directed study. SNP will not offer any credits for ‘life experience’ unless that experience is assessed for its specific, appropriate learning value. In the context of the Bachelor of Arts in Ogwehoweh Languages, applicants who can demonstrate that they have achieved the learning outcomes of a specific course may be granted credit(s) based on an assessment of their prior learning, though not in excess of 20% of the total number of credits of the program (a maximum of 18); further, this credit allotment is restricted to application toward Language and Grammar course requirements, and counts toward entry into the first year of the BAOL only. Special requirements are an oral and written exam, with a minimum passing grade of 63-66% (C), for each. Six Nations Polytechnic requires the collection of evidence and demonstration of program and course level learning outcomes acquisition. Therefore, SNP will not waive comprehensive examinations, academic reports, and/or research projects, or theses where these are standard requirements for the program. The institute also requires that at least 50% of the students registered in the program are actively enrolled in required courses. The prior learning assessment recognition (PLAR) process has been developed to evaluate this learning solely as it relates to the BAOL. PLAR is intended for those who are resuming their education rather than those continuing directly from secondary school. The PLAR system policy and procedure for the Bachelor of Arts in Ogwehoweh Languages is attached as Appendix B.

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Enrolment

Aggregate Learner Enrolment & Retention

Prior Years Current Subsequent Years

2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 annual

ongoing total head count

54 40 43 47 47 -

full-time Year 1

26 8 13 24 0 24

full-time Year 2

0 18 8 13 24 18

full-time Year 3

28 14 22 8 21 14

no. of graduates

11 9 12 8 21 -

Direct Entry Statistics

Total Admitted Applicants Direct Entry Percentage Direct Entry January 2016 28 0 0% September 2016 50 32 64% September 2017 12 11 92% September 2018 29 29 100%

Following Ministerial consent in December 2015, SNP accepted the first students into the BAOL in January 2016, as an Advanced Standing cohort. This was achieved via bridging graduates of the Ogwehoweh Language Diploma (OLD) program into the BAOL. The OLD was accredited by and offered in partnership with McMaster through the Centre for Continuing Education. There were intakes of the OLD in 2009; 2010; 2012; and 2014. Upon completion of the Ogwehoweh Language Diploma, students were encouraged to continue into the Bachelor of Arts in Ogwehoweh Languages and complete an undergraduate degree. The percentage of direct entry applicants has continued to rise annually since implementation. While the statistics regarding Direct Entry in comparison to Advanced Standing are accessible, the average and range of achievement level for entry into the program is currently unavailable as the data must be extracted from individual applicant files, rather than tracked through the Student Information System (pending implementation of a suitable platform).

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Advanced Standing Statistics

Total Admitted Applicants Advanced Standing Percentage Advanced Standing

January 2016 28 28 100% September 2016 50 18 36% September 2017 12 1 8% September 2018 29 0 0%

To date, all Advanced Standing applicants to the Bachelor of Arts in Ogwehoweh Languages have been graduates of the OLD program, who were granted transfer credit toward Year 1 and Year 2 of the BAOL, pending satisfactory academic performance. Each applicant was assessed individually and granted transfer credit as appropriate. The percentage of students admitted at an advanced level has decreased since the inception of the program. The last intake of the Ogwehoweh Languages Diploma students would have seen graduates in spring 2016, in time to be considered for the September 2016 intake of the BAOL. We have continued to see applicants occasionally, but the pool of prospective applicants for Advanced Standing has significantly decreased. In terms of students from other Ogwehoweh immersion programs: SNP has thus far assessed applicants on a case by case basis, however; we have flagged this as a pathway for future consideration and development. SNP is working on ensuring an accurate assessment of transfer credit – but we are not confident that an applicant could come in with enough transfer credit to achieve Advanced Standing, without having been through the Ogwehoweh Languages Diploma program, due to the niche nature of the BAOL.

Promotion & Graduation Requirements Six Nations Polytechnic has developed complementary administrative procedures for admissions and student success tracking in the Bachelor of Arts in Ogwehoweh Languages program. These include the following: ◦ Credit awards and transcript entries are monitored to avoid giving credit twice. ◦ Policies and procedures applied to assessment, including provision for appeal are fully disclosed and

prominently available. ◦ All personnel involved in the assessment of learning will receive adequate training for the functions

they perform, and provision will be made for their continued professional development. ◦ Advanced standing decisions are regularly monitored, reviewed and evaluated to ensure their ongoing

validity for the degree program. In order to be eligible to graduate from the program, a minimum acceptable average across the core courses is C (63-66%). The minimum overall acceptable achievement for progression (across all degree requirements, including the core and non-core course requirements) is C- (60-62%). Students in the program are additionally bound by the regulations and procedures outlined in the Academic Calendar (attached as Appendix C) and Student Handbook (attached as Appendix D), in particular the following: ◦ Policy on Grade Review ◦ Policy on Academic Status & Standing

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◦ Policy on Academic Consideration ◦ Policy on Examinations ◦ Policy on Graduation ◦ Policy on Academic Freedom and Integrity ◦ Policy on Student Conduct

Grading System

Grade Points Percentage Designation A+ 12 90-100%

First Class A 11 85-89% A- 10 80-84% B+ 9 77-79%

Second Class B 8 73-76% B- 7 70-72% C+ 6 67-69%

Third Class C 5 63-66% C- 4 60-62% D+ 3 57-59%

Pass D 2 53-56% D- 1 50-52% F 0 0-49% Fail

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IV. Program Structure, Curriculum, and Teaching Methods

Program Advisory Committee The Program Advisory Committee (PAC) for the Bachelor of Arts in Ogwehoweh Languages provides advisory services to the Academic Council of Six Nations Polytechnic, respecting future developments or modifications to existing programs of study and professional development courses that are consistent with the mandate and mission of SNP.

Composition The composition of the current PAC for the BAOL is detailed in the following table:

Name Occupation Related Credentials Employer(s)

Curricula vitae for PAC members are attached as Appendix Q.

Meetings Copies of the minutes of the latest PAC meeting, where this Self-Study was discussed, are attached as Appendix E. The Program Advisory Committee terms of reference document is attached as Appendix F. The PAC is scheduled to meet on the following schedule, for the upcoming academic year:

◦ June 26, 2019 ◦ September 27, 2019 ◦ December 8, 2019 ◦ April 15, 2020

Learning Outcomes

External Standards: Degree-Level Learning Expectations Depth & Breadth of Knowledge Key concepts, methodologies, histories, current practices, theoretical approaches and assumptions of Ogwehoweh languages are at the core of the BAOL curriculum. For instance, students will gain an in-depth

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understanding of Ogwehoweh grammatical structure: roots, affixes, stems and word order. Students will also have the opportunity to examine Ogwehoweh languages from a historical perspective, looking at how each came to acquire its present form through descent from a common ancestor, as well as examining extinct (e.g., Wyandot) and less closely-related languages (e.g., Tuscarora, Cherokee). Over the course of their studies, students will iteratively develop, and creatively demonstrate, their ability to gather, review, evaluate and interpret language acquisition in these areas. Students will develop a broad understanding of many of the major fields in the discipline. In the Lifelong Learning and Community Engagement courses, for example, students will learn about planning and research efforts that support language program/language revitalization approaches. These include total immersion, partial immersion, and bi-lingual programs; second language acquisition programs; community-based initiatives; master-apprentice programs; language reclamation and stabilization models; and documentation and research themselves as ‘revitalization.’ Students will also discover and discuss how academic and professional work in the fields of linguistics, anthropology, and ethnography have, or may, impact Ogwehoweh language programs and stabilization efforts. BAOL students will be afforded myriad opportunities to gather, review, evaluate, and interpret information relevant to Ogwehoweh languages. In the Community Engagement courses, for example, students will review case studies of language revitalization in Indigenous communities across the world, performing comparative evaluations of the successes of different approaches, and proposing strategies that may work in the local context. In Lifelong Learning credits, students will research and assess language learning initiatives, integrating them into personal learning philosophies and plans. History courses are designed to introduce students to the Hodinǫshǫ:nih/Rotinonhson:ni conceptualization and understanding of the universe, while developing each individual’s awareness of the cultural context of heritage and traditions. At the end of the program, students will have developed a well-rounded understanding of ancestral knowledges and experiences, and will be able to identify key historical events and agreements, and the laws that impact relationships between Hodinǫshǫ:nih/Rotinonhson:ni peoples and others. Throughout the program students will have the opportunity to develop critical thinking and analytic skills, for example through research into, and evaluation and comparison of, language learning strategies. The Grammar courses, for example, see students conjugating active and stative verbs, manipulating verb tenses, negating verb tenses, identifying verb aspects and incorporation, applying grammatical understandings in their own language use, and demonstrating accurate use of question and particle words. Throughout the program, students will be guided in their application of learning from one or more areas outside of the discipline, for example, utilizing visual arts techniques to communicate in Ogwehoweh languages and express understandings. Students will also be afforded the opportunity to draw upon understandings from outside disciplines, too, for example by including those of astronomy, botany and physics to complement work they undertake in the Ethnoastronomy and Ethnobotany courses. Conceptual & Methodological Awareness/Research & Scholarship Throughout the program students will develop an understanding of methods of enquiry and creative activity in the study of Ogwehoweh languages. In the Academic Writing course, for example, students will be introduced to essays and presentations as methods for documenting research, conveying ideas, developing lines of argumentation, and communicating positions. A variety of writing and research tools and skills are introduced, and, throughout their course of study, students will have the opportunity to

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build on argumentative and rhetorical ‘basics’ to devise and sustain communication in a variety of forums, as well as to identify and tailor these efforts to specific audiences. Courses emphasize the study of current research in the discipline. Communication Skills Students will develop their ability to share information, take up and defend ideas, and analyze and respond to positions and points effectively, both orally and in writing, to specialist and non-specialist audiences, using structured and coherent arguments. Moreover, opportunities for students to operationalize these skills, by communicating the results of their studies, are built into every course in the program, for example in the diverse (creative and academic, oral and written, formal and informal) presentations, reports, research essays, and other assignments used to evaluate student achievement. Application of Knowledge Students will develop an understanding of, and strategies for, applying their in-course and co-curricular learning. For example, the Community courses provide guidance on how to critically review literature (including both qualitative and quantitative data) and perform independent research (using both primary and secondary sources) in order to understand the elements of language program development. These explorations build from theoretical foundations in the study of languages; incorporate current concepts, principles, and techniques of analysis of materials relevant to the study of Indigenous languages; and bring in both disciplinary and interdisciplinary understandings and methods. Students then perform case study and survey analyses of existing language programs, extrapolating information to further the ideas their literature review(s) and independent research uncovered, including recommending strategies for community involvement. Emphasis is put on presenting findings in creative ways and accurately and completely documenting sources. Students will develop their own lines of inquiry, proposing questions to be answered through independent research, which culminate in the development of practical solutions for the unique hurdles encountered in language revitalization efforts. Professional Capacity/Autonomy Students will develop professional capacity and autonomy in a number of ways. Throughout the program, beginning with Academic Writing, students will steadily develop the confidence in their oral and written skills necessary for further study, employment, or community involvement, and the sense of pride and agency required to take initiative in creating and/or responding to opportunities. In addition to projects and assignments designed to broaden and practice skills, the Lifelong Learning courses help students understand and manage their learning needs in changing circumstances – both within and beyond the program, and inside and across disciplinary borders – and to make effective decisions based on careful consideration of contextual complexity and adequate evidence. All courses incorporate collaborative and discursive/dialogic activities, encouraging students to work effectively with others. The Community credits provide students with the opportunity to consider and elaborate on the importance of personal integrity and social responsibility, introducing wellness indicators and leadership constructs from Hodinǫshǫ:nih/Rotinonhson:ni culture and traditions. Students also reflect on ‘service-leadership’ and ‘transformative leadership’ theories and practices, and in particular embedded principles of personal and collective accountability. As part of their coursework, students are asked to reflect on what impacts positive behaviour and leadership can bring to the local and global community.

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Awareness of Limits of Knowledge Though there exists a wealth of research opportunities in Ogwehoweh language study, for the most part, after over five hundred years of systemic cultural suppression, these languages are critically endangered, having few first language speakers remaining. Throughout the nineteenth century, scholars from many disciplines conducted extensive research in Ogwehoweh communities, collecting oral histories, stories, traditional names, ceremonies, and primary source materials and accounts of, for example, the Great Law of Peace and the operation of the Haudenosaunee Confederacy. In many cases, field notes and research manuscripts remained in museums for over a century, seen by only a few people from the Six Nations community. In some cases, there are variances in the manner in which scholars have interpreted or translated Indigenous knowledge and language – often from a Western perspective. Efforts to recover, translate, and reinterpret such documents are underway by language speakers and Indigenous Knowledge Guardians. This is one example of how students will understand and appreciate the limits of knowledge and how this may influence analysis and interpretation. Students are also encouraged, throughout their degree studies, to understand knowledge construction as an iterative, lifelong process (for example, in the Lifelong Learning courses); and to employ both culturally and academically-grounded principles of humility, transparency, and thoughtful reflection in building and presenting their understandings, as one means of grappling with the provisional, often subjective nature of knowledge.

Internal Standards: Program-Level Learning Outcomes Specific learning outcomes for the program as a whole were designed to thoroughly develop knowledge and understanding of key concepts, approaches, histories, and experiences with respect to Ogwehoweh languages. By the end of the program, students graduating from the Bachelor of Arts in Ogwehoweh Languages program will: ◦ develop and demonstrate communicative competence in a Hodinǫshǫ:nih/Rotinonhson:ni language

commensurate with their needs and abilities; ◦ develop an understanding of ancestral knowledge and pride in the heritage and traditions of the

Hodinǫshǫ:nih/Rotinonhson:ni; ◦ affirm cultural aspects that enhance identity and responsibility; ◦ extend language skills needed to communicate in a variety of contexts; ◦ identify, develop, and recommend strategies to speak/teach language in the community; ◦ develop and practice critical thinking skills; ◦ develop an understanding of ancestral knowledge (histories and experiences), tools, strategies, and

methodologies (ecological, individual, family, clan, nation); ◦ develop the ability to communicate with good words and encourage others to communicate well; ◦ develop one’s own voice and personal point of view, while accepting and appreciating other

worldviews and ideas; and inspire others to do the same; ◦ plan and organize communications according to purpose(s) and audience(s); ◦ identify, address, and manage their own learning needs in a variety of circumstances; ◦ propose ethical, socially responsible ways for indigenous languages to sustain and preserve

Indigenous knowledge and ways of being; create and enable forward-thinking communities; rebuild relationships; and build individual, group, and nation capacity;

◦ understand theory and contribute to the development of the Good Mind; and ◦ understand the interdependence of all living things, relationships and creation, and appreciate the

need to find and maintain peace within the web of life.

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For a description of how these learning outcomes are specifically addressed within the program (through formal coursework, independent research, artistic engagement, practica and internships, etc.) and how achievement of outcomes is demonstrated and assessed, please refer to the Visual Matrix, below. Also relevant in understanding how the program-level learning outcomes are met is the range of “Co- and Extracurricular Opportunities” built into the BAOL; for further information on these elements, please refer to the subsequent section of this self-study.

Program Requirements The Bachelor of Arts in Ogwehoweh Languages consists of 90 units. There are 54 core units: 24 taught at Level I and a further 30 at Levels II and III. Students select from 36 non-core units: 6 taught at Level I and a further 30 at Levels II and III. The baccalaureate thus consists of 1,260 course hours (two-thirds provided by core courses; one-third by non-core courses).

Level I Level II Level III

Core

Cou

rses

6-unit/1.0-credit (84 hours)

Grammar I Language I

Grammar II Language II

Grammar III Language III


Lifelong Learning I Community I Academic Writing

Lifelong Learning II Community II Historical Languages

Stories & Myths

Non

-Cor

e Co

urse

s


Culture & Tradition I History I: Cosmology

Culture & Tradition II History II: Contact-1800 Beginner Translation Ethnoastronomy* Composition

Culture & Tradition III* History III: 1800-Today* Advanced Translation* Governance* Ethnobotany*

* Course offerings can change due to instructor availability, perceived demand, or other reasons. Of the asterisked courses, four are typically be offered so that students may complete their non-core degree requirements.

Work-Integrated Learning Experience Although it is not a requirement for graduation, opportunities exist for students to accrue exceptional work experiences, internships, and field placements throughout the program. For example, Deyohahá:ge: provides opportunities for students to work with a broad range of researchers, learners, and educators, from local to international levels, on matters related to Six Nations history, language, and culture. Such activities may include translation, resource development, or research. Through course assignments, there are also opportunities for students to have unique work experiences/field placements at local community organizations; SNP has actively cultivated positive working relationships with many such community partners.

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In consultation with the Program Manager, program instructors facilitate the relationship between the employer/supervisor and the student, while ensuring that SNP meets its responsibilities for the quality of the placement. While students are on placement, there is further support from instructors through the monitoring of the work experience, including site visits. Individual course instructors evaluate student achievement in practicum placements, using the rubrics set for the course and outlined in the various syllabi (which, themselves, have been developed from the learning outcomes for the program as a whole).

Visual Matrix: Outcomes, Methods, and Assessments The program level learning outcomes (PLLOs) for the Bachelor of Arts in Ogwehoweh Languages assist students in meeting the stipulated Degree Level expectations (as elaborated, above). Specific learning outcomes for the program as a whole were designed to thoroughly develop knowledge and understanding of key concepts, approaches, histories, and experiences with respect to Ogwehoweh languages. PLLOs and DLEs are thus mutually supportive and inter-implicated in course design and delivery. The BAOL has been ‘curriculum mapped’ across both the DLEs and PLLOs, so that degree-level standards are met through specific program level learning outcomes, which in turn are addressed via course-specific teaching and learning activities. These learning activities were designed to create opportunities for practical language use, and to hone speaking, listening and communication skills. Creative expression and independent research are highly encouraged within the learning environment, as supports of individual learning, group/collaborative learning, and in-community engagement initiatives. A combination of coursework, tutorials, exercises, projects, and independent and group assignments provide students with space to demonstrate learning, utilizing a variety of tools. Concrete measures for assessing the achievement of these outcomes, and thus the efficacy of these activities, have been built into the program. The interlinkages between PLLOs, DLEs, per-course teaching and learning strategies, and between these and BAOL assessment measures, is presented in the following matrix:

Program Level Learning Outcomes (By the end of the program, students graduating will…)

Degree-Level Expectation

Outcome-Mapped Courses and Teaching & Learning Activities

Assessment Measures

…develop and demonstrate communicative competence in a Hodinǫshǫ:nih/ Rotinonhson:ni language commensurate with their needs and abilities.

Depth & Breadth of Knowledge Communication Skills Application of Knowledge Professional Capacity/ Autonomy

◦ Advanced Translation ◦ Beginner Translation ◦ Community I, II ◦ Composition ◦ Culture & Tradition I, II, III ◦ Grammar I, II, III ◦ Language I, II, III ◦ Lifelong Learning I, II

Teaching & learning activities include: speaking, lectures, Total Physical Response (TPR) activities, class discussions, guest speakers, and co-curricular activities.

interviews video journals quizzes & tests presentations capstone projects papers exams

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Assessment Measures

Awareness of Limits of Knowledge

…develop an understanding of ancestral knowledge and pride in the heritage and traditions of the Hodinǫshǫ:nih/ Rotinonhson:ni.

Depth & Breadth of Knowledge Application of Knowledge Awareness of Limits of Knowledge

◦ Community I, II ◦ Culture & Tradition I, II, III ◦ Ethnoastronomy ◦ Ethnobotany ◦ Governance ◦ Historical Languages ◦ History I, II, III ◦ Language I, II, III ◦ Stories & Myths Teaching & learning activities include: speaking, interviews, lectures, guest speakers, co-curricular activities, and artistic works.

individual presentations group presentations reflection storytelling visual arts projects exams

…affirm cultural aspects that enhance identity and responsibility.

Depth & Breadth of Knowledge Application of Knowledge

◦ Culture & Traditions I, II, III ◦ Governance ◦ Historical Languages ◦ History I, II, III ◦ Language I, II, III ◦ Stories & Myths Teaching & learning activities include: speaking, interviews, lectures, guest speakers, films, co-curricular activities, and group discussions.

presentations journals quizzes capstone project papers exams

…extend language skills needed to communicate in a variety of contexts.

Depth & Breadth of Knowledge Application of Knowledge Professional Capacity/ Autonomy

◦ Academic Writing ◦ Advanced Translation ◦ Beginning Translation ◦ Composition ◦ Grammar I, II, III ◦ Language I, II, III Teaching & learning activities include: speaking, interviews, lectures, guest speakers, co-curricular activities, group discussions, and mingling.

short videos quizzes presentations exams

…identify, develop, and recommend strategies to speak/teach language in the community.

Depth & Breadth of Knowledge Conceptual & Methodological Awareness/ Research & Scholarship

◦ Community I, II ◦ Lifelong Learning I, II Teaching & learning activities include: speaking, reading, case studies, interviews, lectures, guest speakers, co-curricular activities, and group discussions.

co-curricular participation short videos information graphics presentations research papers exams

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Assessment Measures

Communication Skills Application of Knowledge

…develop and practice critical thinking skills.

Depth & Breadth of Knowledge Communication Skills Application of Knowledge

◦ Academic Writing ◦ Grammar I, II, III ◦ Historical Languages ◦ History I, II, III ◦ Language I, II, III Teaching & learning activities include: speaking, interdisciplinary readings, lectures, guest speakers, group discussions, and the ‘Jigsaw Readings’ method.

literature reviews reflections presentations participation measures papers

…develop an understanding of ancestral knowledge (histories and experiences), tools, strategies, and methodologies (ecological, individual, family, clan, nation).

Depth & Breadth of Knowledge

◦ Culture & Tradition I, II, III ◦ Ethnoastonomy ◦ Ethnobotany ◦ Governance ◦ Grammar I, II, III ◦ History I, II, III ◦ Language I, II, III Teaching & learning activities include: speaking, reading, case studies, interviews, lectures, guest speakers, co-curricular activities, and group discussions.

reflections journals presentations capstone projects storytelling papers

…develop the ability to communicate with good words and encourage others to communicate well.

Application of Knowledge

◦ Academic Writing ◦ Composition ◦ Culture & Tradition I, II, III ◦ Language I, II, III ◦ Stories & Myths Teaching & learning activities include: speaking, reading, lectures, group discussions, and co-curricular activities.

participation measures reflections journals presentations storytelling papers

…develop one’s own voice and personal point of view, while accepting and appreciating other worldviews and ideas; and inspire others to do the same.

Communication Skills Application of Knowledge

◦ Academic Writing ◦ Community I, II, III ◦ Culture & Tradition I, II, III ◦ Governance ◦ Historical Languages ◦ History I, II, III ◦ Language I, II, III ◦ Lifelong Learning I, II

participation measures reflections journals presentations capstone projects papers

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Assessment Measures

Awareness of Limits of Knowledge

◦ Stories & Myths Teaching & learning activities include: speaking, reading, case studies, interviews, lectures, guest speakers, hands-on learning opportunities, and group discussions.

…plan and organize communications according to purpose(s) and audience(s).


◦ Academic Writing ◦ Community I, II ◦ Composition ◦ Language I, II, III Teaching & learning activities include: speaking, writing, communication exercises, and group discussion.

TPR-style tests essays papers videos capstone projects information graphics

…identify, address, and manage their own learning needs in a variety of circumstances.

Depth & Breadth of Knowledge Awareness of Limits of Knowledge

◦ Language I, II, III ◦ Lifelong Learning I, II Teaching & learning activities include: speaking, writing, communication exercises, group discussions, development of learning plans and philosophy, and research and reflection.

learning plans journaling capstone projects papers

…propose ethical, socially responsible ways for indigenous languages to sustain and preserve Indigenous knowledge and ways of being; create and enable forward-thinking communities; rebuild relationships; and build individual, group, and nation capacity.

Depth & Breadth of Knowledge Conceptual & Methodological Awareness/ Research & Scholarship Communication Skills Application of Knowledge Professional Capacity/ Autonomy Awareness of Limits of Knowledge

◦ Community I, II ◦ Governance ◦ History I, II, III ◦ Lifelong Learning I, II Teaching & learning activities include: literature reviews, case studies, lectures, presentations, guest speakers, and group discussions.

literature reviews presentations case studies short videos co-curricular participation papers capstone projects outlines

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Assessment Measures

…understand theory and contribute to the development of the Good Mind.

Depth & Breadth of Knowledge Awareness of Limits of Knowledge

◦ Culture & Tradition I, II, III ◦ Governance ◦ History I, II, III ◦ Lifelong Learning I, II ◦ Stories & Myths Teaching & learning activities include: speaking, reading, case studies, interviews, lectures, guest speaker, hands-on learning opportunities, and group discussions.

literature reviews portfolios

…understand the interdependence of all living things, relationships and creation, and appreciate the need to find and maintain peace within the web of life.

Depth & Breadth of Knowledge Application of Knowledge Awareness of Limits of Knowledge

◦ Culture & Tradition I, II, III ◦ Ethnoastronomy ◦ Ethnobotany ◦ Governance ◦ History I, II, III ◦ Stories & Myths Teaching & learning activities include: speaking, reading, lectures, guest speakers, group discussion, and co-curricular activities.

literature reviews short videos co-curricular participation performances storytelling capstone projects papers

Evaluation of Outcomes

Degree Level Outcomes: Student Work Samples The following samples of student work are attached (as Appendix G) to demonstrate upper-tier achievement of BAOL students, in the most recent (2018-2019) academic year, in both English-language courses and core language courses taught in Mohawk: ◦ History II (Cosmology): research paper (1 sample) ◦ Language II (Mohawk): translation assignment, open choice sentences (1 sample) ◦ Language II (Mohawk): creative vocabulary use (1 sample) ◦ Language III (Mohawk): translation assignment, pre-chosen (set) sentences (1 sample) ◦ Language III (Mohawk): verbs assignment (1 sample) These are exemplars of the skills and knowledge identified in the program framework, in two languages of instruction, in three different courses, across two distinct sub-fields of study, in the most recent year of instruction. They thus provide a ‘snapshot’ of student achievement. The work of five different students is represented. The original instructions for each assignment are also included, for context. Acknowledging that the number and range of samples provided does not facilitate a full desk review, Six Nations Polytechnic has dedicated 90 minutes, on the agenda for the site visit by the external review

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team, to an in-person review of student work. This approach best suits a language-specific assessment, which requires the engagement of expert external reviewers fluent in Cayuga and/or Mohawk. Accordingly, Six Nations Polytechnic will prepare files showing direct comparisons of student work across fields and courses (i.e., samples of minimally acceptable work, average work, and exemplary work, from core and non-core courses, taught in both English and Mohawk or Cayuga). These will have been drawn primarily from the terminal year of the program, but do not necessarily represent only the most recent academic year of the Bachelor of Arts in Ogwehoweh Languages. Nevertheless, the selected student work samples will demonstrate that SNP has appropriately evaluated the level of student performance to ensure that student achievement in the program meets the Degree Level standard.

Program-Level Outcomes: Student & Instructor Feedback In course reviews, online surveys, and focus groups conducted by Six Nations Polytechnic, student and instructor feedback was resounding and unanimous in an appeal for a stronger focus on, and expanded opportunities for, Ogwehoweh language use and practice, promoting specific, spoken competencies. Current core and non-core offerings may not, in light of this specific goal, sufficiently emphasize actual language uptake. All student participants indicated that they had taken the program to become functional speakers of an Ogwehoweh language. A significant percentage requested additional supports through tutoring, extracurricular activities, or access to Elders. Instructors confirmed that students are vocal about wanting to build their speaking proficiency, and further signalled their own interest in supporting goals through a coordinated effort with other BAOL instructors and support staff. Opportunities for students to practice and use language in classroom and land-based environments, while utilizing teaching methods that are evidenced to support second language acquisition, are not yet at the level desired by students and instructors alike. Similarly, SNP’s considerable strengths in connecting language acquisition to the teaching of Hodinohso:ni histories, ontologies, epistemologies, and pedagogies/methodologies may not be sufficiently elaborated in and through the current roster of courses. Suggestions from staff and students are invariably couched in deep appreciation for the presence of the BAOL in the educational landscape. The degree is not only the first of its kind at the postsecondary level, it is additionally teaching languages that are in the throes of concerted, passionate revitalization. Language in the community is only now beginning to be ‘heard’ and seldom appears in daily print use. As second language learners acquire mid- to high-level proficiency, daily, ‘living’ language will be eventually restored. These initiatives are co-evolving, strengthening and fuelling one another as they progress: as the languages revitalization and restoration processes continue, so the level of language sophistication in the degree will steadily increase.

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V. Benefits & Innovation

A Unique, Responsive Program While other postsecondary institutes in Ontario offer courses and certificates in Indigenous languages, Six Nations Polytechnic offers the province’s only Mohawk and Cayuga language degrees. This addresses a significant gap in Indigenous Studies programming broadly, as well as in the study of Languages, and Ogwehoweh languages in particular (identified by the Truth and Reconciliation Commission in its call for “degree and diploma programs in Aboriginal languages”). Ry Moran, Director of the National Centre for Truth and Reconciliation, further called attention to the need for programs like the BAOL when he commented, “What we are not seeing is fully realized, fully robust [university] programs that will take new speakers from start to end in a robust and comprehensive manner.”3

Breadth of Programming The program contains an array of non-core courses that significantly enrich the program’s learning goals. Non-core offerings include such courses as research methods/professionalization, comparative Indigenous languages, short and long form composition, Ogwehoweh history, ethnobotany, ethnoastronomy, and storytelling. Through these credits, the critical thinking, quantitative reasoning, and communication skills (both written and oral) are developed. These courses also provide students with deeper understandings of the ancestral knowledge, heritage, and traditions of the Six Nations community, as well as the historical and contemporary learning and language experiences of Ogwehoweh peoples. The learning activities and assignments for these courses encourage students to not only identify challenges, but also to practice proposing solutions to language acquisition and revitalization efforts in creative ways. These exercises create opportunities for students to develop knowledge of society, culture, and key skills and tools for positive civic and community engagement.

Community Embeddedness Decentring the classroom as the sole appropriate space of higher learning has many and weighty advantages in designing curriculum. While instructor knowledge may be considerable, and they may also have significant relevant experience, diversifying voices, approaches, backgrounds, and perspectives is a good in itself, and affords learners many dividends, particularly in multicultural classrooms. In courses that run on Indigenous territories and involve Indigenous students, such as in the BAOL, community engagement becomes an imperative due to the centrality of community in Indigenous epistemologies and pedagogies, the tremendous wealth of knowledge and experience housed in Indigenous communities, and the responsibility of universities to benefit these communities. Community engagement and support is, in fact, vital to language revitalization. Six Nations Polytechnic has developed positive working and research relationships with speakers and Indigenous Knowledge Guardians in the community, and since its inception it has been a central goal of the institution to facilitate

3 Quoted in Jennifer Lewington (12 October 2018), “How Canadian universities help fight to save Indigenous languages,” Maclean’s Magazine: https://www.macleans.ca/education/how-canadian-universities-help-fight-to-save-indigenous-languages/.

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educational opportunities with respect to language learning and speaking. The physical location of SNP allows for the further enrichment of school-community relationships. Students in the Bachelor of Arts in Ogwehoweh Languages program benefit from the utilization of best practices in learning modalities with Ogwehoweh languages, which help familiarize them with ethics issues that exist and persist in the field, as well as providing them with perspectives and tools to conduct research that is meaningful to both the community and the researcher. Together, these efforts create the conditions to establish a unique, supportive, respectful teaching and leaning environment in a community setting.

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VI. Credential & Pathways

Student Demand Student demand for the Bachelor of Arts in Ogwehoweh Languages program is evidenced by enrolment figures, as well as arising from primary research performed as part of the cyclic review of that program. The BAOL additionally responds to the Truth and Reconciliation Commission of Canada’s Call to Action #16: for “postsecondary institutions to create university and college degree and diploma programs in Aboriginal languages.”

Employment Horizons Employment opportunities for graduates of the Bachelor of Arts in Ogwehoweh Languages are expanding with the current revitalization of Indigenous languages in communities across Ontario – and elsewhere. Indigenous communities have the fastest growing population in Canada, and Indigenous educators and education systems, both on-reserve and off, increasingly concur that language and cultural learning is a key success factor for Indigenous students’ educational attainment at all levels. As such, the subsequent demand for speakers with excellent instructional and training backgrounds has and will steadily increase. Ogwehoweh languages are increasingly embedded in a vast array of cultural, social, and economic revitalization/development efforts both within and beyond Indigenous communities. Even outside of a growing ‘knowledge economy’ in Indigenous languages specifically, speakers of Ogwehoweh languages carry with them an additional, highly valued skill that has significant impact on their overall employability. Data on labour market demand for Indigenous language speakers is unavailable, but reasonable estimations can be made based on (a) the published career potential for modern languages graduates generally, and (b) known, in-community employers of Ogwehoweh languages speakers. Among the most popular jobs available to modern language graduates are those in translating (written word), interpreting (spoken word), transcription (spoken-to-written word), and teaching (particularly in immersion). To this roster, significant research opportunities can be added, with increases in funding for the documentation (including orthographies, etymologies, etc.) and transmission (including epistemologies, pedagogies, etc.) of Ogwehoweh languages; along with the utility of linguistic skill in a host of related jobs in museums, libraries, and archives. In terms of teaching specifically, the province’s support for Native Language Programs, including a published Ontario Curriculum (Grades 1-8) points to growing employment opportunities for Ogwehoweh language speakers in/with provincial school boards. More broadly, jobs for language speakers are blooming in the areas of website development, curriculum development, policy analysis, etc. Graduates of the program will additionally be able to apply acquired language, critical, creative thinking and problem-solving skills across a range of areas and in various employment capacities. Ultimately, a Bachelor of Arts in Ogwehoweh Languages is an exceptional employment asset, in a variety of sectors, right across the twenty-one Hodinǫshǫ:nih communities in Canada and the United States, including: ◦ Gibson (Mohawk): Ontario ◦ Oneida (Oneida): Ontario ◦ Six Nations of the Grand River (all nations): Ontario

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◦ St Regis/Akwesasne (Mohawk): Ontario ◦ Tyendinaga (Mohawk): Ontario ◦ Wahta (Mohawk): Ontario ◦ Kanehsatà:ke (Mohawk): Quebec ◦ Kahnawake (Mohawk): Quebec ◦ Akwesasne (Mohawk): New York ◦ Allegany (Seneca): New York ◦ Cattaragus (Seneca): New York ◦ Cayuga (Cayuga): New York ◦ Ganlengeh (Mohawk): New York ◦ Kanatsiohareke (Mohawk): New York ◦ Little Caughnawaga (Mohawk): New York ◦ Oneida (Oneida): New York ◦ Onondaga (Onondaga): New York ◦ Tonawanda (Seneca): New York ◦ Tuscarora (Tuscarora): New York ◦ Oneida (Oneida): Wisconsin ◦ Cayuga-Seneca (Cayuga): Oklahoma The following organizations are potential employers located right in the Six Nations of the Grand River community, each of which offers Ogwehoweh Language services or instruction in either Mohawk or Cayuga: ◦ Bi-Centennial Day Care ◦ Stoneridge Day Care ◦ Resource Drop-in Centre Six Nations ◦ Emily C. General School ◦ Ivan L. Thomas School ◦ J.C. Hill School ◦ Jamieson School ◦ Kawenni:io/Gaweni:yo School ◦ Onkwawenna Kentyohkwa ◦ Sharonhyase'ko:wa Tsyohterakentko:wa Tsi Yontaweya'tahkwa Everlasting Tree School ◦ Ohwejagehka: Ha`degaenage ◦ Haudenosaunee Resource Centre ◦ Deyohahá:ge: SNP Indigenous Knowledge Centre ◦ Woodland Cultural Centre ◦ Jake Thomas Learning Centre ◦ Six Nations Language Commission ◦ Grand River Postsecondary Education Office ◦ Grand Erie District School Board ◦ Six Nations STEAM Academy ◦ Dwadewayehsta Gayogoho:no

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Regulation & Accreditation Since the Bachelor of Arts in Ogwehoweh Languages does not prepare students for an occupation subject to government regulations, the program has not been designed with regulatory and/or accrediting body requirements in mind. Further, at present, there is no formal, either mandatory or voluntary regulatory body and/or professional association/accrediting body for Ogwehoweh languages. There are, additionally, no regulated entry-to-practice requirements for graduates of the BAOL. However, in 2017 SNP successfully completed voluntary accreditation with the World Indigenous Nations Higher Education Consortium, and international accreditation that includes the Bachelor of Arts in Ogwehoweh Languages.

Student Mobility Over the course of the past three years, beginning with the intake of the first Bachelor of Arts in Ogwehoweh Languages cohort in 2016, SNP has continuously monitored student mobility issues. Student mobility was initially supported individually, through Academic Services, including academic planning and career counselling. Data-driven procedures were then built up as students began to move through, and graduate from the program, resulting in a recent shift to formalizing student mobility supports. Accordingly, SNP is exploring several standard credit transfer pathways, including Degree Completion and Letter of Permission Agreements with universities across the province; and undertaking outreach with graduate and professional programs (including Ontario’s law and medical schools) to promote awareness of Indigenous Institute degrees generally, and the BAOL in particular. Six Nations Polytechnic additionally has an articulation agreement in place with McMaster University, Brock University, the University of Guelph, the University of Waterloo, Wilfrid Laurier University, and the University of Western Ontario. Under these partnerships, students enrolled in the “University Consortium Year 1” program may count one course from the Bachelor of Arts in Ogwehoweh Languages degree toward the electives requirement for their program of study. Outside of the consortium, Six Nations Polytechnic has begun to receive expressions of interest from both private and public postsecondary educational institutions – including the University of Toronto – who wish to develop long-term relationships rooted in the Bachelor of Arts in Ogwehoweh Languages program. Finally, in March 2019 Six Nations Polytechnic received $81,000 in Ontario Council on Articulation and Transfer (ONCAT) funding for an Innovative Transfer Project entitled, “Indigenous Institute Credential Recognition: The Bachelor of Arts in Ogwehoweh Languages.” Now underway, this project seeks to understand the transfer experiences of BAOL graduates, providing an account and analysis of specific hurdles to mobility faced since leaving the program; identify how credential upgrading at another provincial postsecondary institute affects graduates’ prospects for entry into graduate or professional school, or the pursuit of additional credentials; and map out possible internal supports and external tools that could reduce disparities in the current credit transfer system (including possible changes to the BAOL curriculum). The ONCAT contract (Project #I1929, “Indigenous Institute Credential Recognition”) is attached as Appendix H.

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Further Study BAOL graduates have gone on to earn additional credentials in, for example, Education (B.Ed.). Further, a condition of Six Nations Polytechnic’s initial Ministerial consent was that, prior to renewal of the general degree, the institute “make all reasonable efforts to bring forward an application […] for a four-year degree program to replace the three-year program.” For many learners, though, committing to four years of degree study is a daunting prospect. Research undertaken for this self-study revealed that learners in the Bachelor of Arts in Ogwehoweh Languages program would further benefit if SNP were able to offer both a three-year (“general”) and four-year (“honours”) baccalaureate. This correlates with both SNP’s experience in delivering community-focused curriculum, which shows that providing Indigenous learners with a greater amount of choice and autonomy results in a higher rate of success and completion.

Barriers & Non-Recognition When SNP was established in 1993, the priority was to provide an access point or stepping stone to postsecondary education for community members. Some of our earliest graduates ultimately obtained advanced degrees in fields such as law and medicine. Today, many of Six Nations Polytechnic’s graduates – including those coming out of our own B.A. programme – still go on to pursue additional credentials, qualifications, or advanced degrees. Unfortunately, we have found that our current graduates and graduands continue to face significant barriers to entry, despite holding the necessary credential or educational background. Our research shows that these instances occur because of a lack of understanding of, first, the existence and validity of degrees granted through Ministerial consent and, second, the Indigenous Institutes sector itself. In 2018, a graduate of Six Nations Polytechnic was denied consideration in the application process for the medical school at McMaster University. With the Bachelor of Arts in Ogwehoweh Languages, the applicant held a provincially-recognized baccalaureate degree, a credential that exceeds the baseline academic requirement for McMaster Medical School (which only calls for three years of undergraduate study). In 2019, Ottawa University’s Indigenous Teacher Education Program refused entry to a BAOL graduate on the grounds that Six Nations Polytechnic was not recognized as an “accredited university” by the Ministry of Training, Colleges and Universities. Rather than an isolated or one-off incident, of relevance only to the student in question or Six Nations Polytechnic in particular, it is reasonable to characterize this event as of significant wider import, as Indigenous Institutes across Ontario begin to offer, or further develop their baccalaureate offerings; and accordingly, as their roster of graduates and graduands grows.

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VII. Student Experience & Perspective Student interests, including their rights and responsibilities, are protected and promoted via culturally supportive teaching environments; tangible supports for Indigenous learners specifically; the timely and accurate provision of information; the rigorous protection of student data; forums for student voice and avenues for their involvement in the governance and administration of the institute; fair treatment and just resolution of problems and disputes involving learner members of the academic community; and opportunities for students to take responsibility for their own well-being. Six Nations Polytechnic ensures a culturally-supportive learning environment and appropriate student support services.

Academic Supports Instructors in the Bachelor of Arts in Ogwehoweh Languages program make themselves available to students by scheduling regular office hours. At a minimum, instructors are expected to be available for one hour, per week, for every class they are teaching during the term, which can be a blend of in-person or email/on-line availability. Program support also includes academic counselling services. Under this rubric, staff of the BAOL are available to help students clarify academic and program goals, develop educational plans, access supports and resources, assist to resolve academic problems and concerns. A dedicated Student Success Officer provides personal support through respectful relationships built on trust and responsibility, while confidential, short-term counselling services include assistance with issues that include building self-esteem, improving communication, and understanding one’s identity. Additional services are available through referrals. Because the formally ‘academic’ is always an embedded sphere, support extends to the social and relational. Accordingly, throughout the academic year, Six Nations Polytechnic hosts a number of student-centred events, to help promote cultural learning, civic engagement, leadership development, and peer support.

Student Wellbeing SNP supports students as active agents in their own well-being, and as culturally-embedded navigators of their educational journey. Accordingly, every effort has been taken to build and deploy culturally-appropriate supports and resources for students in the Bachelor of Arts in Ogwehoweh Languages program. The majority of staff who perform administrative and support functions are from the Six Nations or broader Hodinǫshǫ:nih/Rotinonhson:ni community, or are of Indigenous decent. Student supports are anchored in the community-based, culturally nurturing learning environment that facilitates holistic personal growth and development within the context of collective responsibilities. In this atmosphere, learners at SNP gain confidence, strength, and conviction as they participate in cultural and social activities that support inclusiveness and a renewed sense of cultural identity.

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Cultural Supports Six Nations Polytechnic has carefully built a network of explicitly cultural supports for Indigenous students, whose academic performance, confidence, and skills thrive when learning is culturally embedded. Indigenous Knowledge Guardians, Community Scholars, and Associate Professors work in partnership with the institute. In addition to academic mentoring and assistance, co-curricular services include cultural resources, language camps and conversational groups, traditional ceremonies, and provisions to participate in cultural events and arts, as well as access to a community food bank (Business Plan 2015-2020, attached as Appendix A, pp. 5-6).

Deyohahá:ge: Operating as a department within the institute, Deyohahá:ge: (the Indigenous Knowledge Centre) has a mandate to nurture Indigenous knowledge and languages; foster and support collaborative research and Indigenous knowledge; and undertake public education regarding Indigenous knowledge (Business Plan 2015-2020, attached as Appendix A). It provides students with a way to apply classroom learning as they find their own path and leave their own mark on the world. In this way, “student well-being” is operationalized: Indigenous knowledge is “alive” because it is about being well, living well and building and acknowledging the kinds of relationships that sustain life and make living worthwhile.

Student Voice One seat on the Board of Directors of Six Nations Polytechnic is allocated to a student, placing student perspectives and interests at the heart of institutional governance. This discursivity permeates all levels of institutional planning and processes, as the SNP Student Success Officer and Program Managers/Coordinators receive ongoing input from students via, inter alia, talking circles. Further, SNP regularly seeks student feedback and input on the delivery of courses and of the BAOL program as a whole, along with the quality of administrative, resource, and other supports required for successful learning experiences. Student feedback is reviewed both in focus group meetings and as part of the overall program advisory agenda. SNP’s Policy on Student Feedback can be found in Appendix 9. At Six Nations Polytechnic, student evaluations are both summative (taking place at the end of the course, sample form attached as Appendix O) and formative (taking place at approximately the halfway point, sample form attached as Appendix P). This formative benchmark both reinforces students’ sense of having tangible, valued input, and allows them to see that input in action, as instructors address any concerns and enact any relevant changes throughout the remainder of the classes. The possibility of instituting a formal students’ association at SNP was investigated, based on such models being the norm in the other two ‘pillars’ of the postsecondary landscape in Ontario, and the primary conduit through which student concerns are deliberated and brought forward in those spaces. This model, however, was deemed not only unsuited, but in many regards antithetical to Hodinǫshǫ:nih/Rotinonhson:ni modes of governance and organizational norms. The draft constitutions that were presented during this process were not at all aligned with Six Nations’ values and ways of interacting and being, and were abandoned as indefensibly confrontational and power-based, and as entailing the Westernization of the institute.

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Financial Support Several funding opportunities are available for students enrolled in the Bachelor of Arts in Ogwehoweh Languages program, including scholarships and financial awards, and financial aid in the form of both loans and grants. These are detailed on the website, in the Academic Calendar (attached as Appendix C), and in the Student Handbook (attached as Appendix D), and include both dedicated scholarships and financial awards, and financial support programs.

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VIII. Faculty & Teaching Staff Six Nations Polytechnic makes every effort to place and recruit outstanding faculty into the Bachelor of Arts in Ogwehoweh Languages program, noting that operating on the fiscal and policy periphery of Ontario’s postsecondary educational sector creates multiple barriers to the hiring of full-time faculty. As such, SNP must function by engaging contracted sessional instructors knowledgeable in their unique areas.

Faculty Skills & Credentials One of the program’s learning outcomes includes demonstrating communicative competency in Cayuga and Mohawk – both critically endangered languages with few first language speakers. There are thus few teachers with the capacity for speaking the languages, who are additionally equipped with the credentials typically required by accrediting bodies. Current teaching staff possesses diverse expertise in the area of Indigenous languages and knowledge. Qualifications for staff are laid out in the Policy on Faculty/Instructor Review and Development (attached as Appendix J), including measures for verifying the academic and professional credentials of instructors. In addition to knowledge of Cayuga and Mohawk languages, communicative competency, and experience in language teaching and learning, all of the teaching staff have spent time learning with Elders and Indigenous Knowledge Guardians and working within the community to preserve and promote Indigenous languages. SNP has defined the academic and professional credentials of present and future faculty teaching all courses of the program. Our teachers need to have demonstrated an Oral Proficiency Interview score, per the American Council on the Teaching of Foreign Languages Proficiency Guidelines, at the “mid-intermediate” level. This rank denotes someone who “can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.” Speakers at the “mid” sublevel “represent a number of speech profiles, based on their particular mix of quantity (sheer volume of speech produced) and/or quality (efficiency and effectiveness with which meaning is communicated) at level, and/or the degree to which they control language features from the next higher major level base level.”4 Faculty knowledge is kept current through professional development activities such as participating in workshops, attending conferences, hosting conferences, maintaining an active involvement with the people and institutes in the field, researching and sharing findings. Professional development activities also include immersion language institutes, classes and master-apprentice sessions. A copy of the credential verification declaration instructors is attached as Appendix M.

Professional Development & Currency of Knowledge The Policy on Faculty/Instructor Review and Development (attached as Appendix J) was initially developed explicitly for the General (three-year) BAOL program and builds from the strengths of Six Nations Polytechnic’s annual instructor performance reviews. Under the policy, instructors undergo annual formative review summarizing their contributions and accomplishments in teaching and teaching related responsibilities/activities, research, and student success. Summative reviews are carried out every four years, at a minimum. The review process assists in evaluating overall performance and recognizing and awarding contributions that have exceeded expectations in teaching and teaching-related activities. 4 See the Oral Proficiency Interview Familiarization Manual of the American Council on the Teaching of Foreign Languages.

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Annual reviews are also intended to identify, discuss and develop recommendations to assure adherence to standards and expectation regarding teaching and teaching-related activities. SNP actively creates new opportunities for faculty teambuilding and professional development. Given the diversity of approaches to language learning and the flux of resource development occurring in support of learning, it is necessary that the program faculty supplement their teaching experiences with activities that engage directly with others in the field, including, researchers, language workers, speakers, resource developers, Elders, Knowledge Guardians, archivists and students. Complimentary activities such as writing articles, editing, organizing conferences, and serving as board members on journals, language programs, involvement in community language groups and institutions adds another important element to faculty professional development. Instructors are encouraged to undertake research, present public lectures, and publish findings and analyses in a variety of forums including journals, anthologies, and books. SNP Instructors have participated in several professional development opportunities to ensure that their teaching skills have advanced throughout the implementation of the BAOL. In 2016, instructors participated in the American Council on the Teaching of Foreign Languages (ACTFL) training on Oral Proficiency Interview Training; attended the Indigenous Languages Institute in Santa Fe; and the Indigenous Languages Institute Technology Training. In collaboration with Six Nations Language Commission, SNP instructors participated in the 2016 Six Nations Language Conference, which focused on technology, documentation and language planning. In 2017, instructors attended the Haudenosaunee Language Proficiency Summit and ACTFL Curriculum Development Sessions. This training is important to ensure that the program delivery achieves the scope and sequencing identified to promote language learning and retention, as well as identify the performance descriptors required to reach an appropriate performance range. Additionally, in 2018, instructors attended the Approaches to Second Language Acquisition Workshop; and, in 2019, the Culturally Appropriate Assessment Workshop. Expanding upon these experiences, beginning in 2017, SNP contracted a consultant specializing in Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS), and Innovative Technology to do a series of workshops at SNP for instructors, as well as language teachers more broadly in Six Nations and surrounding communities. By opening these workshops up to external language teachers, SNP sought to develop a professional learning community amongst Ogwehoweh Language teachers more broadly and to support the professional development of specialists within the field as language instructors continue to be limited in availability and highly in demand. Following positive feedback from the workshop series, SNP extended our contract with the above specialist to develop out a series of professional development modules to be available online, an accessible database of relevant resources, and a 40-hour course to support further professional development advancement and improve capacity development. SNP is committed to the research, assembly, and delivery of professional development courses to support instructors, researchers, teaching assistants, and staff; contributing to nation-wide efforts to revitalize Indigenous languages, and Hodinǫshǫ:nih languages in particular; and the development of leading-edge curriculum that informs and enriches the varied institutional environments in which Indigenous learners pursue their education, anywhere in the postsecondary sector. The ultimate vision is of a more culturally inclusive, epistemologically diverse, and pedagogically effective postsecondary landscape in Canada, and greater understanding of, and tangible support for, Indigenous-led education. Accordingly, in 2019 Six

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Nations Polytechnic developed a resource entitled, “Indigenous Institutes Professional Learning Communities” to support the process of building professional learning communities between and among Ontario’s Indigenous Institutes, communicating existing, and contributing to the further development of ‘best practices’ for the sector. This course was set up to ensure that all Indigenous Institutes staff, including our instructors, share expertise grounded in the diversity of Indigenous knowledges, cosmologies, and epistemologies; Indigenous ways of teaching, learning, and researching; and the dedicated work of supporting these critical communities of Indigenous postsecondary engagement. Participants engaged in the lateral learning, inter-institutional conversations, and cross-sectoral networking that will lay the foundations for ongoing institutional development, strategic planning, and capacity-building within the context of the Third Pillar. Pending the implementation of the new organizational structure, a series of staff and instructor trainings will take place to further support SNP’s ability to deliver quality programming.

Recognizing & Supporting Indigenous Knowledge A significant challenge is how (or indeed, whether) Indigenous knowledges, languages, and epistemologies, as well as Elders and knowledge-holders, are understood and appreciated by mainstream education and accreditation bodies. While the gap in this understanding is slowly being closed, at present it remains firmly in place. In response, in 2008, Six Nations Polytechnic and one of its partner institutions, McMaster University, worked in collaboration to develop Deyohahá:ge: the Indigenous Knowledge Centre, whose goal is to preserve and promote Indigenous knowledges, languages and ways of knowing. At the same time, the title of Indigenous Knowledge Guardian was conferred on five Elders (and has since expanded to twelve). This particular effort was intended to balance and bridge this gap between perceptions of expertise and qualification. This effort also established an important benchmark for the quality of teaching and learning that is envisioned by SNP: one that is rooted in Indigenous pedagogy and able to support the sharing of knowledge efficiently and naturally. These are important developmental contributions towards the unique blend of faculty requirements of the program.

Staffing Challenges & Projection The Bachelor of Arts in Ogwehoweh Languages program currently draws upon an extremely limited pool of language instructors, as resource constraints do not currently allow for full-time faculty positions. At the same time, the admissions cycle for the BAOL was accelerated over the enrolment model proposed in the original application for Ministerial consent: from an every-other-year intake to a new cohort of students beginning their studies every September. This shift, in this context, produced unsustainable strain on the teaching elements of the program, as BAOL instructors for both core and non-core courses are obliged to teach on weekends and in the evening while working full-time positions elsewhere.

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The original proposal for the BAOL anticipated that the program would utilize a cohort model that would see an intake of 20 students every other year for the first six years of the program; and further, that SNP would work with established sessional instructors. The following represents updated enrolment projection for a four year-period, anticipating a return to the alternate-year-entry cohort model along with the provision of dedicated Bachelor of Arts in Ogwehoweh Language faculty (see “Recommendations,” the final section of this self-study).

2019-2020 2020-2021 2021-2022 2022-2023 anticipated cumulative enrolment 14 14 28 28 faculty 1 2 2 2 sessional instructors 15 18 30-36 32-36 teaching assistants 6 7 12 8

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IX. Physical & Learning Resources

Library & e-Resources The Deyohahá:ge: Indigenous Knowledge Centre (IKC) is the central physical library located at the institute. Operating as a department within the institute, Deyohahá:ge: has a mandate to foster and nurture Indigenous knowledge and languages; engage in and develop collaborative research; and undertake public education regarding Indigenous knowledge (Business Plan 2015-2020, attached as Appendix A). The resources in the IKC include language learning resources from the institute, from the wider Six Nations community, and from other Ogwehoweh communities across Canada and the United States. The library of the IKC contains information across a broad range of topical areas, which include: Anthropology, Art, Archaeology, Culture, Ecological Knowledge, Education, Governance, Health-Traditional, Health-Modern/Western, History, Language, Leadership, Science, Stereotypes, Treaties, and Wampum. Digitization of language resources is an ongoing initiative at Six Nations Polytechnic, initiated in early 2013. Activities to date have included the purchase of additional archival equipment necessary to meet electronic storage and backup needs, and to expand translation capacity. Additionally, from 2013-2015 SNP participated in a collaborative archival development project with the Woodland Cultural Centre, funded by the Ontario Trillium Foundation, which expanded student access to language resources. A full list of the current library holdings available to students is attached as Appendix K. As the number of students enrolled in the Bachelor of Arts in Ogwehoweh Languages program grew, SNP identified a concurrent requirement to develop its access to, and holdings of, university-oriented research and teaching materials. Peer-reviewed electronic journals (e-journals) were foremost among these, since academic sources are a requirement for undergraduate-level study, and thus an essential component of the SNP baccalaureate program. With the BAOL focus on the social sciences and humanities in its core and non-core courses, SNP chose JSTOR as its e-resource provider, and recently signed a contract with them for subscription services to 682 titles. BAOL students are also taught how to access the Directory of Open Access Journals, providing a dual pathway for undergraduate research requiring e-resources.

Learning Technology At present, the entire curriculum in delivered face-to-face (FTF). This is not to say that the current, physical classroom-based curriculum delivery isn’t technology-assisted – classrooms at the Six Nations campus are equipped to stream video content, play audio files, and project other media (including slideshows, and interactive and multimedia content, both from the Web and housed on instructor or student laptops). The Information Systems staff at Six Nations Polytechnic provide support for the technology used in course delivery and co-curricular elements of the program; while Development Officers coordinate the trainings necessary to familiarize program teaching and support staff with the technical (equipment) and technological (software) necessities of curriculum delivery. As per the previous submission, SNP continues to offer access to the CAN-8 software for the Cayuga language, as well as a searchable database program (PastPerfect) to support student access to archived materials – including language resources. Students can access computers in both the computer lab and the student lounge. In addition, throughout 2015-2017, SNP developed two mobile apps for both the Cayuga and Mohawk languages. Both apps are available on iOS and Android devices. Each app contains

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over five hundred words and phrases, sample dialogues and links to lectures and presentations pertaining to Ogwehoweh languages and language revitalization.

Classroom, Workshop, and Studio Space Six Nations Polytechnic has ten classrooms at the Six Nations campus, where the courses in the Bachelor of Arts in Ogwehoweh Languages degree are taught. All classrooms are equipped with whiteboards, a ‘Smart Board,’ a data projector, and sufficient seating to accommodate class enrolment and accommodate learning activities. All classrooms are equipped with media hook-ups. Scheduled classes are assigned to existing classroom space, assuring that equipment needs are accommodated. SNP is planning a capital expansion to support its strategic goals. Although the Six Nations campus facilities are in good condition and are sufficient to support existing program requirements, new developments will enhance program delivery capacity, scaffold enrolment growth, and strengthen student support services over the longer term.

Resource Renewal & Upgrade SNP plans to expand the digital and physical collections of the Deyohahá:ge Indigenous Knowledge Centre. For the last eight years, Deyohahá:ge has played a foundational role in fostering relationships amongst SNP students, faculty, staff, elders, speakers and research/academic partners. Plans for growth include the establishment of a new physical space, increased library, archival and material culture holdings, an expansion of student’s learning experiences and opportunities for engagement, increased opportunities for knowledge creation and dissemination, and an institute-wide strategy for increased engagement with Indigenous knowledges and Hodinoso:ni’ languages for the SNP instructors and staff. This work will be further supported through the Deyohahá:ge: website, which will launch in the fall of 2019. Six Nations Polytechnic leverages an open source system (Spiceworks) that performs and maintains a real-time inventory of our technical resources. Included in the software are help desk and user management modules (among others) that, in combination, allow SNP to not only track the I.T. inventory, but also correlate and monitor ‘events.’ The standardization of information technology upgrading schedules is underway at SNP, with a policy being developed for governance support. The desktop workstations allocated to BAOL students are currently on a four-year refresh cycle; while laptop workstations are on a three-year refresh cycle. Server infrastructure is also regularly upgraded.

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X. Financial, Operational, and Administrative Support

Governance & Organizational Structure Six Nations Polytechnic was established in 1993 and became a registered Canadian Charity (#86611 4317 RR0001) in 2014. Prior to this, SNP operated as a federally-incorporated, not-for-profit organization governed by a Board of Directors, elected by the membership. To ensure accountability to the community, SNP is further guided by cultural advisors and Indigenous Knowledge Guardians: individuals, formally recognized by SNP, who have made a life-long commitment to the acquisition of Indigenous Knowledge from within the Hodinǫshǫ:nih/Rotinonhson:ni traditions and to passing on that knowledge to the next generation. The administrative structure of Six Nations Polytechnic is visually represented in its Organization Chart (attached as Appendix L). That visual displays vertically the relationship between the different high-level authorities charged with institutional oversight, with the Board of Directors answering directly to the Learning Community, and the President/CEO operating in tandem with, and accountable to, that Board. The Six Nations community is instrumental in highlighting education and policy issues, and informing research, teaching, and learning activities through workshops, focus groups, conferences, and think-tanks.

Financial Resources Six Nations Polytechnic typically receives $14,000 annually in bursary funding from the MTCU, in addition to the portion of SNP’s Post-Secondary Partnership Program budget allocated to the Bachelor of Arts in Ogwehoweh Languages program specifically. For 2019/2020, that portion amounts to $221,745 each for the Cayuga and Mohawk streams of the BAOL. Up until recently, Six Nations Polytechnic was not a publicly funded postsecondary institute; this changed with the passing of the Indigenous Institutes Act, S.O. 2017, under which collaborative development of a framework for public funding is underway. Despite operating on the financial periphery of postsecondary education in Ontario, over the past 25 years SNP has managed to develop strategic resources and has a demonstrated track record for fiscal accountability with funding sources, demonstrating expected outcomes for justifiable costs. (This success is evidenced by continued funding and student enrolment.) Smaller sources of funding often serve the purpose of supporting one-time initiatives that directly benefit BAOL students. Even with limited access to predictable operating grants, Six Nations Polytechnic has not incurred an operating deficit for over five years.

Alternative Sources of Funding Six Nations Polytechnic has a strong commitment to the Bachelor of Arts in Ogwehoweh Languages degree. This commitment extends beyond our institution to the community as a whole. Linguistic and cultural revitalization appear among the ‘top ten needs’ on the Six Nations Community’s Plan 2018 – Progress Update. Each of the two languages offered through the BAOL is endangered, resulting in unique development and delivery needs, all of which include higher than average program costing. To ensure the stability and long-term sustainability of the B.A., significant efforts have been made in support of the

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content and delivery of all elements of the curriculum, as well as unique co-curricular tools and opportunities. This entailed seeking out alternative sources of funding, including: ◦ Creation of a three-year immersion program, funded through an Ontario Trillium Foundation “Grow

Grant” in the amount of $732,000, to help create speakers, train instructors, and continue efforts to stabilize Indigenous Languages.

◦ A year-long (2016-2017), published study entitled, The Path to Creating A Critical Mass of Onkwehonwehnéha Speakers at Six Nations of the Grand River Territory, was funded through a grant from the Ontario Trillium Foundation and support from SNP and the Six Nations Language Commission.

◦ Wage subsidies, funded through our local employment and training centre, have contributed more than $100,000 toward remuneration for program teaching and support staff.

◦ Fundraising efforts have accrued more than $100,000, including through hosting the World Indigenous Peoples Conference on Education, our annual Champions for Change education conference, our recent 25th Anniversary Gala, and Individual donations.

◦ An $81,000 grant from the Ontario Council on Articulation and Transfer (ONCAT) to carry out an Innovative Transfer Project entitled, “Indigenous Institute Credential Recognition: The Bachelor of Arts in Ogwehoweh Languages.”

◦ In-kind support through our network of partners, who have contributed to the program through secondment of staff, resource sharing, soup meetings, and other initiatives.

Future Funding: Potential Avenues Many of the above-listed efforts will continue into the future. In addition, Six Nations Polytechnic has identified several other sources of financial support that can be pursued, including: ◦ Advocacy for equitable multi-year funding for our programs through the federal and provincial

governments.

◦ Grants through external funding sources, including the Ontario Trillium foundation, government agencies, and private foundations – sources that Six Nations Polytechnic has been very successful in identifying and accessing, an din pursuit of which we work diligently to maintain a strong reputation and ‘track record’ in administering and reporting on project funding and deliverables.

◦ SNP has applied for status as an administrator of grants awarded by the Social Sciences and Humanities Research Council of Canada, which funds not only research but teaching, curriculum development, and other activities highly relevant to the delivery and improvement of the BAOL.

◦ Fundraising plans, currently under development, include creating an alumni network, tapping into private philanthropic initiatives, corporate giving, and an endowment fund.

◦ With the community’s commitment to language preservation identified as a priority, Six Nations Polytechnic is eligible to access funding through a number of community-based sources, including the Six Nations Community Development Trust Fund, the Six Nations of the Grand River Economic Development Trust fund, Six Nations gaming revenue, and Six Nations Council Ontario First Nations Limited Partnership funds – sources which, collectively, distribute approximately $5 million annually.

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◦ Letter of Permission arrangements, which could channel tuition funds from other postsecondary institutes whose students wish to count one or more credits from the roster of BAOL courses toward a credential at their ‘home’ college or university.

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XI. Previous Assessments & Recommendations All postsecondary institutional accreditation brings together three elements or processes: a self-study, in which the institution itself examines its goals, procedures, and successes; the review of an external team of experts, often involving a site visit and extensive interviews with staff; and an official recommendation from the accrediting body, including conditions and suggestions. Particularly where education is publicly-funded, and where certification holds a specific public meaning and benefit, the credibility of an institution and the credentials it grants is of paramount importance. The ‘public’ a postsecondary institution serves is entitled to (a) access to a quality education, (b) confidence in the skills of individuals trained by the institution, and (c) a guarantee that the money invested in education, on the public’s behalf, is being spent effectively and responsibly. Successful organization review, and the subsequent recommendation to accredit a postsecondary educational institution, thus indicate that a given school is consistently achieving soundly-conceptualized goals through intelligently-designed means. Over the past six years, Six Nations Polytechnic has engaged with accreditation processes with three different bodies: the Postsecondary Education Quality Assessment Board (2015); the World Indigenous Nations Higher Education Consortium (2017); and most recently, the Indigenous Advanced Education & Skills Council (2019). All of these organization reviews involved extensive self-study on the part of SNP; the first two accreditation processes were completed, while the third is still underway. The current self-study, undertaken for the purposes of renewing SNP’s degree-granting status under the MTCU/PEQAB pathway, can thus cogently appeal to a significant quantity of prior assessment and recommendations data and findings, as outlined below.

Postsecondary Education Quality Assessment Board In December 2015 Six Nations Polytechnic earned consent to grant the Bachelor of Arts in Ogwehoweh Languages, subsequent to over a year of careful assessment by the Ministry of Training, Colleges, and Universities and the Postsecondary Education Quality Assessment Board. This status constituted SNP as Canada’s first independent, Indigenous-owned and Indigenous-controlled postsecondary institution empowered to confer a stand-alone undergraduate degree – and it included a specific focus on the specific institutional policies and processes Six Nations Polytechnic put forward to quality assure the (then) proposed credential. SNP’s self-study and application were submitted in December 2013 and revised in July 2015. That document, and the subsequent site visit by the external reviewers, formed the basis of PEQAB’s findings and recommendations, listed below.

PEQAB Recommendations for the BAOL Student Protection “The Panel suggests that even though SNP may find it impossible to publicize in advance the names of individual instructors assigned to the courses it offers, it could help to fill that informational gap by publicizing the names of those in the “pool” of faculty members from whom instructors would be drawn. Students should know that Indigenous Knowledge Guardians will be have a crucial role on the team, but

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should also know about the cohort of Community Scholars and others whose academic credentials, coupled in most cases with their traditional knowledge, have prepared them to offer instruction in the academic programs SNP offers. (We note that recent annual reports do list faculty, retrospectively; we are referring to the desirability of the calendar’s listing, for the benefit of students, prospective faculty members).” Dispute Resolution “In due course, if SNP succeeds in becoming an institution requiring its own full-time faculty, it will probably have to have extensive new policies governing faculty/institution relationships, including enhanced faculty-specific dispute resolution and appeal processes.” Administrative Capacity “It is imperative that SNP create coordinated academic and business plans. We hold that most of the ingredients for such a plan are in hand already, and that the institution has the capacity to pull them together fairly expeditiously.” “Despite financial challenges that thwart its desire to hire full-time on-going instructional staff, we advise SNP, as it prepares for the delivery of degrees, to consider how to engage its academic staff more fully in collegial decision-making processes.” Financial Stability “The major missing element is a realistic business plan which makes clear how and at what cost the proposed degree will be developed, which presents demographic data on where the students will come from (with greater clarity and precision than we have seen so far,) and projects how the operating costs of the program will be funded. […] The fundamental problem with the business plan is that it aims at explaining the SNP as a whole but does little to explain how the program for which ministerial authority is sought will be developed, marketed and funded. Without concrete evidence that this has been thought through and planned for, this remains a fundamental weakness.” “We observe that broad policy issues, bearing on the federal and provincial governments’ funding of post-secondary aboriginal education, constrains SNP’s capacity to meet PEQAB’s standard of ‘financial sustainability.’ We refrain from further comment, but reiterate that SNP has for over 20 years sustained its programming in the face of funding insecurity, and that in our view that achievement is arguably a measure of prudent financial management.”

World Indigenous Nations Higher Education Consortium The World Indigenous Nations Higher Education Consortium (WINHEC) is an internationally recognized and globally-respected organization with a vision of uniting the world’s Indigenous Peoples in “the collective synergy of self-determination through control of higher education.” Established at the 2002 World Indigenous Peoples Conference on Education (WIPCE) in Alberta, the organization’s members come from a diversity of countries and streams of expertise and employment, from university faculties to

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research bodies to governmental agencies. All of these individuals come together to achieve common goals in postsecondary education. WINHEC defines its goals as supporting the common aspirations of Indigenous education, including:

1. Accelerating the articulation of Indigenous epistemologies (ways of knowing, education, philosophy, and research);

2. Protecting and enhancing Indigenous spiritual beliefs, culture and languages through higher education;

3. Advancing the social, economic, and political status of Indigenous Peoples that contribute to the well-being of Indigenous communities through higher education;

4. Creating an accreditation body for Indigenous education initiatives and systems that identify common criteria, practices and principles by which Indigenous Peoples live;

5. Recognizing the significance of Indigenous education; 6. Creating a global network for sharing knowledge through exchange forums and state of

the art technology; 7. Recognizing the educational rights of Indigenous Peoples; 8. Protecting, preserving and advocating Indigenous cultural and intellectual property rights,

in particular the reaffirming and observance of the Mataatua Declaration on Cultural and Intellectual Property Rights of Indigenous Peoples (June, 1993); and

9. Promoting the maintenance, retention and advancement of traditional Indigenous bodies of knowledge.

In terms of (4), above, one of WINHEC’s main activities is the accreditation of Indigenous institutions of higher learning. Three Indigenous Institutes in Ontario have received Indigenous university accreditation through the World Indigenous Higher Education Consortium; Six Nations Polytechnic was one of them. In 2017, Six Nations Polytechnic received accreditation through the World Indigenous Nations Higher Education Consortium, satisfying their standards and benchmarks for organizational review. In its Accreditation Site Visit Review Report, many of WINHEC’s high-level commendations pertained to the BAOL specifically, which was further identified as a particular area of strength within SNP’s overall programming. WINHEC’s findings and recommendations are listed below, and quoted verbatim from the final site visit report.

WINHEC Recommendations for the BAOL Organizational Authority “SNP and the communities they serve [should] appropriately continue to transform SNP as a unique Higher Education entity that is based on its core values and overall philosophy, mindful and respectful of traditional ways of knowing and being held by indigenous knowledge guardians, and congruent with standards of excellence set forth by its communities.”

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Educational Programming “SNP and the communities it serves [should] appropriately explore, research, develop, implement, monitor, and refine […]:

◦ existing and new programming that continues to integrate native language, culture, practices, knowledges, cosmology and ways of being with contemporary teaching content, context, pedagogy, assessment, and learning environments to advance native control of native education.

◦ professional development for all staff that continues to integrate native language, culture, practices, knowledges, cosmology, and ways of being with contemporary curricular content, instructional practice/pedagogy, and professional behaviour and demeanour to enhance the rich, relevant learning environments it has already developed.

◦ a culture based curricular framework that continues to integrate native language, culture, practices, knowledges, cosmology and ways of being with contemporary curricular content to advance what faculty teach.

◦ culture based instructional/pedagogical frameworks that continue to integrate native language, culture, practices, knowledges, cosmology, and ways of being with contemporary instructional

◦ strategies to advance how faculty teach. ◦ programming that expands understanding of and ability to appropriately normalize native

language, culture, practices, knowledges, cosmology, and ways of being among the constituents they serve (and all who live in the region).

◦ culture based assessments and success indicators/measures that are grounded in native language, culture, practices, knowledges, cosmology, and ways of being to achieve general requirements specified by policy and law.

◦ pre-school-to-doctorate educational system to integrate while protecting native language, culture, practices, knowledges, cosmology, and ways of being with contemporary teaching and learning approaches to advance the education of learners in the region.”

“SNP [should] ensure that standard orthographies be adopted for use in the written forms of the languages they teach, thereby providing consistency in written publications and material development to support the success all future learners.” General Operations “SNP and the communities it serves [should] appropriately explore, develop, and secure equitable and permanent funding to enhance and strengthen culture based education for the learners they serve.” “SNP and the communities it serves [should] appropriately explore, develop, and access capacity building resources to appropriately develop, establish, and strengthen a higher educational entity that serves the needs of its communities.” “SNP [should] work towards sharing public information and communication in the Hodinohso:ni languages.”

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Indigenous Advanced Education & Skills Council One of the new bodies the Indigenous Institutes Act created was the Indigenous Advanced Education and Skills Council (IAESC), an independent, not-for-profit corporation empowered to accredit Indigenous Institutes to grant certificates, diplomas and degrees. IAESC and WINHEC have a collaborative relationship in this task, mediated by a 2018 memorandum of understanding, under which WINHEC provides its prior framework and lends its expertise to the newly-emerging quality assurance process guiding the development of Ontario’s ‘Third Pillar’ postsecondary sector. (A more formal document outlining the partnership between the Indigenous Advanced Education and Skills Council and World Indigenous Nations Higher Education Consortium is expected this year.) As the Council named in the Act, IAESC is specifically empowered to:

• Approve Indigenous Institutes to grant diplomas, certificates and degrees; • Establish a quality assessment board and quality assurance standards; • Make recommendations to the Ontario government regarding which Indigenous Institutes should

be included to receive operating funding; and, • Approve Indigenous Institutes to use the term “university.”

The first Indigenous Institute to apply for accreditation under IAESC was First Nations Technical Institute, in early January 2019, followed by Six Nations Polytechnic, the following month. That application included a substantial self-study. IAESC’s organization review process recognizes prior institutional accreditation from WINHEC, provided it was received within two years of the new application. The emerging requirements for accreditation as an Indigenous Institute in Ontario, through the Indigenous Advanced Education and Skills Council, involves mapping World Indigenous Nations Higher Education Consortium standards onto those of the provincial Postsecondary Education Quality Assessment Board, and so ‘Indigenizing’ the terrain of quality assurance of programme development and delivery. Six Nations Polytechnic, having been through both the WINHEC and PEQAB pathways, looks forward to engaging with the yet-unrevealed IAESC site review and program accreditation process.

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XII. Analysis & Recommendations The following recommendations have been made after careful reflection on the data presented in the prior sections of this self-study, in which the key challenges facing the Bachelor of Arts in Ogwehoweh Languages were identified by both internal and external, formal and informal reviewers. Suggestions made incorporate multiple perspectives and voices on several issues that, although presented individually, significantly overlap. Areas of outstanding promise are prioritized, while a broad range of strategies and tools that could catalyze overall improvement are identified and delineated. Data sources for each recommendation are pinpointed in the attached chart of BAOL Self-Study Recommendations: Source Data & Elaborations (Appendix R).

1. Revised Cohort Model Acknowledging the extremely limited pool of language instructors, the Bachelor of Arts in Ogwehoweh Languages program should return to the delivery model utilized in the Ogwehoweh Languages Diploma: the alternate-year-entry cohort. Because Six Nations Polytechnic is currently unable to offer full-time faculty positions, BAOL instructors for both core and non-core courses are obligated to teach on weekends and in the evening while working full-time positions elsewhere. An annual admissions intake puts unsustainable stress on full-time instructors in the program that an alternate-year entry cohort model, in which classes can be rotated, according to a set schedule that preserves program content integrity, on a longer timeline.

2. Evolved Staffing Plan The challenges underlying the recommendation above call for consideration of related opportunities for program improvement: a shift to a staffing model that emphasizes sustainability while building teaching competency, and further, that reinforces the ontological and epistemological bridge between teaching and research. This bridge is key to language revitalization efforts in Indigenous communities, and has been consistently underscored in visioning and planning in and through Deyohahá:ge: the Indigenous Knowledge Centre (IKC) at Six Nations Polytechnic. SNP should consider expanding the core roster of sessional instructors while moving toward the recruitment and retention of full-time faculty for the Bachelor of Arts in Ogwehoweh Languages (see the staffing projection provided in Section VIII of this self-study).

3. Deepened Emphasis on Language Use SNP must attend to the voices of students and instructors, who individually and collectively advocated for additional language speaking opportunities outside as well as inside the classroom. This message, delivered emphatically and consistently by key leadership groups within the BAOL community, should act as a primary driver of future innovations and program enhancements. Explicitly requested opportunities for additional language contact, including tutoring, extracurricular activities, or access to elders, should be built into the co- and extracurricular elements of the program, while SNP should expand core and non-core offerings to include more courses emphasizing language use. Such courses should be designed to provide more opportunities for students to practice and use language in classroom and land-based environments, while utilizing teaching methods that are evidenced to support second language

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acquisition. This could additionally be linked to WINHEC’s recommendation to develop “programming that expands understanding of and ability to appropriately normalize native language, culture, practices, knowledges, cosmology, and ways of being among the constituents they serve (and all who live in the region).” Any expanded opportunities (for example, the recommended expansion to an honours degree) should likewise maintain an emphasis on language and speaking, providing students with spaces to engage with Hodinohso:ni methodologies, histories, current practices, and theoretical approaches, while furthering expanding their research and knowledge creation skills.

4. Clear Language Proficiency Targets To respond to this feedback and more fully engage the program learning outcomes concerning language competencies, SNP should consider enacting explicit language acquisition goals for the HBAOL program (the “Intermediate-Mid” level, per the American Council of Teaching of Foreign Languages, was the recommended speaking proficiency target), and subsequently sequence and structure the program’s curriculum to provide students with ample opportunity to acquire the necessary confidence, time, and capacity to attain that status. In addition, SNP should build on existing research, including the Pathways to Creating Speakers of Ogwehowehneha, to inform the continual development of the program, associated language resources, professional development, extra-curricular opportunities and strategies, and approaches to assessment. How the program seeks to develop language proficiency should be well defined.

5. “Assessment of Learning Outcome Achievements” Tool for Ogwehoweh Languages Building off of the prior recommendation, and further to the conditions set out in Appendix 10.5 of the PEQAB Manual for Public Organizations (2019), the Bachelor of Arts in Ogwehoweh Languages program should consider the option to create and administer an alternative means of demonstrating student achievement. Such an assessment would be supplemental to (rather than replacing) the current provision of samples of student work but would allow the BAOL to develop and implement a more relevant and useful measure of programme success – and moreover, one that supports Indigenous-led development of Indigenous postsecondary quality assurance processes in the ‘Third Pillar.’ Further, this accords with WINHEC’s recommendation that SNP “explore, research, develop, implement, monitor, and refine […] culture-based assessments and success indicators/measures that are grounded in native language, culture, practices, knowledges, cosmology, and ways of being to achieve general requirements specified by policy and law.” Undertaken thoughtfully, using an Indigenous research methodology, this development process would produce assessments of learning outcome achievements for the acquisition of Ogwehoweh languages by Indigenous students, addressing the serious shortcomings inherent in simply adapting existing tools to educational goals and pathways arising from distinct epistemological and pedagogical foundations. The clear benefit would be a foundation for, overall and throughout the program, better balancing student expectations (speaking proficiency) with degree level requirements. The dividends of this would pay out in a number of spheres of program development: from course content/syllabi construction, to student attraction and retention, to integrating co- and extra-curricular elements.

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6. Honours Expansion A four-year degree would form a critical link for SNP’s learners who hope to enter certain graduate and professional programs, and who thus require the extended learning of an honours BA. Yet at the same time, learner retention, completion, confidence, and success are best served by providing students with multiple educational pathways and endpoints, as well as the opportunity to exercise their autonomy and dignity by making an informed choice between them. Six Nations Polytechnic should therefore maintain the three-year degree, offering it alongside a four-year baccalaureate. Specifically, this could be framed as either an ‘upgrading’ of the three-year degree to an honours baccalaureate, for those students who develop the personal, intellectual, or financial capacity to undertake an additional year at a later date, or whose educational goals change; or else the general B.A. could be positioned as an ‘exit degree’ option for students enrolled in the Honours Bachelor of Arts in Ogwehoweh Languages, resulting in fewer learners becoming (or feeling) ‘stranded’ within their studies, over time, or failing to enrol in the first place.

7. Degree & Graduate/Graduand Advocacy The positive corollary of the noted lack of recognition of the BAOL is that it presents Six Nations Polytechnic with an opportunity to reach out across the postsecondary sector and begin to build affective and practical linkages between the three ‘Pillars.’ An awareness-raising initiative could reach out to and directly connect SNP with other postsecondary institutes individually, and with organizations and associations of high-level academic officers across the province (for example the Ontario Council of Academic Vice-Presidents). This would additionally lay the groundwork for closer, better informed, respectful and reciprocal relationships between Indigenous Institutes, colleges, and universities right across Ontario’s rapidly diversifying postsecondary landscape.

8. Online & Hybrid Delivery SNP should explore expanding the BAOL program delivery into online, web-facilitated, or hybrid/blended modes in the future. This would attract more learners, bring virtual language learning tools into the program delivery ‘toolkit,’ allow students greater support in navigating life circumstances, and provide an impetus to adapt local knowledges and pedagogies to an electronic format. This may additionally allow for dual-delivery units, where elements of BAOL coursework, taken from the non-core roster, could be adapted to delivery as continuing education or certificate courses, available as distance offerings, thereby opening up new enrolment (and tuition) streams without significantly impacting resources. In future, new BAOL courses could be developed for online delivery or existing courses could be adapted to online delivery, using an existing syllabus. Fully online and hybrid courses would run for a prescribed term, in line with other offerings on the academic calendar. If the course includes group work, enrolment minimums would need to be established, and the course would not be able to run without a set number of registrants. Any lectures must be prepared in advance, as PowerPoint presentations (pre-recorded with audio) or podcasts (with accompanying, downloadable visual aids). If there are to be real-time interactions, these will need to be scheduled, allocated a forum, and facilitated. The first question to address will be whether to offer the courses as self-directed, independent study or structured, taught offering. Either a new or adapted course will require the instructor to set up online

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modules, assignment dropboxes, chat forums, e-mail functionality, discussion boards, and meeting spaces; further, readings and other materials may need to be digitized and uploaded, if not already available electronically. Course objectives and learner outcomes will need to be drafted or adjusted to suit the parameters of online delivery; and of course, teaching staff will need to receive training and ongoing support in the learning platform (which, in the case of SNP, is D2L/Brightspace). It also bears mentioning, however, that not every course will be suited to online delivery; some topics are best conveyed through face-to-face or blended delivery methods – this may be particularly the case with language acquisition.

9. Dedicated Teaching & Learning Facility Teaching and learning centres (TLCs) are conceptually and practically located firmly within the university’s academic vision, supporting excellence in academics and the cultivation of rewarding and successful academic culture, while providing valuable skills and career development for teaching staff, and academic support for students. Six Nations Polytechnic should consider an inter-articulation of research, teaching, and learning at SNP in support of BAOL instructors and students through a Teaching and Learning Centre. The Indigenous Knowledge Centre (IKC) at the Ohsweken campus might prove to be the natural location of such a ‘hub,’ in the form of a smaller-scale TLC. Part of the suite of activities planned for a SNP-TLC could be professional development, taking up one of the prior recommendations of this self-study (below). Alternately, almost all of the larger, and many of the medium-sized universities in Canada have centres dedicated to teaching and learning, out of which professional development opportunities are coordinated. For smaller schools, such as Six Nations Polytechnic, capacity is an issue, making collaboration with other institutions one potential path forward.

10. Increased Student Mobility Six Nations Polytechnic anticipates growth in the Bachelor of Arts in Ogwehoweh Language program, including increasing enrolment numbers. To meet future demands, individual courses from accredited colleges and/or universities could be credited toward a “free elective” in the BAOL, under Letter of Permission (LOP) agreements. BAOL courses could additionally be offered to students outside of Six Nations Polytechnic, through negotiating LOPs with universities and colleges who administer related programmes. Research should be undertaken to identify potential partners across Ontario, and to make recommendations about the scale and scope of credit recognition with these institutes.

11. Expanded Professional Development Opportunities Professional practice in teaching and learning involves establishing a core set of competencies, and then committing to a never-ending process of growth, upgrading skills and refining understandings in the spirit of professional and personal development. The specific vision of the professional and practice of teaching is simultaneously individual and institutional, with appropriate standards arising from the interweaving of the two, informed by the latest pedagogical research and the directives of professional associations (for example, the Ontario College of Teachers). As the main point of contact between learners and institutions of higher learning, teachers – whether faculty or instructional staff – are one of the most important facilitators of a positive learning experience, and are specifically charged with having the tools, knowledge, and character to catalyse the academic elements of student success.

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Six Nations Polytechnic should develop a plan for BAOL instructors’ professional development specifically. To improve professional development opportunities, Jacob et al. (2015) offer nine recommendations:

1) efficacy requires institutional, financial, and reputational support from the very highest levels, ensuring that professional development is central to the school’s mission

2) success is based on relationships (i.e., it must be collaborative and consultative) 3) one-on-one guidance and mentoring is often the most successful model, responding to the

individual needs of faculty 4) the school should support the formation of small communities of practice, which have a ‘synergy

effect’ 5) linages with university libraries are essential, since these house significant instructional delivery

technologies that enable outreach to both individuals and groups 6) short- and long-term goals should arise from data-based decision-making (i.e., using instructional

feedback, peer evaluations, etc.) 7) multiple professional development offerings are more effective than single options 8) technology should be used in optimal and appropriate ways 9) it is necessary to stay up-to-date on the latest technology shifts trends, and best practices

Data shows that building teaching and learning capacity must be explicitly incentivized, otherwise it falls to the bottom of the priority list. Professional development efforts could be developed to carry specific kinds of rewards, in order to create a cycle of skills upgrading and increased involvement. These include, inter alia, reputational support and recognition structures, and networking/creating communities of practice. Finally, SNP should engage in this initiative with WINHEC’s urging in mind: to “appropriately explore, research, develop, implement, monitor, and refine […] professional development for all staff that continues to integrate native language, culture, practices, knowledges, cosmology, and ways of being with contemporary curricular content, instructional practice/pedagogy, and professional behaviour and demeanour to enhance the rich, relevant learning environments it has already developed.”

12. Embedded Quality Assurance Processes While SNP has well-elaborated policies and process documentation on file, implementation is not yet fully integrated into the annual cycle of BAOL program delivery. This is reflected in recommendations made by PEQAB, dating from the initial issuance of Ministerial consent, and more recently in concerns raised by program staff during focus groups. Six Nations Polytechnic should therefore convene a working group or identify a project lead to ‘embed’ quality assurance processes across the whole range of program delivery elements. This could begin with, for example, initiating the cycle of formative and summative instructor evaluations process outlined in the Policy on Faculty/Instructor Review and Development, which would tie this item into the recommendation on “Expanded Professional Development Opportunities;” and further, both could be centred in the aforementioned “Dedicated Teaching & Learning Facility.” Fully implementing the Policy on Faculty/Instructor Review and Development could also entail clearly linking it with the related Policy on Academic Program Development and Evaluation, which would then additionally address the PEQAB recommendation that SNP, even in advance of being able to hire full-time faculty, “consider how to engage its academic staff more fully in collegial decision-making processes.”

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XIII. List of Appendices Appendix A: 2015-2020 Business Plan Appendix B: Policy on Prior Learning Assessment and Recognition (2013) Appendix C: 2018-2019 Academic Calendar Appendix D: 2018-2019 Student Handbook Appendix E: Program Advisory Committee Meeting Minutes Appendix F: Program Advisory Committee Terms of Reference Appendix G: Samples of Student Work Appendix H: ONCAT Contract/Project #I1929, “Indigenous Institute Credential Recognition” Appendix I: Policy on Student Feedback (2013) Appendix J: Policy on Faculty/Instructor Review and Development (2013) Appendix K: Deyohahá:ge: Indigenous Knowledge Centre Holdings (2019) Appendix L: Organization Chart Appendix M: Faculty/Instructor Credential Verification & Release Form Appendix N: Policy on Academic Program Development and Evaluation Appendix O Sample Student Course Evaluation (Summative) Appendix P: Sample Student Course Evaluation (Formative) Appendix Q: Appendix R: BAOL Self-Study Recommendations: Source Data & Elaborations

Background & Instructions

Six Nations Polytechnic (SNP) has applied to renew consent to offer the Bachelor of Arts in Ogwehoweh Languages program under a modified version of the Expedited Renewal Process for private Colleges. As a member of the Program Evaluation Committee (PEC) your primary obligation is to provide SNP with your best judgement on the quality of the program and the soundness of the institute’s internal QA practices. To this end, the PEC is asked to review the program against the standards and benchmarks set by PEQAB (below) and, when you deem it appropriate, to identify and address any other quality-related issues arising from the review.

This form, when complete, constitutes the report of the PEC member. Your responses should provide your best judgement with respect to the quality of the program, and the ongoing QA at SNP, explain the reasons for your judgements, and be of sufficient detail to enable SNP and the PEQAB Board to determine the extent to which the PEQAB criteria are satisfied.

Assessment against Standards & Benchmarks

While the roles and responsibilities for the panel members have been set out in these Guidelines, the intention is not to limit your comments. Should you wish to make suggestions on any aspect of the proposed program, the Board invites you to do so. Typically, eight (8) out of the Board’s eleven (11) Standards are relevant to this review. The Standards that have been greyed-out have previously been reviewed and found to be satisfactory by the PEQAB Board. They do not need to be reviewed by the PEC. In addition, there may be greyed-out benchmarks that do not require your consideration as they were deemed not to be relevant for your review.

1. Degree Level Standard2. Admission, Promotion and Graduation Standard3. Program Content Standard4. Program Delivery Standard5. Capacity to Deliver Standard6. Credential Recognition Standard7. Regulation and Accreditation Standard8. Nomenclature Standard9. Program Evaluation Standard10. Academic Freedom and Integrity Standard (previously reviewed)11. Student Protection Standard (previously reviewed)

Each standard has several benchmarks against which Six Nations Polytechnic’s performance will be assessed.

Definitions of Assessment Categories

When reviewing the program against the Board’s benchmarks, you are asked to indicate whether the applicant meets or exceeds the Board’s benchmark (this aspect of the proposal meets or exceeds the threshold set by the Board in the benchmark) or does not meet the Board’s benchmark (this aspect of the proposal does not meet the threshold set by the Board in the benchmark) and provide any comments you feel are necessary on a) the reasons for your judgements, b) any commitments or important clarifications SNP made during the review that were critical to your judgements and c) any revisions/changes you think are needed to fully meet the benchmark.

Appendix 3: Chair’s Report - Assessment of Individual Standards & Benchmarks

1: Degree Level Standard

Standard & Benchmarks Standard: (see table, below)

Depth and Breadth of Knowledge

◦ A general knowledge and understanding of many key concepts, methodologies, theoretical approaches, and assumptions in a discipline

◦ A broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

◦ An ability to gather, review, evaluate, and interpret information relevant to one or more of the major fields in a discipline

◦ Some detailed knowledge in an area of the discipline ◦ Critical thinking and analytical skills inside and outside the discipline ◦ The ability to apply learning from one or more areas.

Conceptual & Methodological Awareness/Research and Scholarship

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to (a) evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and (b) devise and sustain arguments or solve problems using these methods.

Communication Skills The ability to communicate the results of their study/work accurately and reliably, orally and in writing, to non-specialist audiences using structured and coherent arguments.


The ability to review, present, and interpret quantitative and qualitative information to (i) develop lines of argument and (ii) make sound judgements in accordance with the major theories, concepts, and methods of the subject(s) of study. The ability to use a range of established techniques to (i) analyze information, (ii) evaluate the appropriateness of different approaches to solving problems related to their area(s) of study, and (iii) propose solutions. The ability to make critical use of scholarly reviews and primary sources.

Professional Capacity/Autonomy

The qualities and transferable skills necessary for further study, employment, community involvement, and other activities requiring (i) the exercise of personal responsibility and decision-making and (ii) working effectively with others. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study. Behaviour consistent with academic integrity and social responsibility.

Awareness of Limits of Knowledge ◦ An understanding of the limits to their own knowledge and how this

might influence their analysis and interpretations.

Benchmark Location of Evidence in the Self-Study SNP…

The program meets or exceeds the Degree Level Standard and the applicant demonstrates how the program meets the Standard.

pp. 13-16

☒ Meets or exceeds the benchmark ☐ Does not meet the benchmark

Assessment of individual student work in the terminal stage of the program that reflects exemplary,

pp. 22-23, Appendix 7 ☒ Meets or exceeds the benchmark


average, and minimally acceptable performance demonstrates that the Degree Level Standard has been achieved.

☐ Does not meet the benchmark

Assessment Identify, for this standard Strengths: Click or tap here to enter text. Weaknesses needing MINOR revisions: Click or tap here to enter text. Weaknesses requiring MAJOR revisions: Click or tap here to enter text. Suggestions/Advice: Click or tap here to enter text. The overall standard ☒ Is met ☐ In nearly met ☐ Is not met Please indicate any adjustments, changes, or improvements needed to fully meet the standard: Click or tap here to enter text.

2. Admission, Promotion, and Graduation

Standard & Benchmarks Standard: Admission, promotion, and graduation requirements are consistent with the Ontario Qualifications Framework and the postsecondary character of degree granting organizations.


Admission requirements are appropriate to the learning outcome goals of the program and are as specified on the Ontario Qualifications Framework (OQF).

pp. 7-8


Admission to a bachelor program normally requires at a minimum an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average of 65%, and any additional requirements.

pp. 7-8


Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination.

p. 8


For any type of advanced standing into the program, policies and procedures pertaining to bridging requirements, advanced standing, credit, and credential recognition are fair, reasonable, consistently applied and publicly accessible.

p. 9

☐ Meets or exceeds the benchmark ☐ Does not meet the benchmark

Institutions proposing to award credit or advanced standing for learning that takes place outside formal postsecondary educational institutions have policies and procedures pertaining to prior learning assessment which are fair, reasonable, consistent and publicly accessible.

p. 9 Appendix 2


Institutional policy demonstrates that credit will be awarded only for learning that can be demonstrated and not for experience.

p. 9



The institution does not award advanced standing of more than 50% of the total number of the credits of the program based on prior learning assessment.

p. 9 Appendix 2


Conditions for promotion and graduation are consistent with the learning outcomes of the program and are reinforced by policies governing academic remediation, sanctions, suspension for students who do not meet minimum achievement requirements, and grading policies or guidelines.

p. 11 Appendix 3 Appendix 4



3. Program Content Standard

Standard & Benchmarks Standard: The program offers current knowledge in the field of sufficient rigour, breadth, and depth to achieve the knowledge and skills identified in the Degree Level Standard.


The program ensures an appropriate balance of theory and practice.

pp. 18-22


Assessment of individual student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance demonstrates that the Degree Level Standard has been achieved.

pp. 22-23 Appendix 7


The curriculum (core and non-core) contributes to the achievement of (a) critical thinking, quantitative reasoning, written and oral communication skills; (b) knowledge of society and culture, and skills relevant to civic engagement.

pp. 18-22


All courses provide exposure to increasingly complex theory at the degree level and, in applied or professional courses and where otherwise appropriate, the application of that theory to practice to the demands of practice in the field(s).

pp. 18-22


The curriculum (core and, where applicable non-core) reflects current knowledge in its field(s).

pp. 18-22


Learning outcomes in the subjects/courses enable graduates to meet or exceed the requirements (a) for graduates from similar programs in Ontario and other jurisdictions, (b) of the field(s) of study and/or practice, and (c) of any relevant professional or accrediting body.

pp. 16-23



A Program Advisory Committee (a) includes experts in the field external to the organization and, for degrees in applied and professional areas of study, employers and representatives from industry and professional associations, (b) regularly comments on the currency of the curriculum in relationship to developments in the discipline/field of study as well as the relevant labour market, (c) confirms the currency of the curriculum and, as appropriate, its relevance to the field(s) of practice, (d) endorses the program as represented in the application, and (e) strives to achieve best practice.

p. 13 Appendix 5


Non-core courses provide (a) knowledge in at least two of the following outside the core: humanities, sciences, social sciences, global cultures (including Indigenous cultures), or mathematics; and (b) more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core fields of study.

p. 17


In undergraduate programs, the balance of core and non-core/breadth courses is normally achieved as follows: (a) 20% of the program hours are in non-core courses, which can be any degree level courses outside of the core and (b) at least one non-core course is an elective, freely chosen by the student.

p. 17


Any work-integrated learning experience (a) is appropriate to the field of the program, (b) has articulated, appropriate learning outcomes and (c) identify an appropriate method for both instructor and employer/supervisor assessment leading to the assignment of a grade.

pp. 17-18


4. Program Delivery

Standard & Benchmarks Standard: The program structure and delivery methods support achievement of the expected and actual learning outcomes.


The program is organized in such a way that students can achieve the program and degree level learning outcomes within the prescribed period of study with a manageable, plausible, and well distributed workload that takes into account all the time required of a student to fulfill the requirements of their program.

p. 17


The teaching methods (a) meet the technical and progression requirements, (b) are suited to achieve the intended program and degree level learning outcomes, (c) take into account the requirements of a diversified student body, and (d) contribute to and enhance the creation of academic/professional community among students and between students and faculty.

pp. 18-22


Student assignments and their assessments (a) result in reasonable student workloads, (b) demonstrate the achievement of the stated program and degree level learning outcomes and (c) provide appropriate information to students about their achievement levels.

pp. 18-22


The program creates opportunities for students to provide in appropriate ways input about program content and delivery.

p. 31 Appendix 9


Assessment Identify, for this standard Strengths: Clarifying the language proficiency targets for the program, as well as the addition of several non-core offerings, create the opportunity for an even more impactful language learning experience between the core and non-core courses.The addition of the courses Reading Ogwehoweh

Texts, and Communication I and II lend clarity to and signficantly strengthen the scaffoliding and development of students’ language and academic skills. Weaknesses needing MINOR revisions: Click or tap here to enter text. Weaknesses requiring MAJOR revisions: Click or tap here to enter text. Suggestions/Advice: Click or tap here to enter text. The overall standard ☐ Is met ☐ In nearly met ☐ Is not met Please indicate any adjustments, changes, or improvements needed to fully meet the standard: Click or tap here to enter text.

5. Capacity to Deliver

Standard & Benchmarks Standard: The organization has the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes.


The institution provides and maintains sufficient (a) numbers of academic and other staff to develop and deliver the program, (b) student and faculty access to learning and information resources, (c) facilities to support and deliver the program, to support independent student learning and academic gathering, and to meet the demands of the projected student enrolment. The interdependence with other study programs is considered.

pp. 35-36 pp. 37-38 Appendix 11


All faculty teaching in the professional or main field of study (core), acting as thesis supervisors and/or members of examining committees, where appropriate, teaching non-core courses have, where relevant, (a) professional credentials and related work experience (b) hold an academic credential at least one degree higher than that offered by the program in the field or in a closely related field/discipline, (c) engage in a level of scholarship, research, or creative activity sufficient to ensure their currency in the field, and (d) are adequately trained for the delivery mode

p. 33-35


At least 50% of the students’ experience in the professional or main field of study and in the non-core areas is in courses taught by a faculty member holding the terminal academic credential in the field or in a closely related field/discipline.

Appendix 10



The institution (a) has on file evidence of the highest academic credentials and any required professional credentials claimed by faculty members, (b) performs due diligence with respect to the academic credibility of the credential granting institution for all qualifications claimed by faculty members, (c) fairly and consistently verifies the equivalency of international credentials to those similarly named credentials offered by Canadian institutions, (d) regularly reviews faculty performance, including student evaluation of teaching and/or supervision, (e) supports the professional development of faculty including the promotion of curricular and instructional innovation, as well as technological skills, where appropriate, and (f) specifies faculty teaching and supervision loads and availability to students.

pp. 33-35 Appendix 13 Appendix 10


Students have access to a range of academic and other support services appropriate to the delivery mode of the program and to them as learners.

pp. 30-31

☐ Meets or exceeds the benchmark ☐ Does not meet the benchmark

Assessment Identify, for this standard Strengths: Click or tap here to enter text. Weaknesses needing MINOR revisions: Click or tap here to enter text. Weaknesses requiring MAJOR revisions: Click or tap here to enter text. Suggestions/Advice: It is commendable that SNP has established and grown a significantly sized instructor pool for the BAOL. Moving forward, SNP should explore how faculty will lend to and grow the quality of the program, help to attract even more learner of Ogwehoweh languages, and help expand the resources and supports available to the students by way of academic services, writing support, mentorship, research opportunities, and practicums. The overall standard ☒ Is met ☐ In nearly met

☐ Is not met Please indicate any adjustments, changes, or improvements needed to fully meet the standard: Click or tap here to enter text.

6. Credential Recognition Standard

Standard & Benchmarks Standard: While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study. Location of evidence in the self-study: pp. 26-29.


7. Regulation & Accreditation Standard

Standard & Benchmarks Standard: Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body. Location of evidence in the self-study: This standard does not apply to the BAOL. Since the Bachelor of Arts in Ogwehoweh Languages does not prepare students for an occupation subject to government regulations, the program has not been designed with regulatory and/or accrediting body requirements in mind. Further, at present, there is no formal, either mandatory or voluntary regulatory body and/or professional association/accrediting body for Ogwehoweh languages. There are, additionally, no regulated entry-to-practice requirements for graduates of the BAOL

9. Program Evaluation Standard

Standard & Benchmarks Standard: The continuous quality of the program is assured by effective quality assurance mechanisms for periodic evaluation.


The institution has implemented and published a policy and procedure for the periodic review of its degree programs, such reviews occurring at regular intervals, normally not exceeding five to seven years. The periodic review includes a comprehensive program review that comprises (a) a program self-study undertaken, with student input, by faculty members and administrators of the program, (b) a review by an external Program Evaluation Committee (PEC), and (c) an institutional response to the PEC Report.

p. 6 Appendix 14


The institution uses appropriate instruments, processes and information to ensure the effective management and continuous improvement of the program and its delivery, including, for example, course evaluations and faculty feedback, student achievement demonstrations, faculty and instructor performance, currency and engagement with scholarship, research, or creative activity.

p. 6 p. 31 pp. 33-34 Appendix 14


Representatives from all relevant stakeholder groups stakeholders at the institution are involved in the ongoing quality assurance procedures.

p. 6 p. 31 pp. 33-34 Appendix 14


Assessment Identify, for this standard Strengths: Click or tap here to enter text.

Weaknesses needing MINOR revisions: Click or tap here to enter text. Weaknesses requiring MAJOR revisions: Click or tap here to enter text. Suggestions/Advice: Click or tap here to enter text. The overall standard ☒ Is met ☐ In nearly met ☐ Is not met Please indicate any adjustments, changes, or improvements needed to fully meet the standard: Click or tap here to enter text.

Overall Evaluation

Overall Recommendation ☒ Renew consent ☐ Renew consent with conditions ☐ Do not renew consent Please provide a summary judgment about the quality of the program/organization: Click or tap here to enter text.

Recommendation(s) for Follow-Up Action: Please provide a summary of any remedial actions necessary to meet PEQAB’s standards: Click or tap here to enter text.

Final Comments If applicable, please comment on any strengths related to the standards and any further suggestions not yet captured: Click or tap here to enter text.

Provision of Information Was the information provided in the submission combined with any additional information sought from SNP sufficient, reliable, and valid for the purposes of this review? ☒ Yes ☐ No If “No,” please comment: Click or tap here to enter text.

Declaration Your name & institutional affiliation: Date of review: June 26, 2019

Report of the Program Evaluation Committee: SNP BAOL 2019

1. DESCRIPTION OF REVIEW PROCEDURE

The site-visit was conducted at Six Nations Polytechnic, Ohsweken campus. The reviewersincluded:

2. OVERALL PANEL RECOMMENDATION – GRANT RENEWAL OF CONSENT

Six Nations Polytechnic is an Indigenous Institute as recognized with the passing of theIndigenous Institutes Act (S.O. 2017, c. 34, Sched. 20), located in the most heavily populated FirstNation community in Canada. SNPs commitment to the Six Nations community is evidenced by itsrole as a provider of educational programs and learning opportunities across an array ofdisciplines for over 25 years. The Six Nations of the Grand River community is actively working torevitalize the languages of the nations belonging to the Haudenosaunee Confederacy, includingMohawk, Cayuga and Onondaga. Recognizing the role that educational systems play in languagerevitalization efforts, SNP along with other community organizations have embraced a mission tosupport the recovery, revitalization and restoration of Ogwehoweh languages, whilesimultaneously creating space in postsecondary settings for the holistic engagement withHodinohso:ni intellectual traditions, philosophies and world view.

Over the four years since SNP has been granted its initial consent, the institute has made stridesto further develop learner supports and academic infrastructure, while investing in research tobetter understand and strengthen its language programming, as evidenced by the report,Pathways to Creating Speakers of Ogwehowehneha at Six Nations of the Grand River, and thesubsequent Ontario Trillium Foundation Grow Grant designed to create more teachers, resourcesand documentation of the Cayuga language. The program has also made efforts to collaboratewith Indigenous organizations, locally and internationally, to foster the development of SNP staff,instructors and students in the area of language revitalization, second language acquisition,language and technology, and more.

Overall, the committee is satisfied that Six Nations Polytechnic continues to meet and/orexceed the standards for a baccalaureate degree as set out by the Ontario QualificationsFramework and wholeheartedly recommends the Bachelor of Arts in Ogwehoweh Languagesdegree for renewal.

3. RECOMMENDATION FOR FOLLOW-UP ACTION

Overall, the committee is satisfied that Six Nations Polytechnic is aware of and cultivates itsstrengths while developing plans to address areas of improvement, some of which are beyondthe sole control of the institute (i.e. policy and funding). It is evident however, through the self-study document that SNP is prepared to take strategic actions/next steps based on the feedback

Appendix 4: Report of the Program Evaluation Committee - SNP BAOL 2019

it has received throughout the program review process. And further, that SNP has been highly engaged in outreach, advocacy and awareness efforts in support of the entire institute, and the BAOL in particular. Regarding areas of improvement, the committee echoes previous accreditation recommendations that SNP invest in, as soon as is possible, additional supports (faculty) that will reinforce the integrity of the BAOL by strengthening what is at the program’s heart (language) with what will help the program to flourish and grow (academic leadership and multi-year budgeting and planning processes).

4. FEATURES OF GOOD PRACTICE

We commend SNP for investing in and establishing key positions relevant to the student experience, such as the Learning Infrastructure Specialist. The addition of this position signals a thoughtful, deliberate commitment to the experiences and successes of BAOL students, from their first point of contact with the institute, to their subsequent registration, progression and graduation. We commend SNP for its dedication to professional development, teaching and learning as evidenced by SNP’s research, knowledge mobilization and collaborative efforts as it concerns language acquisition. It is evident through these works, that SNP takes its role as a caretaker and transmitter of Indigenous knowledges and languages seriously, and that this commitment is part of what serves to define SNP from other mainstream institutes. We commend SNP for its commitment to further developing academic support structures for the BAOL program, and reference the interim organization structure and the ongoing organizational review work that SNP has committed to in order to ensure adequate human resources and chief academic officers to commit to matters of quality assurance, student mobility and credential recognition—to say nothing of how these structural shifts will positively impact the academic and learning culture of the school. Finally, we commend SNP for continuing to recognize the cultural, professional, personal commitment and work of Indigenous Knowledge Guardians and language speakers in the Six Nations community, and for recognizing that other pathways to skills and knowledge continue to exist outside of and alongside mainstream academic credentialing systems, and that this recognition has resulted in a diverse, highly skilled pool of instructors united by the shared commitment to the preservation of Ogwehoweh languages.

1 BAOL Self Study Action Plan and Timeline

BAOL Self-Study 2019: Responsive Action Plan & Timeline Preamble

The BAOL self-study was developed via the input of the Six Nations Polytechnic educational community: students, instructors, administrative staff, and alumni. This self-study utilized research, surveys, focus groups and one on one interviews, as well as student course evaluations and accreditation reports to populate its findings and recommendations.

o Survey instruments were developed for students (both current and BAOL graduates) and instructors. Following analysis of the survey data, additionalinput was sought through focus group sessions and interviews, as required. Sessions were held with both students and instructors. Administrativestaff were consulted and provided feedback through their regularly scheduled group meetings.

o The result of these activities, including the analysis of course evaluations and PEQAB and WINHEC accreditation reports were incorporated into a draftreport that was presented to the Program Evaluation Committee (PEC), and following their feedback, submitted to SNP’s Academic Council in June2019, with the attached action plan and proposed timeline.

Enacting the Report

SNP BAOL staff, along with the BAOL Program Advisory Committee are charged with the overall responsibility for monitoring, evaluating, and supporting the implementation of the self-study. The terms of reference for this committee will include the following work:

o Gather information and provide updates regarding the implementation of activities identified in the Self Study, including the Action Plan andTimeline.

o Prepare bi-annual reports on the implementation of the action plan to the SNP Academic Council.

SELF STUDY RECOMMENDATIONS ACTIONS STATUS/TIMELINE FOR COMPLETION

1. Revised Cohort Model o Review student audits to determine needso Multi-year course planning to phase back into cohort modelo Develop staffing plans

September 2019 September 2019

November 2019 2. Evolved Staffing Plan o Background research and cost analysis of implementing a faculty model for

academic programsAugust 2019

Appendix 5: BAOL Self-Study 2019 - Responsive Action Plan & Timeline


o Hire and maintain faculty for the Bachelor of Arts in Ogwehoweh Languages • Develop posting • Expand opportunities/eligibility for research grants

August 2019 – December 2019 Underway – June 2019

3. Deepened Emphasis on Language Use

o Expand course level language learning opportunities o Extend extracurricular language learning opportunities o Utilize Spring/Summer sessions and deliver additional, high impact language

courses

Completed June 2019 September 2019 Develop from July 2019 – November 2019 (Delivery May/June 2020)

4. Clear Language Proficiency Targets

o Set language proficiency target for the BAOL program commensurate with program length and contact hours

o Conduct outreach with BAOL instructors and support staff to advise of and plan for achieving program target.

o Develop sequential curriculum for the BAOL program that includes language proficiency development, and research/writing skill development

Completed June 2019 September 2019 September 2019

5. “Assessment of Learning Outcome Achievements” Tool for Ogwehoweh Languages

o Research and explore alternative and culturally appropriate means of demonstrating student achievement specific to Ogwehoweh languages

August 2019 – February 2020

6. Honours Expansion o Expand the BAOL in a manner which maintains an emphasis on language and speaking, while providing opportunity for learners to grow research, writing and critical thinking skills.

Completed June 2019

7. Degree & Graduate/Graduand Advocacy

o Plan and roll-out awareness effort with other postsecondary institutes, individually, and with organizations and associations of high-level academic officers across the province

o Form affective and practical linkages between the three ‘Pillars’ o Seek Ministerial support for advocacy and outreach

In progress as of June 2019 August 2019 – February 2020 Letter sent: May 27, 2019

8. Online & Hybrid Delivery o Research and explore expanding BAOL program delivery into online, web-facilitated and or hybrid/blended modes

November 2019

9. Dedicated Teaching & Learning Facility

o Research and explore the establishment of a Teaching and Learning Centre to foster academic culture, support skills and career development for faculties, and academic supports for students

o Develop and deliver series of professional development workshops o Develop and deliver a series of academic/research supports for students o Research and explore critical pedagogy in Indigenous, language and digital

programming

December 2019 – April 2020 Development July – September 2019 Delivery October 2019 to March 2020

10. Increased Student Mobility o Explore and enact Letter of Permission opportunities with universities and colleges, and for both SNP students and non SNP students

2019-2020


11. Expanded Professional Development Opportunities

o Research, build and roll-out strategy to support professional development for BAOL instructors and TAs (potential linkages include: dedicated teaching & learning facility)

July 2019 – May 2020 ongoing

12. Embedded Quality Assurance Processes

o Undertake work to embed quality assurance processes across SNP academic departments and programs

August – November 2019

I. Academic Governance, Program and Student Systems Supports

o Support overall growth of the program through strategic hires (VP Academic, Director of University Programming, Faculty)

o Support sustainability of the program through academic planning and enacting multi-year budgeting practices

o Support integrity of language program content through the establishment of a Program Chair position, and associated duties

o Develop and implement Strategic Enrolment Management Plan for BAOL

2019-2020 July 2019- January 2020 July 2019 – October 2019 September 2019

II. Student Experience Enrichments o Establish institutional measurements for enriching student experiences, supporting learner outcomes and success

o Establish a BAOL specific co-curricular student transcript/record (potential linkages include: Assessment of Learning Outcome Achievements)

July 2019 – December 2019 July 2019 – December 2020

Instructor Contract Page 1 of 5

INSTRUCTOR CONTRACT

Between: Six Nations Polytechnic Inc., hereinafter referred to as SNP represented by the President-CEO, Rebecca Jamieson.

And: NAME hereinafter referred to as the Instructor.

WHEREAS SNP desires to employ NAME to perform certain services as the Instructor;

WHEREAS SNP desires to increase engagement of instructional staff in the processes leading to: a) curriculum development, review and revision of curriculum, courses and course syllabi; andb) participation in collegial academic decision making;

WHEREAS SNP is required to periodically publish instructor and credentials;

AND WHEREAS the Instructor wishes to be employed by SNP to perform services as outlined herein;

NOW THEREFORE, in consideration of the mutual promises set forth herein, it is agreed by and between SNP and the Instructor as follows:

Article 1.0 Services

1.1 The Instructor will report to the CEO or designate for the fulfillment of services as outlined in this contract.

1.2 The Instructor will work in conjunction with co-workers to ensure good working relations.

1.3 The Instructor will attend SNP staff and Board meetings upon request.

1.4 The Instructor will perform his/her duties in accordance with the policies and procedures of SNP.

1.4.1 A compensation of $300.00 per term may be issued to the Instructor for participation and contribution as needed for the Faculty/Instructor Engagement Strategy at the successful completion of the contract (if a one term course) or each term (if a full year course). Payable only when the Instructor attends program meetings called by the Program Manager or designate. Please see attached: Faculty/Instructor Engagement Strategy.

1.5 The Instructor agrees to perform the following services effectively and to the highest and best state of his/her profession:

Appendix 6: Sample Sessional Instructor Contract


(a) Provide a detailed course syllabus (including assignments and due dates), text book requirements and related required program materials to the Program Manager.

(i) Ensure the curriculum presents cultural understanding and application.

(b) Instruct the class Course Code-Course title for the Bachelor of Arts in Ogwehoweh Languages, conduct student evaluations and submit progress reports and grades according to the schedule and location set forth.

(i) If the Instructor cannot attend class, the Instructor will a) find an alternate instructor who has been approved to deliver the

affected classes or b) cancel the class. The Instructor is responsible to contact students and

administrative staff to let them know of the cancellation. All cancelled classes must be re-scheduled at an approved time frame with students and administrative staff. The Instructor will contact the Program Manager to re-schedule and book a classroom for the make-up class.

(c) Provide group and individualized instruction as needed. (i) Develop and revise appropriate teaching and learning materials according to individual need.

(d) Encourage excellence in learning that will prepare graduates with a background that allows them to make full and meaningful contributions to their community through maximizing their individual potential and personal achievements.

(e) Provide assistance in conducting the program evaluation.

(f) Other related duties as may be assigned from time to time.

Article 2.0 Periods of Employment and Termination

2.1 Subject to earlier termination in accordance with articles 2.2 herein, the period of employment under this agreement shall be from Date to Date and this includes exam week.

2.2 Either the Instructor or SNP may terminate this agreement and the employment

thereunder at any time by giving the other party two weeks written notice or, in the case of SNP only, by providing pay in lieu thereof.

2.3 Either the Instructor or SNP may terminate this agreement and the employment

thereunder at any time without notice or pay for just cause.


Article 3.0 Compensation 3.1 SNP agrees to pay the Instructor a maximum amount of $7,000.00 per half-credit/3 unit

course over the contract period, less deductions, payable on a weekly basis through direct deposit. **Payment will not be issued until the respective course outline is submitted.

3.2 Where an Instructor must travel more than 50 km one way to provide instruction under this

contract at SNP, the Instructor may be compensated. 3.3 The Instructor will submit the following documents to the President’s office as soon as

possible and before the 1st day of classes to avoid delays in payment: • the signed instructor contract, resume • Confidentiality Form • Confidential Emergency Contact Form • Financial Information Form with a void cheque for direct deposit • the completed teaching and learning plan/course outline including required text and

program materials.

3.4 Effective September 1, 2015, Six Nations Polytechnic determines that a half-credit course requires no less than 238 hours of work in the performance of a sessional instructor and will therefore be reflected as such on their Record of Employment.

Article 4.0 Liabilities

4.1 It is understood that the Instructor will be solely and entirely responsible for his/her acts and omissions during the performance of this contract, and for all costs, expenses, damages, liability, loss and actions arising out of such acts or omissions, unless such acts or omissions are approved or ratified, as the case may be in writing by the CEO.

4.2 The Instructor hereby indemnifies and holds harmless SNP in respect of all costs, charges

and expenses incurred by SNP in connection with any civil, criminal or administrative action or proceeding to which SNP is made a party by reason of the acts or omissions of the Instructor during the performance of this contract; provided however, that is provision shall not apply where the said acts or omissions are approved or ratified, as the case may be, in writing by the CEO.


Article 5.0 Property

The community based nature of indigenous knowledge is affirmed in this contract. All matters related to property are therefore specific to materials developed for instruction under this contract. 5.1 Any and all material which the Instructor shall produce specific to his/her employment

under this contract shall become the property of SNP. A copy of such material shall be provided to SNP prior to the end of the contract or final payment may be withheld.

5.2 Where an Instructor uses materials/resources that he/she has previously developed,

they are required to provide a listing of such materials and resources clearly indicating their authorship and/or rights to such materials.

5.3 SNP may enter into an agreement with the Instructor for future use of such

material/resources as per 5.2 above on a case by case by case basis. 5.4 Any and all materials obtained through SNP including all legal opinions, discussion

papers, research materials, historical information and/or documentation related to his/her employment under this contract shall be returned by the Instructor to SNP immediately upon termination of this contract.

Article 6.0 Confidentiality

6.1 Any and all discussions or releases of material obtained by or developed by the Instructor in the course of his/her employment under this contract shall not be released to a third party without prior written consent of the CEO or is compelled to do so by law.

Article 7.0 Severance

7.1 In the event that any provision, clause or article herein, or part thereof, shall be deemed invalid, illegal or unenforceable by a court of competent jurisdiction, the remaining provisions, clauses or articles, or part thereof, shall be and remain in full force and effect.


IN WITNESS WHEREOF, the parties hereto have duly executed this Agreement in the Village of Ohsweken, Six Nations of the Grand River Territory, in the Province of Ontario

SIGNED, SEALED AND DELIVERED in the presence of

_________________________ _________________________ Rebecca Jamieson NAME President-CEO Instructor

___________________________ ___________________________ Witness Witness

__________________________ ___________________________ Date Date

SNP is required to periodically publish instructor name and credentials.

Please acknowledge with your initials here __________ therefore giving us your consent.

Six Nations Polytechnic (SNP) administers processes to ensure the quality of its educational programming, designed to address the regulations and procedures specified by the Postsecondary Education Quality Assessment Board (PEQAB) under the Post-secondary Education Choice and Excellence Act (2000).

As a public postsecondary institution holding consent to offer a degree program in Ontario, SNP conforms to the terms and conditions spelled out in the Regulations under the Act, along with the Ministry of Training, Colleges and Universities’ Directives and Guidelines (2015), regarding the establishment and monitoring of faculty/instructor credentials. Accordingly, the declaration, below, must be signed by all instructors of record teaching courses in the Bachelor of Arts in Ogwehoweh Languages (BAOL) degree program.

I attest to the truthfulness and completeness of the information contained in the curriculum vitae

submitted to Six Nations Polytechnic (SNP) on _________________________________. I further

agree to the inclusion of my curriculum vitae in any documents/websites associated with the

submission, review, and final status of SNP’s application for renewal of consent to offer all or part of

a degree program in Ontario, under the Post-secondary Education Choice and Excellence Act (2000).

Name of instructor: _________________________________

Instructor signature: _________________________________

Date: _________________________________

Name of witness: _________________________________

Witness signature: _________________________________

Date: _________________________________

Appendix 10: Faculty/Instructor Credential Verification & Release Form

PO Box 700, 2160 Fourth Line,

Ohsweken, Ontario, N0A 1M0

Phone: 519-445-0023

Website: www.snpolytechnic.com

Academic Calendar

2018-2019 Academic Year

Appendix 11: 2018-2019 Academic Calendar

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Six Nations Polytechnic

Academic Calendar 2018-2019 Academic Year

Table of Contents Philosophy ............................................................................................................................................................. 4 About Six Nations Polytechnic ............................................................................................................................... 5

History ....................................................................................................................................................................... 5 Vision & Mission ........................................................................................................................................................ 5 Institutional Values .................................................................................................................................................... 6 Campus Information .................................................................................................................................................. 6

Using the Academic Calendar ................................................................................................................................ 8 Glossary of Terms .................................................................................................................................................. 9 General Information ............................................................................................................................................ 12

Sessional/Key Dates ................................................................................................................................................. 12 Admissions .......................................................................................................................................................... 13

Contact Information ................................................................................................................................................ 13 Important Dates by Program ................................................................................................................................... 13 Admission Requirements ......................................................................................................................................... 13 Admission Requirements by Program ..................................................................................................................... 16 Application Process ................................................................................................................................................. 18 Credit Transfer & Advanced Standing ..................................................................................................................... 19

Fees ..................................................................................................................................................................... 22 General Information ................................................................................................................................................ 22 Payment of Fees ...................................................................................................................................................... 24 Fee Refunds ............................................................................................................................................................. 25

Financial Support ................................................................................................................................................. 28 Scholarships, Bursaries, and Financial Awards ........................................................................................................ 28 Funding .................................................................................................................................................................... 29 Grades ...................................................................................................................................................................... 31

Institutional Policies & Regulations ..................................................................................................................... 33 Grade Review ........................................................................................................................................................... 33 Academic Status & Standing .................................................................................................................................... 33 Confidentiality of Student Information ................................................................................................................... 35 Academic Consideration .......................................................................................................................................... 36 Examinations ........................................................................................................................................................... 36 Graduation ............................................................................................................................................................... 38 Registration ............................................................................................................................................................. 39 Academic Freedom and Integrity ............................................................................................................................ 41 Student Conduct ...................................................................................................................................................... 42 Transcripts ............................................................................................................................................................... 44

Programs & Courses............................................................................................................................................. 46 Bachelor of Arts in Ogwehoweh Languages ............................................................................................................ 46 SNP University Consortium Year 1 Program (SNP UP) ............................................................................................. 51

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NOTE: This calendar applies to the SNP University Consortium Year 1 Program (UP) and the Bachelor of Arts in Ogwehoweh Languages (BAOL). For programs accredited by a partner institution and delivered by Six Nations Polytechnic, please refer to the Academic Calendar of the partner institution.

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Philosophy From the start, Six Nations Polytechnic had a clear vision about the contribution we could make to both our home community and the international community. Our unique education mission was first articulated in the founding statement of philosophy and belief, written by Harvey Longboat, a Six Nations educator and traditional leader, in 1994. This philosophy speaks to the need for an educational institution with a strong commitment to environmental sustainability, language, culture, and ensuring that Haudenosaunee people have the tools to succeed in the two worlds we find ourselves in: If a people do not keep pace with others perhaps it is because they hear a different drummer. Allow them to step in harmony to the music which they hear however measured or far away. Our cosmology places Native people in a balanced familial relationship with the universe and the earth. In our languages the earth is our Mother, the sun-our Eldest Brother, the moon-our Grandmother, the plants and animals-our brothers and sisters. From this view our people believe that all elements of the natural world are connected physically and spiritually and are to interrelate to each other to benefit the whole. The responsibility then falls on the people to peacefully maintain nature’s delicate balance to ensure that unborn generations can enjoy what we enjoy today. Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research. Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to the people to take a lead role in the preservation of our environment. Through the Hodinohsó:ni’/Rotinonhshonni world view of our universe we will assist in the survival of life on this planet through research, study of alternative views, and dissemination of information. Six Nations Polytechnic will endeavour to keep up with the beat of the 21st century and at the same time offer the understanding inherent in our language and culture. In this way the people may receive an education that assists them to keep pace with both drums. Six Nations Polytechnic will take a lead role in bridging the chasm of understanding between the two cultures of our lives and create an atmosphere for healing our differences so that we can both look with optimism into the 21st century. Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survive. It also has the responsibility to provide an education that enables our people to survive in both worlds. Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non- Native an opportunity to study a different worldview.

5

About Six Nations Polytechnic

History In 1992, a group of local education advocates gathered at a farmhouse in Ohsweken, to collectively determine how to improve access to education at Six Nations. The seed of Six Nations Polytechnic was sown at this meeting. From its first few years of operation in a former elementary school, to its relocation into portables, to the eventual construction of the Six Nations Campus in 2003, the school has experienced consistent, guided growth. In 2009, through a partnership with McMaster University, Deyohahá:ge: The Indigenous Knowledge Centre was inaugurated; and in 2016 the Brantford Campus opened its doors, expanding Six Nations Polytechnic from our home community into the neighbouring urban centre. Over the last 27 years, Six Nations Polytechnic has graduated hundreds of students and delivered dozens of programs, with the support of our mainstream college and university partners. The school has gone from offering individual language courses, accredited by partner universities, to granting its own fully accredited degrees in Ogwehoweh languages, in both Cayuga and Mohawk. Through Deyohahá:ge:, traditional knowledge keepers have been formally recognized as Indigenous Knowledge Guardians, while an Indigenous Education Recognition Program acknowledges those individuals and organizations who work with the institution to fulfil its mission. SNP has coordinated important research in language revitalization, and established annual conferences, gatherings, and lecture series to showcase achievements in Indigenous education, history, culture and language. Throughout this innovative activity and dedicated development, the school has remained responsive to the needs of our home community. When there has been a call for education programs in critical service areas for our people, Six Nations Polytechnic has responded, and we will continue to respond as the school moves into the future.

Vision & Mission Six Nations Polytechnic is a unique postsecondary organization, recognized by community, government, and other institutions of higher learning, as a centre of excellence for Indigenous Knowledge. The school currently operates under First Nations jurisdiction, in compliance with federal and provincial postsecondary legislation. Our mission is to positively contribute to the well-being of all who share this land and to create and preserve knowledge specific to Ogwehoweh languages and culture, through respectful interaction, and by information-sharing with other knowledge systems. This means our doors are open to everyone who wants to learn with us. SNP is committed to supporting the development of confident, knowledgeable, and skilled members of society. Six Nations Polytechnic will endeavour to keep up with the beat of the 21st century and, at the same time, offer the understanding inherent in our languages and culture. In this way the people may receive an education that helps them keep pace with both ‘drums.’ SNP will take a lead role in bridging the chasm of understanding between the two cultures of our lives and create an atmosphere for healing our differences so that we can all look, with optimism, into the 21st century. Our vision is to achieve international distinction for excellence in Indigenous education, Indigenous language revitalization, and the continuance of Indigenous knowledge. What makes Six Nations Polytechnic unlike any other postsecondary school in Canada is our unique ability to offer first-hand Indigenous knowledge, education, and skills training to everyone who is committed to learning. SNP is the only place in Canada where one can attain a Bachelor of Arts in Ogwehoweh Languages (in Mohawk or Cayuga). With distinguished instructors and smaller class sizes, our students experience a culturally supportive, interactive learning environment designed to support success.

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Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated, in order that our languages and culture survive. It also has the responsibility to provide an education that enables our people to succeed in both worlds. Six Nations Polytechnic is becoming the catalyst for our Native scholars and Elders to share their knowledge with all our people, and to offer non-Natives an opportunity to study from a different world view.

Institutional Values As many have already discovered, improving your sense of self, affirming your cultural identity, and understanding Indigenous peoples provides an excellent foundation for success on your journey of learning. Helping you along the way are the values of Ga’nigohi:yo/Kanikoriio (values of the Good Mind), which are at the root of our organization. SNP is committed to upholding these values for the benefit of all who share this land:

• Fairness (gędęǫhhsra’) (kentenrónhshera) (odihwagwaíhshyǫ) • Sharing (degaihwakahsohsra’) (aterihwakhahsiónhshera) (adenidę:sä:) • Honesty (odrihwagwaihsohsra’) (aterihwakwarihsióntshera) (gaya’da:dęnih) • Kindness (adęnideohsra’) (ateniteróntshera’) (adęnidę:sä:) • Confidentiality (adrihwahséhdohsra’) (aterihwahsehtónshera’) (gaihwahséhdih) • Consistency (oihwadógehsra’) (aterihwatokéntshera’) (gaihwadó:gęh) • Integrity (oya’dawádohsra’) (atkwenióntshera’) (ganihgǫhęwá:nę) • Responsibility (adrihǫdá:tsra’) (aterihontátshera) (gaihwayedáhgwih) • Responsiveness (adehsrǫníhsohsra’) (kariwahserakwáhshera’) (gaihwasá:gweh) • Cooperation (gayenawáhsra’) (kaienawáhshera’) (gayenawáhsä) • Openness (ganhodǫgwehsra’) (kanhotonkwénhshera’) (ganigǫhí:yok) • Trustworthiness (oihwadógehsra’) (tekaniahesénhtshera’) (hoyada:dę:ni)

Whether you are coming from Six Nations, or from other communities or cities, everyone at Six Nations Polytechnic – our staff, students, and instructors included – are expected to follow these values.

Campus Information

Six Nations Campus Situated on the picturesque Grand River, Six Nations Polytechnic is located in the heart of Southern Ontario, within close proximity to major highways, rail lines, and three major Canadian ports of entry (Windsor, Toronto, and Niagara Falls). Six Nations is about an hour and a half drive from Toronto and the Niagara region. Six Nations is the most populous First Nation in Canada, with over 12,000 residents and over 26,000 members. Six Nations Polytechnic – Six Nations Campus 2160 Fourth Line PO Box 700 Ohsweken, ON N0A 1M0 Six Nations of the Grand River 519-445-0023 [email protected]

mailto:[email protected]

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Brantford Campus Situated on the picturesque Grand River, the city of Brantford is located in the heart of Southern Ontario, with direct access to Hwy. 403 and within close proximity to other major highways, rail lines, and three major Canadian ports of entry (Windsor, Toronto, and Niagara Falls). Brantford is about a one-hour drive from Toronto and the Niagara region. Similar travel times can be expected from both London and the Kitchener – Waterloo area. Known as the “Telephone City,” Brantford is a vibrant community with a population of about 100,000 residents, making it an ideal location to live, work, play, or visit. The heritage surrounding Brantford includes historic buildings, landscapes, traditions, and long-standing fairs and societies, all of which contribute to the arts and culture present within Brant County. Six Nations Polytechnic – Brantford Campus 411 Elgin St. Brantford, ON N3S 7P5 226-493-1245

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Using the Academic Calendar This calendar covers the period from September 2018 to August 2019, and reflects the policies and processes of, and other important academic information about, Six Nations Polytechnic. It is accurate as of the date of its publication. Readers will appreciate, though, that the subjects covered in this calendar are under continual review, and SNP is a space of ongoing growth and change. While advising is available, it is each student’s responsibility to familiarize themselves with all of the school’s regulations and any other information that impacts them, whether recorded in this calendar or not; this responsibility extends to periodic changes made to that information. The current calendar supplants all prior calendars, but Six Nations Polytechnic reserves the right to alter any of its contents, through the regular processes of the school, without notice. Updates will be posted on the SNP website. Six Nations Polytechnic is neither responsible nor liable for any adverse effects on any person or persons because of such changes. Students are bound by the academic requirements printed in the calendar for the year they were admitted to the school. The Academic Calendar takes precedence over all other publications. In the case of a discrepancy between different versions of any Six Nations Polytechnic regulation, policy, or process, the one recorded in the calendar will be considered definitive; further, the online version of the calendar, which includes periodic updates, is the current, and thus definitive, version. The school’s governing body is the final authority in the interpretation of academic regulations. Note that programs delivered at Six Nations Polytechnic through an articulation agreement with a provincially recognized and funded institutions are subject to the partner school’s academic policies and practices. Please refer to the academic calendar of the appropriate partner institution for all programs credentialed by that school. Six Nations Polytechnic accepts no responsibility to provide any course, program or class, or residential or other services, and accepts no liability for loss or damage suffered or incurred by any student or third party as a result of delays, suspension, or termination of these deliverables, by reason of utility interruptions; fire; natural disasters; financial exigency; inability to procure materials, trades, or labour; weather; strikes, work stoppages, labour disputes, or lockouts; civil unrest or disobedience; the operation of law; restrictive governmental regulations; damage to school property; acts of war or terrorism; threats to the safety or security of the school, its property, or people; or other occurrences beyond the reasonable control of the institution.

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Glossary of Terms Academic appeal: the process by which a student appeals their final grade for a course. Academic calendar: the official publication of a postsecondary institution, detailing admissions requirements, fees, regulations, program information and course offerings, and other relevant information, including general policies and processes which govern the institution and student behaviour. Academic freedom: the right to ask questions, investigate answers, disseminate results, and discuss ideas – no matter how controversial or contrary to convention they may be – without fear of censorship or reprisal. Academic misconduct: a conscious, deliberate attempt to obtain academic advantage or credit through deceptive and/or fraudulent means. Academic year: the normal year during which classes run. At Six Nations Polytechnic, this consists of three terms (Fall Term, Winter Term and Spring/Summer Term) from early September to the end of August. Academic probation: Students with a cumulative grade average less than 60% at time of review are not in Good Academic Standing. The first instance when cumulative average is from 50 – 59% the Academic Standing will be noted as “Academic Probation”. Students on probation are required to raise their cumulative average to be in Good Standing at time of next review, usually following one year of full-time study. Students may be on Academic Probation only once. A subsequent review with cumulative average of less than 60% does not clear the probation and standing will be “May Not Continue”. Academic review: Process where the institute reviews and determines the academic standing of each student, at appropriate times, based on grades. Academic standing: is the statement of the academic performance of a student following academic review. Access to instruction/accommodation: processes and procedures in place to ensure fair and equal access to education for students with disabilities. Advanced standing: refers to academic credit awarded to a learner upon admission to a program of instruction, which enables direct entry to a second or higher academic achievement level of that program. Audit: to take a course without receiving academic credit, with specific permission to do so. Bachelor of Arts or baccalaureate degree (B.A.): the degree usually awarded after three or four years of undergraduate study, and successful completion of course and program requirements. Bursary: a monetary award usually given out based on a combination of financial need and strong academic standing. Cancelled course: any course removed from the student’s timetable after the registration deadline, and before the last day to do so without academic penalty within the given term. Convocation: the annual ceremony at which degrees are conferred. Core course: a course that is required for completion of a given program. Course level: a numeric code indicating the normal year of study (e.g., 1**3 and 1**6 are first year offerings, and 2**3 and 2**6 are second year offerings, etc.).

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Credit: the value assigned to a course. At Six Nations Polytechnic, a course with 3 classroom/teaching hours per week, over a single term, is a half course (3 units); a full course (6 units) normally has 3 classroom/teaching hours per week, over two terms. Upon successfully completing a course, a student is said to have “credit” for that course. Credit transfer: is the acceptance of course credit(s) earned in another institution as equivalent to course credit(s) at SNP, based on an assessment of the affinity between the courses. Deferred examinations: approved, final exams scheduled outside of (typically later than) the usual exam period, following the submission of a written student request referencing compelling circumstances. Disruptive behaviour: any student activity that negatively affects the learning environment. Dropped course: any course removed from the student’s timetable before the registration deadline. Elective course/Non-core course: a course that is not required for completion of a given program, but which will contribute to the total units needed. Full-time studies: At Six Nations Polytechnic, a full-course load is 30 units per academic year distributed as 15 units per academic term. Full-time status is defined as 18-30 units of registered course enrolment. Invigilator: an individual who, in the absence of or in addition to the professor, administers and oversees examinations. Learning environment: the environment inclusive of classrooms, laboratories, field trips, clinical settings, field placements, and any other location, on or off of Six Nations Polytechnic property, where instructor-supervised learning activities are taking place. Mature student: An admission category for a student who has not met OSSD program admission requirements, has not attended secondary school or college on a full-time basis for at least one year, and has not attended university. May Not Continue: Students who have not obtained the minimum cumulative grade average for their program (usually at least 50% unless enrolled on probation), or who have not increased their cumulative average as required after registration on Academic Probation, will be assigned an Academic Standing of “May Not Continue”. They are not eligible to enrol in courses but may apply for Reinstatement to a later academic term. Part-time studies: At Six Nations Polytechnic, a part-time course load is considered anything less than 18 units per academic year or less than 9 units per term. Passing grade: the minimum necessary grade for successfully completing a course. The passing grade for all SNP courses is 50%, below which is considered a “failing” grade. Plagiarism: presenting, in whole or in part, material done by someone else, or the ideas, language, or other intellectual property of someone else, as one’s own work (i.e., without appropriate acknowledgment of the source of the material). Prerequisite: a course or other requirement that must be completed/demonstrated to be eligible for enrolment in a subsequent course. Prerequisites may include successful completion of a specific course, completion of a specific course with a specific grade, enrolment in a specific program or level, approval of the instructor, completion of an assessment, WHMIS training, etc.

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Program: an approved set of courses leading to a degree, diploma, or other certification. Readmission: the process of returning to a postsecondary institution after an interruption in studies or formal withdrawal. Registrar: the office or officer responsible for managing academic information and processes, and enforcing the academic regulations contained in the institution’s calendar, as they pertain to student behaviour and performance. Registration: The process of choosing, formally enrolling in, and paying fees for courses, and the responsibility to manage each of these aspects of registration in a responsible and timely manner, per sessional dates. Reinstatement: returning to studies after a mandatory withdrawal, subsequent to a favourable evaluation of evidence that (a) extenuating circumstances contributed to negative academic standing and (b) those circumstances have since been resolved. Repeated course: a course taken more than once, in order to obtain a passing or higher grade. Students may repeat courses that have been failed or for which credit has been obtained. The grades for all course attempts appear on the transcript and enter into the computation of the Grade Point Average. However, only one successful attempt will enter into the computation of credit earned towards your degree. Students must repeat a failed course if it is a degree requirement. They may choose to repeat a course for which they’ve previously obtained credit. For example to achieve the grade average necessary for core degree requirements a course attempt having a passing grade may be repeated only once. Scholarship: a monetary award granted on the basis of academic merit, excellence, and/or other criteria. Suspension: Students whose enrolment is cancelled due to Student Conduct violations, or who are not eligible to enrol due to Academic Integrity violations, will have a notation of ‘Suspended’ added to their transcript. Future enrolment requests will be considered by the Registrar, with reference to the appropriate policy as indicated. Transcript: the official document that records a student’s program of study, courses taken, grades achieved, and credentials awarded at a given educational institution. Withdrawal: ceasing studies at the program level or leaving the institution altogether. Withdrawals may be voluntary, initiated by the student, or mandatory, initiated by the institution.

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General Information

Sessional/Key Dates

Fall Term: September 4 – December 17, 2018 July 2 Course registration opens

September 3 Labour Day (school closed) September 4 Classes begin (BAOL and UP)

September 14 Last day to add or drop a course, or to revise registration without financial penalty September 14 Fall term payment due in full for self-funded students

October 1 Fall term payment deadline for OSAP students October 8 Thanksgiving (school closed)

October 9-13 Mid-term break November 12 Last day to withdraw or cancel fall course(s) without receiving a grade

December 4-10 Exam ban (no tests or exams to be scheduled in classes) December 10 Classes end

December 10 – 21 Transcript hold (no transcripts released pending review of fall term grades) December 11-17 Examination period December 24 –

January 1 Winter Holiday Break – SNP closed

Winter Term: January 7 – April 29, 2019 January 7 Classes begin

January 12-18* Midwinter (Longhouse) Break (no classes, offices remain open) January 25* Last day to add or drop a course, or to revise registration without financial penalty January 25* Winter term payment due in full for self-funded students January 30 Winter term payment due in full for OSAP students

February 18 Family Day (school closed) March 11 – 16 Mid- term break (no classes, offices remain open)

March 25* Last day to withdraw or cancel multi-term and winter course(s) without receiving a grade April 15-20 Exam ban (no tests or exams to be scheduled in classes)

April 19 Good Friday (school closed) April 20 Classes end April 22 Easter Monday (school closed)

April 23 – 29 Examination period May 2 – 17 Academic review period; transcripts are not available until review period complete

* Dates amended following confirmation of Midwinter break

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Admissions

Contact Information [email protected] Office of the Registrar Six Nations Polytechnic – Six Nations Campus 2160 Fourth Line PO Box 700 Ohsweken, ON N0A 1M0 Six Nations of the Grand River

Important Dates by Program

Program Application Deadline1

Bachelor of Arts in Ogwehoweh Language Degree - Cayuga May 1st Bachelor of Arts in Ogwehoweh Language Degree - Mohawk May 1st SNP University Consortium Year 1 Program May 1st

Admission Requirements In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following practices to ensure that all applicants are considered in an equitable and consistent manner. The admission eligibility requirements for each program are listed in detail in this calendar. It is the responsibility of each applicant to complete these requirements as they pertain to the individual program admission process. Applicants who meet admission requirements are not guaranteed admission into limited enrolment programs. The Ontario Secondary School Diploma (OSSD) is considered the baseline requirement for admission to most postsecondary institutions in Ontario. At Six Nations Polytechnic, applicants may be required to meet additional criteria, depending on their educational background and the program they are applying to, including:

• specific academic prerequisites (i.e., certain course and grade requirements); • the completion of an essay, test, or questionnaire; • the submission of a portfolio or supporting materials; • attendance at an information or interview session; • provision of consent to share student information with accrediting partner institutions (necessary to

register students in programs offered in partnership with another institute, and to verify enrolment to funding agencies); and/or

• English language proficiency evaluation. Where Six Nations Polytechnic determines that a program requires an applicant to undergo testing or to attend an interview, and that applicant resides outside of normal commuting distance (75km), arrangements will be made for

1 Programs may accept applications beyond the application deadline, pending availability and space.

mailto:[email protected]

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the interview or test to be conducted at the applicant’s high school, a local college, or by telephone. Applicants are responsible for their own travel arrangements. SNP also recognizes the potential of prospective students who do not hold an OSSD, and considers their applications as outlined below.

Admission Categories

101 Applicants 101 Applicants are admitted on the basis of academic performance, as reflected on an OSSD transcript. Applicants meeting all of the following requirements are considered “101 Applicants”:

• Applicants that are taking courses during the day at an Ontario High School (including students returning for second semester, and graduated students returning to upgrade 1 or more courses);

• Applicants who have not (at some point) been out of high school for more than 7 consecutive months; • Applicants who will (or are expected to) receive an Ontario Secondary School Diploma (OSSD at the end of

the current school year; • Applicants who have not attended a postsecondary institution (university/college/career college); • Applicants who are applying for the first year of a program; and • Applicants who are under 21 years of age.

105D Applicants 105 Applicants are admitted on the basis of academic performance, as reflected on an OSSD transcript. Applicants meeting all of the following requirements are considered “105D Applicants”: • Applicants who reside in Canada (Canadian citizen, permanent resident or in Canada on a study permit or

other visa), or applicants who are a Canadian citizen or permanent resident living outside of Canada, or applicants who are entitled to reside and study in Canada as a Hodinohso:ni’ person.

• Applicants who are not currently enrolled in high school day program.

Mature The mature applicant category applies to applicants that are not admissible under any other category (i.e. based on OSSD or previous postsecondary work). Successful applicants considered under the Mature category will be offered admission with a limited enrolment. Mature applicants are not eligible for any transfer credit eligibility, and must meet the following requirements to be eligible for this category: • Applicant must not have attended secondary school or college on a full-time basis for at least one year. • Applicant must not have attended university.

CEGEP Applicants CEGEP, or Collège d'enseignement général et professionnel, Applicants applying with one year of CEGEP must meet the following requirements:

• At least one year of study in a CEGEP academic diploma program; • A minimum of twelve academic courses, including two courses in English; • Obtain an overall average in academic courses of at least 70%; and • Note: Courses in preparatory English or English as a Second Language are not acceptable towards meeting

admission requirements. Applicants applying with two years of CEGEP must meet the following requirements:

• Completed a two-year academic diploma program;

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• Completed a minimum of two courses in English; • Obtain an overall average in academic courses of at least 65%; and • Note: Courses in preparatory English or English as a Second Language are not acceptable towards meeting

admission requirements. Applicants who have completed a Diplôme D’études Collégiales (DEC) program may be considered for transfer credits towards Level 1 elective units (if applicable).

Continuing Students Applicants are eligible for consideration as a continuing student if they have graduated from an undergraduate degree program and wish to take a course(s) for general interest, upgrading, or to complete requirements for future applications (i.e. graduate studies and professional school). Applicants applying as a continuing student must meet the following requirements:

• Completion of an undergraduate degree (i.e. transcript indicating that a degree has been conferred). • Must meet the individual academic requirements, such as course prerequisites, for courses to be taken as

a “continuing” student.

Visiting Student (Letter of Permission)

• Visiting Students attending SNP on a letter of permission (from their home institution) must complete the Visiting Student/LOP application before the specified deadline (see SNP application).

• Applicants must submit an official “Letter of Permission” from their home institution, indicating consent from the home institution to accept the course work from Six Nations Polytechnic.

• Enrolment will be limited to the course for which the Visiting Student is applying. • For courses with academic prerequisites, the Visiting Student/LOP applicant will be required to provide

applicable transcripts and course outlines so that SNP can assess the suitability of the applicant to clear prerequisite requirements for applicable course(s).

Reinstatement for Six Nations Polytechnic Students A student who wishes to re-enter a program after a mandatory withdrawal from an SNP program must complete the Reinstatement Request Form available at the Registrar’s Office. The completed form must be submitted to the same office by August 15 for entry in September. A fee is applicable. The Reinstatement Request Form must clearly demonstrate the extenuating circumstances that impacted academic standing and indicate whether those circumstances have been resolved. The student may also include relevant documentation, for example a letter from a physician outlining a contributing medical condition. Reinstatement requests will be carefully reviewed; the evidence considered will include the student’s academic performance before and after admission to SNP, as well as the nature of the reasons cited in the application letter and accompanying documentation. Such exceptional cases will be considered on their merit. Reinstatement is not guaranteed. Note that in circumstances where previous college academic progress or behavioural patterns have been unacceptable, a further admissions review may be required.

Readmission A student who interrupts their studies or who has formally withdrawn from SNP must apply for readmission and is subject to both the current admission requirements for the program in question and the order of priority of admissions applicable to that program. Any academic work undertaken since the departure from the SNP program must be disclosed upon reapplication to resume studies at SNP. Students who have interrupted their studies and

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who have not commenced academic work elsewhere have a two-year time frame to resume their studies; after two years, students will need to reapply. In circumstances where previous academic progress or behaviour has been unacceptable, a further admissions review may be required. In such a review, the applicant must be able to demonstrate evidence of the ability to perform at an acceptable standard in future.

Admission Requirements by Program Bachelor of Arts in Ogwehoweh Languages (Cayuga and Mohawk) Applicants are required to meet the following admission requirements (based on applicant type):

101 Applicants Admission is on the basis of OSSD transcript. A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses.

105 Applicants Admission is on the basis of OSSD transcript, or equivalent. A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses, or equivalent. Ontario College of Applied Art & Technology (CAAT) transfer applicants: Applicants who have not completed a CAAT credential, and/or were previously unsuccessful at an Ontario College of Applied Art and Technology (CAAT) can either be considered on the basis of OSSD requirements, as follows:

• A 65% admission average is required on applicant’s best six Grade 12 University or Mixed (i.e. 12U or 12M) courses.

Or on the basis of mature student admission (if out of college for longer than 1 year). Applicants who possess a completed/conferred one-year CAAT credential are eligible for admission if they have obtained an overall GPA of 80%. Applicants in this category are not eligible for transfer credit assessment. Applicants who possess a completed/conferred two-year CAAT credential, or if they have completed two years of a three-year credential, are eligible for admission if they have obtained an overall GPA of 75%. Applicants in this category are eligible for transfer credit assessment (pending academic performance, and suitability/affinity of previous course work). University Transfer Applicants: Must be in good academic standing, or eligible to be in good academic standing. For transfer credit assessment, applicants academic record is subject to individualized review based on academic performance and suitability/affinity of previous course work.

Mature Applicants Mature Applicants may beeligible for offers of admission, with limited/part-time enrolment if they meet the following requirements: • Applicant does not meet the OSSD grade requirements for program; • Applicant must not have attended secondary school or college on a full-time basis

for at least one year; and • Applicant must never have attended university.

CEGEP Applicants Applicants with one year of CEGEP: • At least one year of study in a CEGEP academic diploma program; • A minimum of twelve academic courses, including two courses in English;

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• Obtain an overall average in academic courses of at least 70%; and Applicants with two years of CEGEP:

• Completed a two-year academic diploma program; • Completed a minimum of two courses in English; • Obtain an overall average in academic courses of at least 65%; and • Courses in preparatory English or English as a Second Language are not

acceptable towards meeting admission requirements. Continuing Applicants

Admission is on the basis of GPA calculation from previous undergraduate work: • Completion of an undergraduate degree (i.e. transcript indicating that a degree

has been conferred); • Must possess and overall C/63-66% average in the final year of undergraduate

study (i.e. most recent 30 units/5.0 credits); and • Must meet the individual academic requirements, such as course prerequisites,

for courses to be taken as a “continuing” student. Visiting Students Applicants must submit an official “Letter of Permission” from their home institution,

indicating consent from the home institution to accept the course work from Six Nations Polytechnic. Applicant must meet applicable course prerequisite requirements. This assessment is at the determination of SNP, and the Visiting Student/LOP applicant is required to provide appropriate documents for review as needed (e.g.. university transcripts and course outlines).

Reinstatement A student who wishes to re-enter a program after a mandatory withdrawal from the Bachelor of Arts in Ogwehoweh Languages must complete the “Reinstatement Request Form” prior to August 15th of the academic year immediately following (for September start). These forms are available via the Registrar’s Office.

Six Nations Polytechnic Level 1 University Program (UP) Applicants are required to meet the following admission requirements (based on applicant type):

101 Applicants Admission is on the basis of OSSD transcript. 105 Applicants Admission is on the basis of OSSD transcript, or equivalent. Mature Applicants Mature Applicants will be considered for admission if they meet the following

requirements: • Applicant does not meet the OSSD grade requirements for program; • Applicant must not have attended secondary school or college on a full-time basis

for at least one year; and • Applicant must not have attended university.

Quebec/CEGEP Applicants

Applicants with one year of CEGEP: • At least one year of study in a CEGEP academic diploma program; and, • A minimum of twelve academic courses, including two courses in English.

Visiting Students Applicants must submit an official “Letter of Permission” from their home institution, indicating consent from the home institution to accept the course work from Six Nations Polytechnic. Applicant must meet applicable course prerequisite requirements. This assessment is at the determination of SNP, and the Visiting Student/LOP applicant is required to provide appropriate documents for review as needed (e.g.. university transcripts and course outlines).

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Reinstatement A student who wishes to re-enter a program after a mandatory withdrawal must complete the “Reinstatement Request Form” prior to August 15th of the academic year immediately following (for September start). These forms are available via the Registrar’s Office.

Application Process All university program applications are processed directly through the SNP website, and an application link is provided on the website. Final official academic transcripts and a copy of the applicant’s status card (if applicable) must be uploaded or forwarded to the admissions office within four weeks of submitting the online application. Note that only final official transcripts will be accepted for the purposes of assessing previous secondary and postsecondary academic work. It is the responsibility of the applicant to provide these documents in a timely manner, as specified by the Registrar’s Office. Once submitted, transcripts become the property of Six Nations Polytechnic, and must be retained in accordance with recordkeeping and/or regulatory requirements. There is a $30 non-refundable processing fee for applications, which can be submitted in person or by mail. Six Nations Polytechnic will send an acknowledgement letter via regular mail to prospective candidates upon receipt of their application. This letter may include specific program information relevant to special admission requirements and/or pre-admission testing. Assistance with completing the admissions application is available from the Student Success Office. Students are encouraged to retain their admission decision communiques, as these documents are often needed for the purposes of applying for external funding and scholarships.

Notice of Admission Decision & Response Deadlines Complete applications (i.e., those for which payment has been received, and all supporting documents have been provided) are considered according to the admissions criteria for individual programs. Admission files are reviewed, and a basis of decision is recorded (i.e. admissible or not admissible based on the appropriate applicant category). Students must respond to their Offer of Admission by the stated deadline to reserve their seat in the program.

Conditional Offers of Admission Applicants who do not currently meet all of the admission requirements for the program for which they have applied may be eligible to receive a “Conditional Offer of Admission”. These types of offers can be extended in circumstances where the applicant has provided sufficient evidence to suggest that they are likely to meet the admission requirements for the program by August 1st of the academic term commencing September 1st (or equivalent, as established by the SNP Registrar’s Office). For example, applicants who are currently enrolled in high school may not have all of the OSSD requirements completed at the time of application. However, if they supply SNP with supporting information to demonstrate that they are on track for successful completion of all of the OSSD requirements (i.e. interim grades from semester 1 of grade 12, and confirmation of enrolment of the balance of any outstanding OSSD requirements), then they will be considered for a “Conditional Offer of Admission”. Applicants who receive a “Conditional Offer of Admission” due to requirements in progress or pending documentation must clear their conditions by the deadline stated (typically August 1st for September intake) or admission will be revoked for the current academic session. It is the sole responsibility of the applicant to meet all conditions outlined in the admissions process, and it is additionally the sole responsibility of the applicant to ensure that all SNP receives timely updates relevant to the clearing of conditions (e.g. confirmation of enrolment in additional OSSD courses, submission of final transcripts, etc).

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Waiting Lists Waiting lists are established for oversubscribed programs and maintained up to the end of the registration period. Applicants will, on request, be informed of their relative position on the list, and Six Nations Polytechnic will advise applicants as soon as possible if space becomes available. Admission may be denied when the program and/or waiting list is filled, or when not all of the admission requirements have been met.

Credit Transfer & Advanced Standing

Purpose In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following practices to ensure that assessment of previous academic learning and credentials are considered in an equitable and consistent manner. Credit transfer arrangements are based on a commitment to ensure the integrity of educational programs and credentials while minimizing barriers to said transfers.

Definitions Affinity refers to a similarity of content and learning outcomes and can refer to either a course or a program. Advanced standing refers to academic credit awarded to a learner upon admission to a program of instruction, which enables direct entry to a second or higher academic achievement level of that program. Credit transfer is the acceptance of course credit(s) earned in another institution as equivalent to course credit(s) at SNP, based on an assessment of the affinity between the courses.

Credit Transfer & Advanced Standing

From SNP to Other Institutions SNP will provide official transcripts for students seeking to transfer course credits to other institutions only as requested, in writing, by the student.

From Other Institutions to SNP

• The primary criterion in assessing advanced standing and credit transfer is that the credits accepted at admission are in proportion to or affinity with and are applicable to the specialist content of the admitting program, and other curricula requirements. This consideration occurs alongside the need to recognize the standard of work completed by the student in their prior institution in a fair, reasonable, and consistent manner. Assessment also ensures that learning outcome standards of the admitting program are met. Assessments are completed by the Registrar’s Office or an assessment team, as necessary, and will consider advanced standing or credit transfer when students have earned program or course credit from a recognized, accredited institution (or affiliate as evidenced by formal agreement) as determined through Universities Canada membership or an equivalent organization in the country of study.

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Advanced Standing Applicants to Six Nations Polytechnic may be eligible for other than first-semester admission following an evaluation of previous post-secondary learning. Applicants must nevertheless apply in the normal manner, and appropriate transcripts and course outlines must be submitted along with the application. Advanced standing may be granted through:

• Articulation agreements, which are negotiated and signed between other educational institutions or programs and SNP, and in which the program being articulated has high affinity to a corresponding SNP program.

• Affinity transfers, which occur when transferring from a postsecondary education institute into a similar program at SNP. Students can receive advanced standing into the appropriate term of their program provided the minimum accepted grade or achievement level for credit recognition has been attained.

• Degree completion arrangements, which are established for graduates of the Ogwehoweh Language Diploma (OLD) Program. OLD students are eligible for a maximum of 48 units toward their new degree, allowing them to enter into the Bachelor of Arts in Ogwehoweh Languages, provided they meet the following requirements: o they graduated with a minimum cumulative average of C (63-66%); and o they complete core courses (Introduction to Language, Language in Motion, Introduction to

Orthography, and Intermediate Grammar) with a passing mark of C (63-66%).

Guidelines & Procedures Advanced Standing & Transfer Credit are assessed at the time of application to the program and is communicated with applicants as part of the admissions process. A minimum of 50% of all required courses from a program of study must be completed through SNP in order for a student to graduate from the program. The principles governing acceptance of credits from another institution are:

• credit recognition and transfer must be consistent with defined course and program requirements and must protect the integrity of the structure and rigour of the defined program being considered;

• credit transfer must not exceed the allowable limits for all programs; • the minimum grade requirement for each course must be met.

Successful credit transfer will be reflected on SNPs transcripts as “CG – Credit Granted”. The process for advanced standing and credit transfer includes the following conditions and procedures:

1. Generally, courses will be considered for advanced standing and credit transfer if they were completed within the previous 5 years. Courses that are beyond these limits are still eligible for consideration, provided the subject matter is one that does not have significant variance in content or learning outcomes.

2. In determining the eligibility of a course for credit transfer, a minimum 80% affinity of learning outcomes

or content between the previously completed course and the SNP course must exist in order for that course to be considered. The learner must have attained a minimum grade of C- (60-62%) in non-core courses and C (63-66%) in core courses to be eligible for advanced standing or credit transfer, or minimum grades that may be otherwise defined for a specific program.

3. Requests for advanced standing and credit transfer must be submitted directly to the Program

Manager’s/Registrar’s Office and must be accompanied by official transcripts and other documentation as

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required (i.e., detailed course outlines). Requests will not be processed unless accompanied by all necessary documentation.

4. Advanced standing & transfer credit decisions are made at the point of admission into the SNP program.

Applicants may be required to provide additional course level information and detail (such as course outlines/syllabi) so that appropriate assessment can occur. Highly specialized programs may yield a reduced opportunity for transfer credit eligibility.

5. In the case of affinity programs and courses, applications received by the Registrar’s Office that fulfil

requirements set out herein will be assessed. The Registrar’s Office will refer to the record of requests previously granted for affinity programs and courses to ensure equitable and consistent assessment. A qualified assessment team or pool of qualified assessors will be enlisted, as necessary. When the evaluation is complete, the assessor will provide a completed assessment, a gap analysis as appropriate, and a recommendation on a decision, to the Registrar’s Office.

6. Decisions on advanced standing will be communicated to the applicant by the Registrar’s Office. Any

conditions specified will be stated in the communication. Entry into advanced semesters will be recorded on the student’s record as such. (For example, if advanced standing is granted into Level 2 of the Ogwehoweh Language Degree, individual course exemptions for Level 1 will not be listed on the student’s official transcript.) The final decision to award credit transfer or advanced standing resides with the Registrar.

7. Advanced standing may require bridging courses or the completion of additional courses.

8. Decisions on credit transfer will be communicated to the applicant by the Registrar’s Office. If granted, a

grade of “CG” (credit granted) will be applied to the student’s transcript for the requested course(s).

9. The SNP-University Consortium Year 1 Program does not assess transfer credit. Learners may apply for transfer credit consideration when they apply to a university consortium school upon completion of their studies in the SNP-University Consortium Year 1 Program.

Review of Transfer Credit SNP students may apply to have their transfer credit reassessed. As always, students are expected to be responsible to ensure that they are meeting the program requirements set out in the “Program of Study” for the program to which they have been admitted. Students are encouraged to seek out academic advising from SNP in the event of adjustments to their transfer credit entitlement.

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Fees

General Information Six Nations Polytechnic aims to set tuition fees for its programs in line with other Ontario institutions, but those fees may differ based on actual program costs. Full-time students will be required to pay tuition fees for any courses taken in excess of the normal full-time course load for the current term of their program, and for any non-credit course(s) they wish to take. In addition to tuition, ancillary/miscellaneous fees may apply, and students will have paid a non-refundable application fee when they first applied to the school. Further, on an individual basis, additional costs may be incurred for field trips, learning materials, equipment, or clothing retained by the student. An individual who has registered in a course on a non-credit basis and who is not seeking evaluation (known as “auditing”) will be required to pay 50% of the course tuition fee. See the policy on Registration for complete details about auditing courses. Upon registering in a course, students become responsible for all financial obligations to Six Nations Polytechnic, regardless of the source of their funding, and take on the additional responsibility to be aware of all financial and academic deadlines and to ensure they are officially registered. Students who register for courses but do not attend classes are still responsible for all fees.

Tuition & Ancillary Fees (by Program): Bachelor of Arts in Ogwehoweh Languages Full-time Tuition and Ancillary Fees Basic Tuition $ 703.80 3 units $ 1407.60 6 units

$ 7038.00 30 units Ancillary Fees

IT Fee $ 185.00

Administrative Services $ 36.00

Student Services $ 135.00

Program Resources $ 150.00

Capital Costs $ 40.00

Total Ancillary Fees $ 546.00 for 30 units TOTAL FEES $ 7584.00 30 UNITS

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Bachelor of Arts in Ogwehoweh Languages Part-time Tuition and Ancillary Fees Students taking less than 18 units will be considered part-time. Units Tuition Mandatory Ancillary Fees Total 3 units $ 703.80 $ 54.60 $ 758.40 6 units $ 1407.60 $ 109.20 $ 1516.80 9 units $ 2111.40 $ 163.80 $ 2275.20 12 units $ 2815.20 $ 218.40 $ 3033.60 15 units $ 3519.00 $ 273.00 $ 3792.00 *Estimated Book Costs for Bachelor of Arts in Ogwehoweh Languages is projected as $800.00 annually. SNP-University Consortium Year 1 Program Full-time Tuition and Ancillary Fees Basic Tuition $ 703.80 3 units $ 1407.60 6 units

$ 7038.00 30 units Ancillary Fees

IT Fee $ 185.00

Administrative Services $ 36.00

Student Services $ 135.00

Program Resources $ 150.00

Capital Costs $ 40.00

Total Ancillary Fees $ 546.00 for 30 units TOTAL FEES $ 7584.00 30 UNITS SNP-University Consortium Year 1 Program Part-time Tuition and Ancillary Fees Students taking less than 18 units will be considered part-time. Units Tuition Mandatory Ancillary Fees Total 3 units $ 703.80 $ 54.60 $ 758.40 6 units $ 1407.60 $ 109.20 $ 1516.80 9 units $ 2111.40 $ 163.80 $ 2275.20 12 units $ 2815.20 $ 218.40 $ 3033.60 15 units $ 3519.00 $ 273.00 $ 3792.00 *Estimated Book Costs for SNP-University Consortium Year 1 Program are projected as $800.00 annually. Courses eligible for auditing will be charged at 50% base-tuition fee.

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Payment of Fees

Deadlines Tuition payment deadlines are determined based on funding source being accessed by the student. Students will be asked to identify their tuition funding source at the time of course registration. Students will be asked to choose between the following three categories of funding sources:

1. External Sponsorship: For students accessing external sponsorships to pay for tuition and ancillary fees (e.g. PSSSP/First Nation Band Funding and/or employer tuition sponsorship programs). Students are required to provide confirmation of tuition sponsorship at the time of enrolment. It is the sole responsibility of the student to ensure that they remain in good standing with their funder, including submitting all required documents on time.

2. OSAP: Students who are accessing OSAP funding to pay for their tuition and ancillary fees are expected to have commenced their application at the time of registration (SNP reserves the right to confirm that an OSAP application is underway for students who are registering and planning to pay via OSAP funding). It is the sole responsibility of the student to ensure that they have completed all of the requirements for the OSAP funding application in a timely manner to support a timely decision of their funding.

3. Self-Funded: Students who will be generating a payment directly to SNP to cover the cost of their tuition and ancillary fees.

2018/19 Fee Payment Deadlines External Sponsorship Student is responsible to provide a letter from sponsoring agency confirming the

sponsorship at the time of course registration. Fall term payment is due September 14, 2018. Winter term payment is due January 25, 20192*

OSAP Fall term payment due October 1, 2018. Winter term payment is due January 30, 2019.

Self-Funded Fall term payment is due September 14, 2018. Winter term payment is due January 25, 20193*

Payment Options Fees for the academic year must be paid per the fee payment deadlines, as set by the Registrar’s Office. Students intending to apply for funding are advised to complete their application as early as possible. Where fees will be offset by external funding (including scholarships/bursaries, and First Nation’s Education Authority or Post-Secondary

2 Winter fee deadline date is set at January 17, 2019. However, this is pending confirmation of the Midwinter Break, and therefore is subject to change in accordance with adjustment(s) to the “Last day to add/drop, or revise enrolment without academic or financial penalty”. 3 Same as above. * Dates above are current following confirmation of Midwinter break.

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Education Office funding), a sponsorship letter confirming the amount of the funding must be provided, and the portion of fees not covered by that funding must be paid in full prior to registration. If the amount of the OSAP award is insufficient, or if OSAP is denied, the student is responsible for the outstanding balance. Fees may be paid by mail, or in person at the reception desk of the Six Nations Campus. Six Nations Polytechnic accepts the following options for tuition and application fee payments:

• credit (Visa or Mastercard) • debit • certified cheque or money order/bank draft (showing the student number in the “memo” line) • cash

Non-Payment of Fees Students with outstanding fees or other indebtedness will be ineligible to receive grades, examination results, transcripts, certificates or diplomas, or awards until all amounts owed to Six Nations Polytechnic are paid. Students will be prevented from further course registration if they have an outstanding account (i.e. for Fall term if there is a previous Winter/Summer term with an outstanding account). SNP reserves the right to deregister students with outstanding accounts after more than one term. Graduates who have outstanding accounts with SNP will be permitted to attend convocation but will not receive their diplomas until their student accounts have been cleared. If a student declines to pay their fees in full, they may be refused admission to SNP or may be asked to withdraw with all privileges suspended, and fees to the date of withdrawal will be assessed.

Tax Receipts A tax certificate for fees assessed during the calendar year and eligible for the education deduction (T2202A) will be provided in February.

Confidentiality of Student Fee Information SNP gathers and handles all student personal information in accordance with the Freedom of Information and Protection of Privacy Act. Student fee information is treated as confidential and, in most cases, only released to the individual student. Students may waive the right of privacy if they wish their financial sponsor to receive information on the status of their fees, in order to facilitate future payments. In such cases, students should coordinate with the Program Manager’s/Registrar’s Office to complete the necessary paperwork.

Fee Refunds Application fees are non-refundable, except in the case when a program is cancelled by SNP and will not be offered in the year the student has applied. In this case, applicants are eligible to receive an application refund. All ancillary and supplemental registration fees (i.e., fees other than tuition) are non-refundable. Course Withdrawal Students are responsible for the academic outcome and financial implications of all courses they have registered for. All students are encouraged to meet with a Student Success Officer if they are uncertain about planning their course load, or if circumstances, such as illness or extenuating personal matters, may impact their ability to meet academic requirements.

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Enrolment Changes (Revising Course Selection) Prior to Registration Deadline The last day for making changes to course enrolment in each term is posted yearly in Sessional/Key Dates (see: “Last day to add or drop a course, or to revise registration without financial penalty”). It is important that students are familiar with these dates at the start of each term and plan their registration accordingly. Students have until this deadline to add and drop courses in each term. Courses dropped by the Registration Deadline are fully removed from your record and a refund for the tuition is given. Withdrawing from Courses Without Failure by Default After the initial enrolment/course registration deadline, students can still withdraw from courses up to the Final Cancellation Date in each term, per the Course Cancellation Schedule. This deadline can be found in Key Dates and the Undergraduate Course Cancellation Schedule. If a student chooses to drop/remove a course(s) from their term schedule, they may be charged a partial fee, determined by the date on which the course was removed. In the case of removal of courses, please note the financial implications of a “dropped” course versus a “cancelled” course:

• A dropped course is any course removed from the student’s timetable before the registration deadline within the given term (indicated on the chart of sessional dates); these courses are removed from the student’s record and not subject to cancellation fees – however financial consequences may ensue, including reduced OSAP entitlement, loss of scholarships, change from full time status, etc.

• A cancelled course is any course removed after the Registration deadline. This course will remain on your transcript with a notation of ‘W’ indicating course Withdrawal. Withdrawn courses have no final grade recorded and are not factored into your average. Students do not receive a full refund for withdrawn courses, and the amount of financial reimbursement, if any, as per the Course Cancellation Schedule. Courses cannot be cancelled beyond the last date to cancel as indicated by term. Following this date, students will receive a final grade for all courses they are enrolled in.

Refunds for dropped/cancelled courses are first applied against other debts owed to SNP. Any remaining amount will be refunded either by direct deposit, if the student has enrolled in this service, or by cheque sent by postal mail to the student’s address on file. Refunds are determined according to when the course was removed from the student’s timetable:

Fall 2018/Winter 2019 - Undergraduate Course Cancellation Schedule Fall Courses – Fall term classes start Tuesday September 4, 2018 Up to September 14, 2018 No Charge September 15 -21, 2018 20% Charge September 22 – 28, 2018 30% Charge September 29 – October 5, 2018 40% Charge October 6 – 12, 2018 50% Charge October 13 – 19, 2018 60% Charge October 20 – 26, 2018 70% Charge October 27 – November 2, 2018 80% Charge November 3 – 11, 2018 90% Charge November 12, 2018 – Last day to Cancel 100% Charge

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Winter & Multi-Term Courses – Winter term classes start Monday January 7, 2019 Up to January 25, 2019 No Charge January 26 – February 1, 2019 20% Charge February 2 – 8, 2019 30% Charge February 9 – 15, 2019 40% Charge February 16 – 22, 2019 50% Charge February 23 – March 1, 2019 60% Charge March 2 – 8, 2019 70% Charge March 9 – 15, 2019 80% Charge March 16 – 24, 2019 90% Charge March 25, 2019 – Last day to Cancel 100% Charge

Courses cannot be cancelled beyond the last date to cancel as indicated by term. Following this date, students will receive a final grade for all courses they are enrolled in.

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Financial Support

Scholarships, Bursaries, and Financial Awards

Scholarships

Harvey Longboat Sr. Memorial Scholarship Six Nations Polytechnic offers a scholarship in memory of Harvey Longboat, Sr. During his term with the Six Nations Polytechnic Board of Governors, Harvey created the philosophy by which SNP strives to function, in addition to inspiring and guiding the school with his educational experience and knowledge of the culture. Six Nations Polytechnic’s Harvey Longboat Sr. Memorial Scholarship is awarded to a full-time SNP student enrolled in the University Consortium Year 1 Program who has the highest overall average achieved during the academic year, earning a minimum of four credits.

Bursaries All Six Nations Polytechnic bursaries are awarded to students enrolled in SNP programs only. Decisions may be made based on academic achievement, commitment to learning, and/or contribution to the Indigenous community.

WP Financial Bursary WP Financial is well known to many of the First Nations to whom it provides services, and it is pleased to offer something back to the community for those organizations. This bursary is awarded to full-time students of college programs offered at Six Nations Polytechnic, who have demonstrated excellence in academics and have made a contribution to the Indigenous community.

Awards

Marge & Reg Henry Cayuga Language Award This award is dedicated in memory of Marge and Reg Henry, who were highly respected for their knowledge in Longhouse traditions and languages. Both fluent in the Cayuga language, Marge and Reg worked diligently at promoting the preservation of the language and left the legacy of the Henry Orthography, a phonetic writing system used to inscribe the Cayuga language. Six Nations Polytechnic’s Marge and Reg Henry Cayuga Language Award is awarded to a full-time SNP student achieving the single highest grade in a Cayuga language course of the University Consortium Year 1 Program and demonstrating a commitment to maintaining and preserving the Cayuga language.

Vina Loft Mohawk Language Award This award is dedicated to the memory of Vina Loft. Vina was a fluent Mohawk speaker who worked at promoting the spoken language in many ways. Her first dedication to the retention of the language was to teach all of her own children to speak Mohawk. Six Nations Polytechnic’s Vina Loft Mohawk Language Award is awarded to a full-time SNP student achieving the single highest grade in a Mohawk Language course of the University Consortium Year 1 Program and demonstrating a commitment to maintaining and preserving the Mohawk language.

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Funding Several funding opportunities are available for students enrolled at Six Nations Polytechnic, basic information on which is provided below. For advice, assistance with applications, and details on submission, students should contact the Six Nations Polytechnic Financial Aid Officer. Students are advised to apply for funding as early as possible.

Ontario Student Assistance Program (OSAP) The Ontario Student Assistance Program (OSAP) provides eligible Ontario students with various types of assistance based on financial need. This assistance is intended to supplement, not to replace, the resources of students and their families. Online application procedures and deadlines for applications are available on the OSAP website. Applications are first available in May. OSAP also provides assistance for eligible students with disabilities to obtain funding to offset the costs associated with educational services and/or equipment. https://osap.gov.on.ca/prodconsumption/groups/forms/documents/forms/prdr016383.pdf https://osap.gov.on.ca/OSAPPortal/en/A-ZListofAid/WEBUCONT033210.html

Post-Secondary Student Support Program Eligible status Indian or Inuit students who plan to pursue post-secondary studies on a part-time or full-time basis, and who are registered with an eligible post-secondary institution, may qualify for financial support through the Post-Secondary Education Support Program. These students should contact their local band office, Inuit-designated organization, or Aboriginal Affairs and Northern Development Canada to apply. This includes, but is not limited to, the following students:

• Six Nations band members • New Credit First Nation band members • Members of bands belonging to the Southern First Nations Secretariat:

o Caldwell First Nation o Chippewas of Kettle and Stony Point First Nation o Aamjiwnaang First Nation o Chippewas of the Thames First Nation o Oneida Nation of the Thames o Delaware Nation o Munsee-Delaware Nation

Indspire Indspire provides financial assistance to Indigenous students through its Indspire Building Brighter Futures: Bursaries, Scholarships and Awards Program. Scholarships are based on academic merit; bursaries are based on financial need; awards are based on both academic merit and financial need; and ‘incentives’ encourage students to stay in school or reward successful completion of each period of a program or final completion of a program Applications are available on the Indspire website.

Dreamcatcher Charitable Foundation The Dreamcatcher Charitable Foundation is passionate about encouraging youth to pursue and complete their educational goals. Their main focus in this sector is on educational activities that support and encourage youth to

https://osap.gov.on.ca/prodconsumption/groups/forms/documents/forms/prdr016383.pdf

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pursue and complete their education with the goal of developing future leaders for Indigenous communities. Though educational support for Indigenous students is mainly provided by the Canadian Federal Government and/or Chief & Council, the Dreamcatcher Charitable Foundation can provide limited assistance under unique circumstances.

Niagara Peninsula Aboriginal Area Management Board The Niagara Peninsula Aboriginal Area Management Board provides training programs and services to individuals, employers and training institutions in urban and rural areas located in Southern Ontario.

Grand River Employment and Training Grand River Employment and Training’s mandate is to help secure employment for Onkwehon:we of the Grand River Territory, regardless of residency.

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Grades

Grading System

Grade Points Percentage Designation A+ 12 90-100%

First Class A 11 85-89% A- 10 80-84% B+ 9 77-79%

Second Class B 8 73-76% B- 7 70-72% C+ 6 67-69%

Third Class C 5 63-66% C- 4 60-62% D+ 3 57-59%

Pass D 2 53-56% D- 1 50-52% F 0 0-49% Fail

In addition to these grades, student academic records and transcripts may contain the following notations:

• AU: audit • CC: course cancelled • CG: credit granted (credit transfer) • INC: incomplete • MT: midterm mark (not final) • N/A: grade not available/course in progress • UW: unofficial withdrawal • W: withdrawal

Grading Procedures In the first class of the term, for every course, instructors will distribute a syllabus or written account of the course policy on assignments, tests, final exams, participation and attendance, and any other practical or field component. A copy of this material is also provided to the Registrar’s Office. SNP instructors will provide all students with their grade to date one week prior to the date to cancel a course without academic penalty (see the chart of sessional dates). Instructors may not provide final grades or final exam grades to students in any form prior to the official release of grades by the Registrar’s Office. The release of grades is contingent upon the student’s having no outstanding financial obligations to the school. Course grades must be submitted by instructors by the deadline provided by the Registrar.

Grade of “Incomplete” Students who have not completed all course requirements or final exams by the end of term due to extenuating circumstances may apply for approval from the instructor for a temporary Incomplete (INC) grade. If approved, all outstanding work must be submitted by the deadline approved, to a maximum of 30 days beyond the end of term. An Incomplete grade will be approved only when all other course work is up to date with a passing grade. After 30 days, a final grade will be recorded per the course outline.

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Students who anticipate difficulty completing course work throughout the term are advised to consider a course cancellation (see cancellation schedule) and to meet with the Student Success Officer for assistance with academic planning. Note: Students enrolled in a course for which confirmation of the INC grade is a prerequisite must obtain permission to retain enrolment.

Repeated Course Students may repeat courses that have been failed or for which credit has been obtained. The grades for all course attempts appear on the transcript and enter into the computation of the Grade Point Average. However, only one successful attempt will enter into the computation of credit earned towards your degree. Students must repeat a failed course if it is a degree requirement. They may choose to repeat a course for which they’ve previously obtained credit, for example to achieve the grade average necessary for core degree requirements.

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Institutional Policies & Regulations By the act of registration, each student becomes bound by the policies of Six Nations Polytechnic.

Grade Review

Purpose Rather than appealing a final grade, students may wish to have a grade for a particular assignment or test, of significant weight within a given course, reviewed. Thus, in accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following procedures related to processes whereby students can request for a grade to be reviewed. Note that students requesting a grade review based on compassionate grounds (such as illness) should refer to the section: Academic Consideration.

Review of Course Grades Students who disagree with, or do not understand, a grade for an assignment or test, may request a review of that grade. Students must keep all written work returned to them by the instructor during the term and make any work available that forms part of the grade to be reviewed. The first step in requesting a review of a course grade is to contact the course instructor, within 7 days of receipt of the original grade, to discuss the evaluation. If the instructor confirms the original grade, and the assignment or test is worth at least 20% of the overall course grade, the student may refer the matter to the Program Manager within 7 days of the meeting with the instructor. This request must be made in writing, and clearly state the reasons for the request. Students should note that, at this level, requests for a review of a course grade can result in either the maintaining, raising, or the lowering of the grade in question. If the Program Manager determines that the complaint has merit, they will initiate a re-evaluation of the student’s work by another faculty member with competence in the same field, within 15 days. In the case of a serious discrepancy between the second and original evaluation, the Program Manager will review the two evaluations and their justifications and issue a decision. The grade determined by means of this final review will be recorded as the final, official grade, whether it is higher, lower, or the same as the grade previously awarded; there is no further review avenue.

Academic Status & Standing

Purpose In accordance with the organizational values of Ga’nigohi:yo/Kanikoriiothat guide all involved with Six Nations Polytechnic, SNP endorses reasonable and equitable treatment of student concerns related to their academic progress. The procedures described in this document are intended to describe the academic regulations, and any other requirements for academic advancement, as well as the procedures governing academic probation and mandatory withdrawal. Six Nations Polytechnic offers accredited courses and programs in partnership with other universities and colleges. In instances where a student attending SNP is enrolled in one of these programs, the policy of the accredited institution applies.

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Academic Review Period The period where the institute reviews and determines the academic standing of each student, at appropriate times, based on grades. The Academic Review period is identified on the Key/Sessional Dates published by the Registrar’s Office, and during this time updated transcripts are not available. At the conclusion of an Academic Review, SNP staff will have assessed the Academic Standing of each SNP degree student.

Academic Standing Failing to meet the passing grade requirements in any one individual course will result in an ‘F’ on the student’s academic record. Any failed courses must be repeated if it is a required course for the program or must be repeated or replaced to complete total units required for program. The passing grade for all courses, unless otherwise specified in the course or program outline, is 50%.

Academic Standing Category

Detail

Good Standing Student has met minimum grade requirements to continue in program without restriction. Cumulative grade average required to confirm Good Standing is a minimum of 60%, with core course grade requirements as stated by program

Withdrawal Students who cancel their enrolment in all courses are considered to have Withdrawn from their program. They are required to return their student card to the Registrar and may inquire with the Student Success Officer about future course enrolment, as noted in Readmission.

May Not Continue Students who have not obtained the minimum cumulative grade average for their program (usually at least 50% unless enrolled on probation), or who have not increased their cumulative average as required after registration on Academic Probation, will be assigned an Academic Standing of “May Not Continue”. They are not eligible to enrol in courses but may apply for Reinstatement to a later academic term.

Suspended Students whose enrolment is cancelled due to Student Conduct violations, or who are not eligible to enrol due to Academic Integrity violations, will have a notation of ‘Suspended’ added to their transcript. Future enrolment requests will be considered by the Registrar, with reference to the appropriate policy as indicated.

Academic Probation Students with a cumulative grade average less than 60% at time of review are not in Good Academic Standing. The first instance when cumulative average is from 50 – 59% the Academic Standing will be noted as “Academic Probation”. Students on probation are required to raise their cumulative average to be in Good Standing at time of next review, usually following one year of full-time study. Students may be on Academic Probation only once. A subsequent review with cumulative average of less than 60% does not clear the probation and standing will be “May Not Continue”.

Academic Probation Students on academic probation may be required to complete specific remedial activities. This will be established on a case by case basis.

Reinstatement A student may request to be reinstated into a program, following a mandatory withdrawal period, and subsequent to a favourable evaluation that demonstrates:

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a) Extenuating circumstances contributed to negative academic standing, and b) Those circumstances have since been resolved.

See admission category “reinstatement” for more information.

Academic Review Committee The Academic Review Committee is charged with the responsibility to determine:

• any requirements to complete specific remedial activities; and, • if a student must be asked to withdraw from a course, program or SNP for “just cause” or other breaches

of acceptable behaviour. The Academic Review Committee will notify students in writing if they have been placed on academic probation or if they are mandatorily withdrawn from the program.

Confidentiality of Student Information

Purpose Confidentiality is one of the core elements of Ga’nigohi:yo/Kanikoriio, the institutional values which guides all involved with Six Nations Polytechnic. With this guiding value in mind, and in conformity with the Freedom of Information and Protection of Privacy Act, SNP maintains all student personal information collected during admissions and registration processes in strict confidentiality, except where the student has given written permission for its release, and in other particular circumstance (as outlined below).

Use of Student Information SNP only requests student information that is essential to its operation. By completing an application for admission to Six Nations Polytechnic, students accept the school’s right to collect pertinent personal and academic information. This information is used to assess their admission qualifications; maintain a record of their academic performance; determine their eligibility for awards, scholarships, and funding; and allow SNP to undertake its academic obligations. Students further agree that the information contained in their application file, and in their subsequent student file, may be relayed, on a need-to-know basis, to those staff members, faculty members, and instructors who are responsible for overseeing their academic and financial affairs while they are enrolled. All documentation provided to Six Nations Polytechnic to support an admissions application, transfer credits, advanced standing, applications for awards or scholarships, or any academic petition or appeal becomes the property of SNP. This information will not be released or redirected. The school strives to ensure the security and privacy of student information through the development and application of secure access systems, clear policies, and the training of staff and instructors in confidentiality measures.

Release of Student Information No student information will be released to anyone other than the student themselves, without expressed permission of the individual concerned, except in cases involving the safety and security of the student, a breach of the law, compliance with legal requirements (such as disclosures to Statistics Canada), compelling and compassionate circumstances, or as otherwise permitted under the Freedom of Information and Protection of Privacy Act. Certain information pertaining to graduates (such as their degree, date conferred, and awards received) is not considered

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confidential but public information, and is routinely disclosed by, for example, being printed in the convocation program. Unless given explicit written permission by the student themselves, no requests for information from other organizations, including academic institutions, or parents or guardians, will be honoured.

Student Access to Information Any SNP students may consult their file by making an appointment with the Registrar’s Office, and may request, in writing, a formal correction of any errors found therein. Exceptions to the information a student may view include confidential evaluations and third-party letters of reference.

Academic Consideration The staff and instructors at Six Nations Polytechnic understand that, from time to time, students may face difficulties in completing their coursework due to extenuating circumstances. Students are encouraged to meet with a Student Success Officer any time they are uncertain of their course load, or if circumstances may impact their ability to maintain academic commitments. SNP thus encourages students to take responsibility for any health problems or personal issues that may affect their academic performance, and to instate proactive measures whenever possible. In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following procedures for responsibly managing unforeseen personal crises that stand to impact a student’s academic performance. If students encounter a personal or medical situation that may affect their academic performance, they must contact their instructor(s) immediately, in advance of any disruptions of their attendance or coursework. The students and instructor can then work out a reasonable, appropriate arrangement. In some cases, the Student Success Officer may issue a note indicating that, in their opinion and with appropriate supporting documentation, the student’s ability to focus on their academics has been compromised by an unforeseeable event. Such a communication may also include a suggested arrangement. In the case of final examinations, deferred exams are typically scheduled each term, if approved and may be arranged, as appropriate, with the course instructor. In extreme cases, students may apply for a specially-approved late course drop, without academic penalty, by contacting the Student Success Officer and providing supporting documentation. These applications are considered on a case-by-case basis. It is understood, though, and Six Nations Polytechnic underscores, that students hold the primary responsibility for their academic engagement, including managing any negative issues or events that may arise. Should any student misrepresent their personal or medical circumstances, or if there is reasonable concern that such has occurred, these will be deemed allegations of academic dishonesty, and be handled according to the policy on Academic Integrity.

Examinations

Purpose In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following guidance to both students and instructors in procedures related to examinations.

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Responsibilities

Instructor Responsibilities

• Examination papers (and all other graded material not meant to be returned to students) must be submitted to the Records Office for retention.

• Any authorized aids must be indicated on the examination paper, and communicated to students, in writing, in advance of the examination date.

• It is the responsibility of the instructor to devise and use checking procedures in the grading of all examinations, to ensure that every portion of the examination is marked, and the totalling of the marks awarded is correct.

• The instructor, or appropriate designate, is expected to be present at the scheduled examination time. If there is a possibility that the instructor must leave the examination for any reason, they must arrange for an invigilator, through the Registrar’s Office.

Student Responsibilities

• Students must be available for the entire examination period, as listed in the chart of sessional dates in this calendar. Examinations will not be rescheduled for purposes of student travel.

• Students with disabilities who require examination accommodation must contact the Student Success Officer at the start of term, as an accommodation plan must be in place prior to accommodations being extended.

Examination Regulations

• No student will be admitted to the testing facility more than 30 minutes after the start of any examination. No extra time will be allowed for a student who arrives late to an examination.

• Students may bring into the examination room only what is necessary to write the test. All items not required to write the examination must be left at the side of the room, at the student’s risk. Only small personal belongings (i.e. purses) may be left beneath the chairs, and no belongings may be placed on the desks.

• No aids (including but not limited to: books, papers, instruments, communication or electronic devices, and cell phones) may be used in examinations, unless specified by the instructor. Invigilators will check for compliance.

• No food is permitted. Drinks must be in a spill-proof container. (Note: if examination takes place in the computer lab, no food or drinks are allowed.)

• No form of communication between students is permitted. • SNP makes every effort to ensure that examination papers are properly prepared; however, it is the

responsibility of the student to check the paper and to bring any discrepancies to the attention of the invigilator.

• A student officially registered in any class shall have the right to take the final examination in that class regardless of their attendance record.

• Students who are unwell during the examination and are unable to complete the examination must report to the instructor or invigilator. In such cases, the student should refer to the procedure for deferred examinations (below).

• Students may not remove examination books or supplies from the examination room.

Examinations in Progress

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From time to time, unforeseen problems arise during examinations, such as fire alarms, power failures, defective papers, or the unforeseen absence of the instructor or invigilator. When such an irregularity occurs, students will be advised by the Registrar, instructor, or invigilator on appropriate procedures. In all other irregularities, the Registrar will determine how to proceed in a manner that retains the academic integrity of the course and is equitable to students. As always, students are responsible for monitoring all course communications and following up as required.

Deferred Examinations Students who miss an examination because of compelling medical or personal reasons, must submit a written request for a deferred examination within 5 days of the scheduled writing. If the reason is medical, the student must be seen by a doctor at the earliest possible date, normally on or before the date of the missed exam, and the doctor must verify the duration of the illness. Relief will not be available for minor illnesses. If the reason is non-medical, appropriate documentation with verifiable origin, covering the relevant dates, must be submitted, again within 5 working days. In deciding whether to grant a request, the adequacy of the supporting documentation, including the timing in relation to the examination, and the degree of the student’s incapacitation, will be taken into account. Note that once a student has completed an examination, no subsequent request for special consideration will be granted.

Graduation

Purpose In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following guidance to students in procedures related to graduation.

Applying to Graduate For students to be eligible to graduate, the Registrar’s Office must confirm that they have successfully completed the academic requirements for their program/degree, and that all tuition and other fees and charges on their student account have been paid. Students who satisfy these requirements must submit an Application to Graduate to the Registrar’s Office by May 31 (as shown on the chart of Key / Sessional Dates). Upon graduation, the student’s academic record for that degree, diploma, or other credential is fixed, and no additional courses, course or program withdrawals, etc. can be included in the academic standing at the time of graduation. Students who cannot attend convocation will have their degree, diploma, or other credential mailed to the home address on file, if they have not made other arrangements with the Registrar’s Office prior to the date of the ceremony.

Graduation Requirements: Bachelor of Arts in Ogwehoweh Languages In order to graduate from this program, students must meet the following requirements:

1. Students must achieve a minimum overall average of C-/60-62% 2. Student must have satisfied all academic program requirements in the Program of Study for which they

were admitted into the program; and 3. Students must possess a minimum weighted average of C/63-66% in courses designated as “Core Courses”

in their Program of Study.

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Transcripts, Degrees, and Diplomas After graduation, and if all financial obligations to the school have been resolved, students may apply to receive an official transcript and copy of their diploma, degree, or other awarded credential. Students who are not free of financial obligations to Six Nations Polytechnic at the time of convocation may participate in the ceremony but will not be eligible to receive their transcript or diploma, degree, or credential. The name printed on the parchment will be the name recorded in the student’s academic file.

Registration

Full-time Studies At Six Nations Polytechnic, a full-course load is 30 units per academic year distributed as 15 units per academic term. Full-time status is defined as 18-30 units of registered course enrolment.

Part-time Studies At Six Nations Polytechnic, a part-time course load is considered anything less than 18 units per academic year or less than 9 units per term.

Student Declaration At the time of course registration, students make a declaration agreeing to the following terms:

o By the act of course registration, students agree to adhere to the Policies and Regulations of Six Nations Polytechnic.

o Upon course registration/enrolment, students confirm acknowledgement that each student is responsible for the academic outcome and financial implications of all courses they have chosen to register for.

o Students must become familiar with the Key/Sessional Dates and Financial Regulations, including the Undergraduate Course Cancellation Schedule.

o Students have an obligation and have made a commitment to keep their Student Account in good standing. o Written notification is required to withdraw from any course following registration.

Students are encouraged to meet with a Student Success Officer any time they are uncertain of their course load, or if circumstances may impact their ability to maintain academic commitments.

Registering & Adding Courses At Six Nations Polytechnic, the regular academic year runs from the beginning of September to the end of April and is divided into two 14-week terms (Fall Term and Winter Term). There is also a condensed Spring/Summer Term that runs for just over 2 months, from early May to late June. Registration opens for a given academic term well in advance of the start of classes – see the chart of sessional dates for details. Students are responsible for making both accurate and appropriate registration choices, ensuring that the classes they enrol in are relevant to their program. Advice on course selection is available from the Student Success Office, as well as from the coordinator(s) of the student’s program. Students may revise their course enrolment pending space (i.e. add or drop courses) within the first two weeks of class, up to the deadline shown on the chart of sessional dates. Credit cannot be granted for any course in which the student is not formally enrolled. If

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a student fails a prerequisite course, they must remove the subsequent course from their schedule for the following term. If a student wishes to enrol in an alternate course (should one be available), all course revisions must be completed prior to the enrolment deadline in the applicable term. Dropping or Cancelling Courses Students are responsible for the academic outcome and financial implications of all courses in which they have registered. All students are encouraged to meet with a Student Success Officer if they are uncertain about planning their course load, or if circumstances, such as illness or extenuating circumstances, may impact their ability to meet academic requirements. If a student removes a course(s) from their registration, the date of removal will determine the academic and financial consequences:

• A dropped course is any course removed from the student’s timetable before the registration deadline within the given term (indicated on the chart of sessional dates); these courses are removed from the student’s record.

• A cancelled course is any course removed from the student’s timetable after the registration deadline and

before the last day to do so without academic penalty within the given term (indicated on the chart of sessional dates); these courses remain on the student’s academic record with the notation “CC” (course cancelled) but are not used in the calculation of their average.

Students should remain aware of how dropping/cancelling a class affects their registration as removing courses from their term schedule may result in their registration being revised from full-time to part-time enrolment, and many funding opportunities and awards rely on maintaining a full course load. Students who stop attending class, but do not drop or cancel the course, will receive a final grade based on the work completed averaged with grades of zero given for all incomplete work. This final grade will appear on the individual’s transcript and will be used in calculating their academic average. Students who, due to unforeseeable hardship, miss the deadline for dropping a course without academic penalty should contact the Registrar’s Office as soon as possible to discuss an exception for academic consideration, and provide supporting documentation to be used in evaluating their request. These applications are considered on a case-by-case basis. See the section on Fees and the Course Cancellation Schedule for detailed information on refunds for dropped and cancelled courses.

Repeating Courses A course taken more than once, in order to obtain a passing or higher grade. Students may repeat courses that have been failed or for which credit has been obtained. The grades for all course attempts appear on the transcript and enter into the computation of the Grade Point Average. However, only one successful attempt will enter into the computation of credit earned towards your degree. Students must repeat a failed course if it is a degree requirement. They may choose to repeat a course for which they’ve previously obtained credit, for example to achieve the grade average necessary for core degree requirements. A course attempt having a passing grade may be repeated only once.

Auditing Courses Individuals may register in a course on a non-credit basis provided they are not seeking recorded evaluation. Individuals may request permission to audit a scheduled course, pending space, with permission of the Registrar. This exception can only be made according to the nature of the course and the need for community members to gain skills and knowledge for benefit of the community and/or SNP.

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Given the necessary permission, a student may attend and participate in a course they are auditing, and even (in agreement with the instructor) receive informal feedback on submitted coursework and/or exams, but will not receive interim grades, a final grade, or credit for the course. Transcripts of students who have audited courses will contain the notation “AU” beside the relevant course code. See the calendar section on Fees for information on the costs associated with auditing. Note that students who have audited a course may not, at a later date, request academic credit for that course, and that regularly enrolled students are given priority, in registration, over auditing students.

Withdrawal To withdraw from a course or a program, a student must complete a Course Withdrawal form or a Program Withdrawal form, available from the Student Success Officer. The form must be completed and submitted, regardless of whether a refund will be owing or not. The effective date of withdrawal is the date the form is received by the Registrar’s Office.

1. If withdrawal occurs prior to the enrolment deadline (as noted on the chart of sessional dates), there will be no record of enrolment.

2. If the student withdraws after the enrolment deadline but prior to the final cancelation deadline, the student’s transcript will show a “W” (withdrawal) on all courses.

3. After the final cancellation deadline, a final grade will be recorded and may result in a grade of F, in accordance with the grading scheme outlined on the syllabi for courses in which the student was enrolled.

See the calendar section on Fees for an explanation of refunds in the case of withdrawals.

Academic Freedom and Integrity

SNP’s Academic Freedom and Integrity Standard documenting SNP’s policy statements as it pertains to; Academic Freedom, Academic Honesty, Intellectual Property, Compliance with Copyright law; and Research Ethics have been documented in SNP’s Organization Review.

SNPs Academic Freedom policy provides for unhindered inquiry, teaching, learning and the engagement in the consideration of opinions provided that the Organization’s Values are observed and cultural protocols respected.

The SNP statement on “Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities” sets out the protection considerations for sacred knowledge. This policy applies to all SNP staff, instructors and those invited by SNP to conduct research and approved for the same through the Six Nations Ethics Committee established under authority of the Six nations Elected Council.

SNP’s faculty and students have the right to academic freedom and expression, understood to consist of the free and responsible investigation of issues and ideas and the expression of conclusions and beliefs, in discussion or publications, without reprisals. SNP affirms the freedom of the academic community to define and express knowledge that maintains SNP’s commitment to enact the Hodinohso:ni Values of Ga’nigohi:yo/Kanikori:io.

Affirmation of Academic Freedom In light of this understanding of academic freedom, SNP affirms in its financial agreements, articulation agreements, and instructional and service contracts that:

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1. Faculty members are entitled to freedom in research and in the publication of the results within their fields of academic competence.

2. Faculty members are entitled to freedom in their classrooms to address matters within the general subject area implied by the course title and description. Faculty members are not free to use the classroom as a means of promoting causes unrelated to the subject matter of the course at hand.

3. Faculty members are free as individuals to speak and write about matters, whether or not the matters are directly related to their field of academic competence. SNP does not limit individual expression in any respect, however faculty members should be accurate, should exercise appropriate restraint, and show respect for the opinions of others.

4. Faculty members do not speak for SNP, but must understand that they represent SNP’s teaching and learning community.

5. Faculty members are responsible for safeguarding the academic freedom of their students in their academic work as described in the Student’s Handbook.

SNP’s academic freedom and integrity standard affirms the AUCC Statement on Academic Freedom and Institutional Autonomy as a foundational principle of the learning community:

“It is the essence of a university freely to pursue knowledge and understanding and to search for the reasons for things. This search implies that some of the reasons are unknown or uncertain and that opinions about them must be questioned. The right and the responsibility to raise such questions is the justification for academic freedom.”— AUCC, October 2011

Student Conduct

Purpose Students have the right to attend lectures, laboratories, shops, and other learning experiences that are conducted in an orderly, safe, and effective way, free of disruption and inappropriate behaviour. Accordingly, in accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed this policy to ensure a comfortable, safe, respectful, supportive, and academically inviting learning environment that ensures the wellbeing of all individuals in the community; to clearly establish students’ standards of conduct, and the consequences of unsatisfactory behaviour; and to identify a process to respond to complaints of student misconduct promptly, fairly, judiciously and with due regard to confidentiality for all parties concerned.

Student Responsibility It is the responsibility of students to conduct themselves professionally, in compliance with Six Nations Polytechnic policies and procedures that ensure that the learning experience is productive, stimulating, and meets the expectations of learners. This includes regular attendance and arriving on time, fully prepared, for learning activities, and treating others with respect, maintaining the dignity and self-esteem of every person. Everyone is expected to follow safety rules, to use any protective equipment provided, and to immediately report any hazardous conditions, activities, or injuries. Only registered students can attend classes, labs, field trips, and field placement activities. Students are not allowed to bring infants or children to class. Electronic devices (including cell phones, iPods, MP3 players, cameras, and PDAs) are to be powered off completely.

Conduct within the Learning Environment

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Students are expected to conduct themselves in a mature manner that does not distract from or disrupt the educational pursuits of others. When behaviour becomes distracting, disruptive, offensive, abusive, harassing, or in any way unwelcome to other class members and/or the instructor, disciplinary action will be taken.

Definitions

Disruptive behaviour is defined as any activity which affects the learning environment in a negative way. The learning environment includes classrooms, laboratories, field trips, clinical settings, field placements, and any other location, on or off Six Nations Polytechnic property, where instructor-supervised learning activities are taking place.

Responding to Disruptive Behaviour The instructor has the final authority to determine what constitutes disruptive behaviour for any given learning environment. SNP fully supports the instructor’s right to take appropriate measures to establish and maintain a safe, orderly, and effective learning environment. Proactive measures include, but are not restricted to, establishing rules of behaviour and safety regulations, and designating seating arrangements. Whenever disruptive behaviour occurs, the instructor may take any of the following measures, as they deem appropriate, to re-establish and maintain an appropriate learning environment:

• Verbally direct the student to cease the disruptive behaviour immediately, and to behave in an appropriate manner thereafter. If the student does not comply, or if the instructor judges the incident to be significant, the student will be directed to leave the classroom immediately.

• When a student has been asked to leave the classroom, the instructor and the student must meet, before

the next scheduled class, to discuss the incident. If the outcome of the meeting is satisfactory, the student will be permitted to resume attendance. If the student fails to attend the meeting, or if the results of the meeting are unsatisfactory, the instructor will inform the student that they are prohibited from attending further classes. The instructor will submit an incident report to the Program Manager.

• If a student refuses to leave a classroom or remains disruptive, the instructor will advise students that the

class is terminated, then leave the classroom. The instructor will report the incident to the Program Manager, verbally and in writing, via an Incident Report, and request an immediate review. The Program Manager will advise the student, that they are temporarily suspended from all classes until their actions have been reviewed and the appropriate discipline imposed.

• If a student takes, or threatens to take, by word or action, any physical action against the instructor, any

student(s), or any person, the instructor may immediately terminate and dismiss the class, leave the learning environment, and notify both the Program Manager and the Registrar both verbally and in writing, via an Incident Report, and request an immediate review. That student will be automatically suspended from all classes until the incident has been reviewed and appropriate disciplinary action taken. The minimum discipline applied will be probation, and the police may also be notified. If the disruptive behaviour occurs during a test or exam, in addition to directing the student to leave the room, the instructor may assign a grade of zero.

Levels of Discipline

1. The student is issued one or more verbal warnings, in class.

2. The student meets with the instructor and agrees not to be disruptive in future.

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3. The instructor reports the incident to the Program Manager, who interviews the student. After consultation

with the instructor, the Program Manager may impose one or more of the following actions, as appropriate: o No additional discipline is required. A record of the incident is maintained. o A written warning from the Program Manager is issued and a copy kept on file. o The student is placed on Student Conduct Probation and must sign a letter agreeing to abide by the

conditions outlined therein. The letter details the length of the probationary period, and SNP’s recourse should further incidents occur during that period.

o The student is formally suspended via a letter from the Registrar. The provisional suspension may be from any or all classes involving the instructor for a specified period (not less than one, but no more than three weeks); or from a program for a specified time period (not less than one, but no more than two weeks).

o The President/CEO issues a letter informing the student of their mandatory withdrawal. The letter outlines the conditions, if any, under which the student may apply for re-entry at a later date.

Conduct Outside of the Learning Environment Conduct outside of the learning environment encompasses all SNP-related activity, on or off Six Nations Polytechnic premises, not involving instructor-supervised learning. This includes behaviour immediately before, during, and after SNP-sponsored events or related activities held off campus; and conduct at any student event under the jurisdiction of the school, notwithstanding and in addition to any consequences resulting from any breach of policy, rule, or regulation of any agency authorized to manage that property.

Unacceptable Conduct The list below provides specific examples of the type of behaviour which Six Nations Polytechnic will not tolerate, and which will warrant disciplinary action. This following list is not exhaustive of the conduct which may be subject to disciplinary action:

• conduct which violates any federal or provincial law, including but not limited to, the Criminal Code of Canada, the Narcotics Control Act, the Food and Drugs Act, and the Controlled Drugs and Substances Act;

• conduct which interferes with or obstructs SNP-authorized activities including administrative, recreational, athletic or disciplinary actions;

• conduct which violates any of the non-academic policies published by Six Nations Polytechnic; and • vandalism, theft, disruptive behaviour, fighting, possession of illegal substances and/or weapons, use or

sale of illegal drugs (including non-prescription or non-approved drugs), use of alcohol, infliction of bodily harm, physical or verbal abuse, racial slurs, and smoking in restricted areas.

Transcripts

Purpose In accordance with the organizational values of Ga’nigohi:yo/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following policy on student academic transcripts.

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Requesting Transcripts Students may obtain an official transcript of their academic record by submitting a Transcript Request Form, available from the reception desk at the Six Nations Campus; or have copies of their transcript sent to a third party, providing that individual has no outstanding financial obligations to SNP. As of January 1, 2012, there is no charge for Six Nations Polytechnic official transcripts. Students should make allowances for processing times when placing their requests, particularly during peak periods, around the end of term. See key/sessional dates for academic review period at which time official transcripts are unavailable. Students whose financial accounts are in arrears will not be able to access their transcripts or the information they contain, or request that a transcript be forwarded to a third party. Official transcripts are those printed on secured paper, bearing the imprint of Six Nations Polytechnic, and sent directly from the Registrar’s Office to another institution or agency by fax, mail, or courier, or provided to the student in a sealed envelope. Official Transcripts cannot be sent electronically.

Content & Confidentiality A student’s transcript is personal information protected under the Freedom of Information and Protection of Privacy Act. Accordingly, transcripts will not be disclosed without the written consent of the student, and the student’s signature is required for their release. If someone other than the student is required to pick up a transcript, the student must give that person a signed letter identifying them by name and authoring them to do so. Photo identification will be required. Academic transcripts include the following information, where appropriate:

• student’s full name and student number • the program of study • course names, codes, and credit values • numeric grades and, in some cases, a conversion to letter grades • transfer credit granted • credentials granted, along with the date conferred • academic penalties, including academic dishonesty (in accordance with the policy on Academic Integrity) • other notations as described in the policy on Grades

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Programs & Courses

Bachelor of Arts in Ogwehoweh Languages The Bachelor of Arts in Ogwehoweh Languages is a three-year (90-unit) baccalaureate program, taught on the Six Nations campus, in which Mohawk or Cayuga language and grammar are the core areas of study. Students can earn a B.A. in either Cayuga or Mohawk.

Advancement To continue to subsequent years:

• students must maintain an overall GPA of C- (60-62%) • students must maintain an overall average of C (63%-66%) in their overall core courses

Program of Study – CAYUGA Stream 90 units of study required 24 units of Level I Core Requirements:

o OLC 1GR6: Grammar I (Cayuga) o OLC 1LG6: Language I (Cayuga) o OLG 1AW6: Academic Writing o OLC 1LL3: Lifelong Learning I (Cayuga) o OLG 1CC3: Community I

6 units from list of Level I Non-Core Requirements: o OLC 1CT3: Culture & Tradition I (Cayuga) o OLG 1HH3: Hodinohso:ni History I – Cosmology

30 units of Above Level I Core Requirements: o OLC 2GR6: Grammar II (Cayuga) o OLC 2LG6: Language II (Cayuga) o OLG 2CC3: Community II o OLC 2LL3: Lifelong Learning II (Cayuga) o OLC 3GR6: Grammar III (Cayuga) o OLC 3LG6: Language III (Cayuga)

Choice of 30 units of Above Level I Non-Core Requirements: o OLC 2CT3: Culture & Tradition II (Cayuga) o OLG 2HH3: Hodinohso:ni History II – Contact to 1800 o OLG 2EA3: Ethnoastronomy o OLG 2SF3: Composition – Short & Long Form o OLG 2TR3: Beginner Translation (Cayuga) o OLG 2HL3: Historical Hodinohso:ni Languages o OLG 3TR3: Advanced Translation o OLC 3SM3: Stories & Myths (Cayuga) o OLC 3GV3: Governance (Cayuga) o OLG 3HH3: Hodinohso:ni History III – 1800 to Today o OLG 3EB3: Ethnobotany o OLC 3CT3: Culture & Tradition III (Cayuga)

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Program of Study – MOHAWK Stream 90 units of study required 24 units of Level I Core Requirements:

o OLM 1GR6: Grammar I (Mohawk) o OLM 1LG6: Language I (Mohawk) o OLG 1AW6: Academic Writing o OLM 1LL3: Lifelong Learning I (Mohawk) o OLG 1CC3: Community I

6 units from list of Level I Non-Core Requirements: o OLM 1CT3: Culture & Tradition I (Mohawk) o OLG 1HH3: Hodinohso:ni History I—Cosmology

30 units of Above Level I Core Requirements: o OLM 2GR6: Grammar II (Mohawk) o OLM 2LG6: Language II (Mohawk) o OLG 2CC3: Community II o OLM 2LL3: Lifelong Learning II (Mohawk) o OLM 3GR6: Grammar III (Mohawk) o OLM 3LG6: Language III (Mohawk)

Choice of 30 units of Above Level I Non-Core Requirements: o OLM 2CT3: Culture & Tradition II (Mohawk) o OLG 2HH3: Hodinohso:ni History II – Contact to 1800 o OLG 2EA3: Ethnoastronomy o OLG 2SF3: Composition: Short & Long Form o OLG 2TR3: Beginner Translation (Mohawk) o OLG 2HL3: Historical Hodinohso:ni Languages o OLG 3TR3: Advanced Translation o OLM 3SM3: Stories & Myths (Mohawk) o OLM 3GV3: Governance (Mohawk) o OLG 3HH3: Hodinohso:ni History III—1800 to Today o OLG 3EB3: Ethnobotany o OLM 3CT3: Culture & Tradition III (Mohawk)

Course Descriptions *Please note: OLC refers to Cayuga language; OLM refers to Mohawk language. Where prerequisites are concerned, please note when they are language-specific. OLC 1CT3/OLM 1CT3: Culture and Tradition I Value: 3 units/0.5 credit

o An introduction and broad overview of existing cultural values, philosophies, and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world.

OLC 1GR6/OLM 1GR6: Grammar I Value: 6 units/1 credit

o This course will give students a basic understanding of the grammatical structure of Iroquoian language; roots, prefixes, suffixes, and word order. It will also cover orthography. Speaking activities will be utilized to reinforce concepts and promote retention and production. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

OLC 1LG6/OLM 1LG6: Language I

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Value: 6 units/1 credit o A beginning immersion experience in Hodinohso:ni’/Rotinonshonni, focusing on the spoken use of the

language. Emphasis is placed on conversational exchange, and presentations are a required element. This course requires a high level of commitment and patience. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

OLC 1LL3/OLM 1LL3: Lifelong Learning I Value: 3 units/0.5 credit

o In this course, students will be introduced to the concept of language as a lifelong learning process, to foster personal growth as well as growth in others. As a part of this course, students will review literature on the history of Hodinohso:ni’ languages and Indigenous language revitalization, and create a personal learning plan which including, among other things, a personal philosophy of learning.

OLG 1AW6: Academic Writing Value: 6 units/1 credit

o In this course, students will be introduced to the importance of English essay writing to document research, convey ideas, develop lines of argumentation, and communicate positions. This course teaches the construction of the expository essay, with attention to the structure of good paragraphs, techniques of putting the essay together, and the nature of language. 10-12 short writing assignments are required. The course will be conducted in English as well as the chosen program language (Mohawk/Cayuga).

OLG 1CC3: Community I Value: 3 units/0.5 credit

o This course focuses on the importance of community in language revitalization efforts. Students will gain an overview of current language programs, initiatives, and revitalization strategies in various Hodinohso:ni’/Rotinonshonni communities, and review literature. Participation in community-based revitalization efforts is a component of the course.

OLG 1HH3: Hodinohso:ni’ History I – Cosmology Value: 3 units/0.5 credit

o An in-depth examination of the Hodinohso:ni’ conceptualization and understanding of the universe, from creation to the present day. Discussion revolves around the Creation Story, Thanksgiving Address, and other topics, as decided by the instructor. Materials are pulled from oral history, literature, and historical documents. The course will be conducted in English as well as in the chosen program language (Mohawk/Cayuga).

OLC 2CT3/OLM 2CT3: Culture and Tradition II Value: 3 units/0.5 credit

o A further overview of existing cultural values, philosophies, and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world. The course will be conducted in English as well as in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC/OLM 1CT3: Culture and Tradition I OLC 2LG6/OLM 2LG6: Language II Value: 6 units/1 credit

o An intermediate immersion experience in Hodinohso:ni’/Rotinonshonni, focusing on the spoken use of the language. Emphasis is placed on conversational exchange, and presentations are a required element. This course requires a high level of commitment and patience. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC 1LG6/OLM 1LG6: Language I OLC 2LL3/OLM 2LL3: Lifelong Learning II

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Value: 3 units/0.5 credit o In this course, students will continue to develop their personal learning plans and philosophies. As part of

this course students will review literature and case studies on second language acquisition. Students will also explore how learning needs evolve over time, and the importance of critical reflection. Students will begin to explore their strategies and philosophies for teaching and sharing language. The course will be conducted in English as well as in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC 1LL3/OLM 1LL3: Lifelong Learning I OLC 2TR3/OLM 2TR3: Beginner Translation – Theory and Practice Value: 3 units/0.5 credit

o This course will introduce students to the theory of translation. Students will focus on expressing simple ideas in English and Mohawk/Cayuga and examine the best ways to do so in each. The course will be conducted in the chosen program language (Mohawk/Cayuga).

Prerequisites: OLC 1GR6/OLM 1GR6: Grammar I; OLC 1LG6/OLM 1LG6: Language I OLG 2CC3: Community II Value: 3 units/0.5 credit

o This course focuses on the importance of community in language revitalization efforts with a further review of the literature. Students will conduct research, case studies, and survey activities to ascertain the existing state of community language revitalization, statistics about the speaking population, and the success of various efforts.

Prerequisite: OLG 1CC3: Community I OLG 2EA3: Ethnoastronomy Value: 3 units/0.5 credit

o This course examines traditional and modern Hodinohso:ni’ understandings of the heavens. Topics of discussion include stars, constellations, cartography, navigation, and other astronomical bodies, as decided by the instructor. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

OLC 2GR6/OLM 2GR6: Grammar II Value: 6 units/1 credit

o This course reviews and expands students’ understanding of the grammatical structure of Iroquoian; roots, prefixes, suffixes, and word order. Speaking activities will be utilized to reinforce concepts, and promote retention and production. Greater emphasis is placed on precision of grammar in speaking. Work will be conducted in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC 1GR6/OLM 1GR6: Grammar I OLG 2HH3: Hodinohso:ni’ History II – Contact to 1800 Value: 3 units/0.5 credit

o This course considers the changes in Hodinohso:ni’ society resulting from contact, through to the major cultural and religious upheavals up to 1800. Content is pulled from historical documentation and oral history. The course will be conducted in English as well as the chosen program language (Mohawk/Cayuga).

Prerequisite: OLG 1HH3: Hodinohso:ni’ History I– Cosmology OLG 2HL3: Historical Hodinohso:ni’ Languages Value: 3 units/0.5 credit

o This course will examine the differences and similarities between the various modern Hodinohso:ni’/Rotinonshonni languages, from a variety of perspectives, with the aim of broadening learners’ knowledge of each. The course will be conducted in English as well as the chosen program language (Mohawk/Cayuga). Work will be conducted in the chosen program language (Mohawk/Cayuga).

Prerequisites: OLC 1GR6/OLM 1GR6: Grammar I; OLC 1LG6/OLM 1LG6: Language I OLG 2SF3: Composition – Short and Long Form

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Value: 3 units/0.5 credit o This course will introduce students to the theory of translation. Students will focus on expressing simple

ideas in English and Mohawk/Cayuga and examine the best ways to do so in each. Course will be conducted in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLG 1AW6: Academic Writing OLC 3CT3/OLM 3CT3: Culture and Tradition III Value: 3 units/0.5 credit

o A further overview of existing cultural values, philosophies and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC 2CT3/OLM 2CT3: Culture and Tradition II OLC 3GR6/OLM 3GR6: Grammar III Value: 6 units/1 credit

o This course is an intensive review and further expansion of the grammatical structure of Iroquoian; roots, prefixes, suffixes, and word order. Speaking activities will be utilized to reinforce concepts and promote retention and production. Emphasis is placed on using grammatical pieces to create new meaning. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLC 2GR6/OLM 2GR6: Grammar II OLC 3GV3/OLM 3GV3: Governance Value: 3 units/0.5 credit

o This course examines the emergence of Hodinohso:ni’/Rotinonshonni governance theory from a variety of perspectives, with an emphasis on language: names, terms, descriptions of responsibilities, and activities. The course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Prerequisites: OLC 1GR6/OLM 1GR6: Grammar I; OLC 1LG6/OLM 1LG6: Language I OLC 3LG6/OLM 3LG6: Language III Value: 6 units/1 credit

o A continuing intermediate immersion experience in Hodinohso:ni’/Rotinonshonni, focusing on the spoken use of the language. Emphasis is placed on extended conversational exchanges and the emergence of creative and complex language use. Presentations are a required element. This course requires a high level of commitment and patience. Work will be conducted in in the chosen program language (Mohawk/Cayuga).

Prerequisites: OLC 2LG6/OLM 2LG6: Language II OLC 3SM3/OLM 3SM3: Stories and Myths Value: 3 units/0.5 credit

o This course utilizes oral history and texts to examine themes, narratives and characters as a way to foster and develop understanding of Ogwehoweh concepts, motivations, and worldview. Topics may include the Creation Story, origin stories of supernatural beings and cultural heroes, and oral history. The course will be conducted in the chosen program language (Mohawk/Cayuga).

Prerequisites: OLC 1GR6/OLM 1GR6: Grammar I; OLC 1LG6/OLM 1LG6: Language I OLG 3EB3: Ethnobotany Value: 3 units/0.5 credit

o This course introduces traditional and modern Hodinohso:ni understandings of medicinal botany. The course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

OLG 3HH3: Hodinohso:ni’ History III – 1800 to Today Value: 3 units/0.5 credit

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o This course examines Hodinohso:ni society during the period after 1800. Content is pulled from historical documentation and oral history. The course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Prerequisite: OLG 2HH3: Hodinohso:ni’ History II – Contact to 1800 OLG 3TR3: Advanced Translation Value: 3 units/0.5 credit

o In this course students will undertake more in-depth translation, including translation of technical documents such as instructions, novels, poems, and magazine and newspaper articles, while further discussing the theory and technique of good translation. Longer-form oral texts will serve as the basis for Ogwehoweh-English translations.

Prerequisites: OLC 2TR3/OLM 2TR3: Beginner Translation – Theory and Practice; OLC 2GR6/OLM 2GR6: Grammar II; OLC 2LG6/OLM 2LG6: Language II

SNP University Consortium Year 1 Program (SNP UP) SNP UP is a year-long, community-based university program, facilitated in cooperation with a consortium of six universities, that provides students with the opportunity to complete the first year of a Bachelor of Arts degree within the Six Nations community. The program allows students to complete up to five courses (30 units), on a full- or part-time basis, that are eligible to be transferred to an undergraduate degree program at the partner universities if grade requirements are met. The program is taught during the regular academic year (September through April) on the Six Nations campus. Students who successfully complete the requirements of the Six Nations Polytechnic University Consortium Year 1 Program are eligible for admission to second year, of a range of BA programs at:

• Brock University • McMaster University • The University of Guelph • The University of Waterloo • Western University • Wilfrid Laurier University

University Consortium students must apply for admission to the university partner(s) of their choice, usually early in their second term of study, and are advised to carefully review their transfer options.

Advancement To be eligible under the agreement between SNP and our partner universities, students must earn a minimum C- (60%) average on all courses attempted. Students eligible for admission will obtain transfer credit for each course completed with a minimum grade of 60%. Students must also apply to the partner school(S) of their choice by the application deadline for that institution – please see each school’s website and the Ontario Universities’ Application Centre (OUAC) for details.

Program of Study Students in the SNP UP program may take a total of five credits, either full or part-time, drawn from the following list. Core courses are mandatory, and students can choose from among the electives offered, to make up the total of five credits. Only one of Mohawk language or Cayuga language may be selected.

Course Offerings, including lead university partner Note: All courses may not be included in course schedule

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Core Courses CAYUGA 1Z03: Introduction to Cayuga Language and Culture McMaster University Value: 3 units/0.5 credit

o This course will study the Cayuga language, in its spoken and written forms, in the context of Iroquoian cultural traditions, values, beliefs and customs.

CAYUGA 2Z03: Intermediate Cayuga McMaster University Value: 3 units/0.5 credit

o This course expands on the vocabulary and the oral skills for the Cayuga language. In addition, the course reviews the written component of the language.

Prerequisite: CAYUGA 1Z03: Introduction to Cayuga Language and Culture ENGL 109: Introduction to Academic Writing University of Waterloo Value: 3 units/0.5 credit

o This course will explore a variety of issues in academic writing such as style, argument, and the presentation of information. Frequent written exercises will be required.

INDIG ST 1AA3: Introduction to Contemporary Indigenous Studies McMaster University Value: 3 units/0.5 credit

o This course will explore the relationship between Indigenous peoples and mainstream society in the 20th century with regard to governmental policy, land claims, economic development, and self-determination.

INDIG ST 1A03: Introduction to Indigenous Studies McMaster University Value: 3 units/0.5 credit

o An introduction to Indigenous peoples’ world views from pre-contact to the Indian Act of 1876. Indigenous history and philosophy will be examined along with the issues of representation and colonialism.

MOHAWK 1Z03: Introduction to Mohawk Language and Culture McMaster University Value: 3 units/0.5 credit

o This course will study the Mohawk language, in its spoken and written forms, in the context of Iroquoian cultural traditions, values, beliefs and customs.

MOHAWK 2Z03: Intermediate Mohawk McMaster University Value: 3 units/0.5 credit

o This course expands on the vocabulary and the oral skills for the Mohawk language. In addition, the course reviews the written component of the language.

Prerequisite: MOHAWK 1Z03: Introduction to Mohawk Language and Culture PS101: Introduction to Psychology I Wilfrid Laurier University Value: 3 units/0.5 credit

o Methods for understanding human and animal behaviour are introduced. This course introduces psychology and its history and shows how the different areas of psychology are integrated. Topics such as

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research methods, biological bases, learning consciousness, personality, disorders, and treatment are surveyed.

PS102: Introduction to Psychology II Wilfrid Laurier University Value: 3 units/0.5 credit

o Methods for understanding human and animal behaviour are discussed. This course continues the introduction to psychology and shows how different areas are integrated by covering topics such as learning, memory, language & thought, intelligence & testing, motivation & emotion, development, stress & coping, community psychology, and social psychology.

SPCOM 223: Public Speaking University of Waterloo Value: 3 units/0.5 credit

o Theory and practice of public speaking. A workshop course involving design and delivery of various kinds of speeches, and the development of organizational, vocal, listening and critical skills. Students may be videotaped.

Elective Courses HS 1001: Personal Determinants of Health Western University Value: 3 units/0.5 credit

o This course focuses on health and wellness with an emphasis on increasing knowledge and awareness of a wide variety of health-related topics, as well as on improving individual health.

HS 1002: Social Determinants of Health Western University Value: 3 units/0.5 credit

o This course introduces key social determinants of health, and orients students to viewing health in relation to social factors, equity, and social justice. Students will be introduced to basic terms, concepts, and measurements related to health, public health, population health, and health inequalities.

SOCIOL 1C03: Canadian Society: Social Problems, Social Policy, and the Law McMaster University Value: 3 units/0.5 credit

o An examination of Canadian social policy and the law in intimate relationships and families, work, immigration, health, and the criminal justice system.

SOCIOL 1Z03: Introduction to Sociology McMaster University Value: 3 units/0.5 credit

o A survey of the areas of research which interest the sociologist. Interpretation of human action from the standpoint of the group.

PERSONNEL POLICY

20132018

Appendix 12: (Revision/Draft) Personnel Policy

Six Nations Polytechnic Incorporated Effective Date: May 2003Aug 2018 Personnel Policy Updated & Revised: October 2006August 2018

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AUGUST 2018 REVISIONS Updates to this policy primarily reflect:

- Sick leave – added definitions - Sick leave – adjusted entitlement for staff that are on duty for ten months of the year

(September to June) - Personal leave – addition to participate in the birth of a child - Language to reflect granting of leave that is consistent with federal / provincial

legislation


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TABLE OF CONTENTS

TOPIC ........................................................................................................................................ PAGE

1. PREAMBLE .......................................................................................................................................8

2. MISSION STATEMENT ..................................................................................................................9

3. ORGANIZATION HISTORY ........................................................................................................ 12

4. CONTRACTUAL FORCE .............................................................................................................. 13

5. STAFF CODE OF CONDUCT APRIL 19, 2010 .................................................................. 13

6. DISCLAIMERS .............................................................................................................................. 14

7. NON-DISCRIMINATION ............................................................................................................. 14

8. EQUAL EMPLOYMENT OPPORTUNITY ................................................................................ 15

9. CONFLICT OF INTEREST APRIL 26, 2010 ...................................................................... 17

10. RECRUITMENT, SELECTION, POSTING ................................................................................ 20

11. REHIRING FORMER EMPLOYEES ........................................................................................... 26

12. REFERENCES ................................................................................................................................. 28

13. CRIMINAL REFERENCE CHECKS ............................................................................................. 29

14. BONDING ....................................................................................................................................... 29

15. EMPLOYEE RECORDS ................................................................................................................. 30

16. PAYROLL POLICIES..................................................................................................................... 33

17. OVERTIME COMPENSATION ................................................................................................... 34

18. VACATION AND HOLIDAY ENTITLEMENT .......................................................................... 36

RELATED PROCEDURES/GUIDELINES ................................................................................. 37

19. EMPLOYEE TRAVEL ................................................................................................................... 39

20. TRAINING AND DEVELOPMENT APRIL 19, 2010 ........................................................ 40

21. ORIENTATION .............................................................................................................................. 42

22. PROBATIONARY PERIODS ....................................................................................................... 43

23. PERFORMANCE MANAGEMENT AND REVIEW APRIL 19, 2010 ................................ 46

24. PROMOTIONS AND TRANSFERS APRIL 19, 2010 ........................................................ 51

25. TEMPORARY ASSIGNMENTS ................................................................................................... 52

26. JOB DESCRIPTIONS & ASSESSMENTS .................................................................................. 53

Six Nations Polytechnic Incorporated Effective Date: May 2003Aug 2018

Personnel Policy Updated & Revised: October 2006August 2018

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27. POSITION RE-CLASSIFICATION .............................................................................................. 55

28. EMPLOYEE GROUP BENEFITS ................................................................................................. 56

29. SICK LEAVE ................................................................................................................................... 58

30. OTHER LEAVES OF ABSENCE .................................................................................................. 62

31. BEREAVEMENT AND COMPASSIONATE LEAVE ................................................................ 68

32. MILITARY LEAVE ........................................................................................................................ 70

34. EDUCATION LEAVE, TUITION ASSISTANCE........................................................................ 72

35. EMPLOYEE TUITION REFUND PROGRAM ......................................................................... 74

36. DISCIPLINARY ACTION ............................................................................................................ 76

37. GRIEVANCE PROCEDURE AND APPEALS ............................................................................ 78

38. LONG SERVICE AWARDS AND EMPLOYEE RECOGNITION APRIL 19, 2010 .......... 80

ADDENDUM TO SIX NATIONS POLYTECHNIC PERSONNEL POLICY.................................... 81

SPECIFIC TO THE SIX NATIONS ACHIEVEMENT CENTRE ....................................................... 81

PREAMBLE ............................................................................................................................................. 81

MISSION STATEMENT ........................................................................................................................ 81

ORGANIZATION HISTORY ................................................................................................................. 82

1.0 VOLUNTEER RECRUITMENT ................................................................................................... 82

2.0 VOLUNTEER OBLIGATIONS ..................................................................................................... 82

3.0 DISMISSAL OF VOLUNTEERS ................................................................................................... 83

4.0 STUDENT TRAINING ALLOWANCE ........................................................................................ 84

5.0 STUDENT ATTENDANCE ........................................................................................................... 84


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DEFINITIONS The Policy Manual will contain Corporate & Departmental Policies that indicate how the Corporation and/or the Department will manage personnel issues. The following definitions, listed in alphabetical order, have been provided to assist in clarifying the intent and meaning of certain terms: “Age” means nineteen (19) years of age or older; “Casual employees” employees who are called in, if and when the workload requires assistance. Casual employees are not eligible for Six Nations Polytechnics benefit plan. * “Corporation” means the Corporation of Six Nations Polytechnic Inc. “Confidential Information” means Information that is not available to the public and that, if disclosed, could result in loss or damages to Six Nations Polytechnic or could give the person to whom it is disclosed an advantage. ”Conflict of interest” is any situation where an individual's private interests may be incompatible or in conflict with their responsibilities as a Six Nations Polytechnic employee. “Contract employees” employees hired for a regular number of hours and a period of time specified in a contract of employment. Contract employees are not eligible for Six Nations Polytechnics benefit plan. * “Designated Official” means Chief Executive Officer “Fixed or Full-time regular employees” employees hired to work full time, 37.5 hour work week on a regular basis. Full time regular employees are eligible for Six Nations Polytechnic’s benefit plan. * “Funded Work Creation Project,” means a project, which is funded in whole or in part by another department, agency or government. “Immediate Family” means the employee's parents, siblings, spouse and children. “Open Competition” means a competition that is open to persons who are employed with Six Nations Polytechnic as well as to persons who are not so employed. “Physical disability” means any degree of infirmity, malformation or disfigurement of the body suffered by a person as a result of injury, illness or birth defect, and includes any handicap resulting from epilepsy, paralysis, lack of co-ordination, amputation, blindness, deafness, muteness or reliance upon a seeing eye dog, a wheelchair, a cane or crutch or any other remedial appliance or device.


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“Probationary employees” employees who have been hired as regular employees and are still within the probationary period described further in this policy. * “Promotion” means a change in an employee’s status from one position to another, with a higher classification level than his current position. “Regular Employee” means an employee who is employed on a regular and full time basis. * “Seasonal employees” employees hired full time or part time for regular, foreseeable periods of increased workload. Seasonal employees are not eligible for Six Nations Polytechnics benefit plan. * “Sick leave” means the period of time an employee is absent from work with full pay by virtue of being sick or disabled or under examination or treatment of a physician, chiropractor, optometrist, and dentist or because of an accident for which compensation is not payable under the Workers Compensation Act. “Sick Uncertified” refers to a period of illness that is two consecutive days or less in duration. “Sick Certified” means commencement of the third consecutive day of illness. “Student employees” employees hired full time or part time for a period of school vacation or work term and who will be returning to school. Student employees are not eligible for Six Nations Polytechnics benefit plan. * “Temporary employees” employees engaged to work full time or part time with the understanding that their employment will be terminated no later than on completion of a specific assignment. Note that a temporary employee may be offered and may accept a new temporary assignment and thus still retain temporary status. Note also that employees hired from temporary employment agencies for specific assignments are employees of that respective agency not Six Nations Polytechnic. * “Term or part time regular employees” employees hired to work fewer than 37.5 hours per week on a regular basis. Part-time regular employees are eligible for Six Nations Polytechnics benefit plan if they work 25 or more hours per week each week. The use of “shall”, “may” and “will”, changes the force of an instruction from compulsory to discretionary to possible. “Shall” means the action must be taken; “will” expresses a future possibility of it being taken; and “may,” offers a choice of whether or not to take it all.


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“Transfer,” means a change in an employee’s status from one position to another, evaluated with the same classification level. * Note: If your status changes to regular status from any other status, SNP may credit you for past service. The immediate supervisor will assist in identifying eligibility. Please direct any questions regarding employment classification to the Human Resources Office.


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1. Preamble

Introduction Policies are designed to assist employees of Six Nations Polytechnic with consistent direction and application of decision. These decisions are to ensure organizational standards, support organizational relations, provide for organizational planning and reduce conflict of administration. These policies will be published in a Six Nations Polytechnic Personnel Policy Manual. Policy Development Direction shall only be required where the outcome of a decision is required to prevent; poor Public Relations, poor Labour Relations, injuries, loss of valued property or loss of valued operations. The Chief Executive Officer shall sign policy revisions and updates to authorize the effective date of the change in policy. Policy Manual Administration The Human Resources Office shall be responsible for administrating policies and the manual. This administration shall require the CHIEF EXECUTIVE OFFICER or designate to:

• Manage the amending procedures to ensure Policies are current. • Ensure Policies are reviewed by and distributed to the proper employees. • Maintain a Policy Format.

Use of the Policy Manual The table of contents is intended to give a cover-to-cover overview of the manual contents within the organization. The “Supersedes” shall indicate whether there was a previous policy and if so, when the previous policy was developed. Amendments Manual holders shall be required to keep manuals up-to-date. New or Revised Policies shall be sent to the holders of the manual under cover of a Policy Transmittal Form. Amendment records shall be recorded by the registered holder. All employees will be encouraged to contribute ideas and suggestions for revision. Policy Manual Format Policies shall be typed using a size 12 Times New Roman font and maintain a margin on the left of the page for use in a three ring “D” binder.


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2. Mission Statement

Six Nations Polytechnic is an Aboriginal community-controlled, community-based human resource development centre addressing issues and needs from an Aboriginal perspective. Six Nations Polytechnic offers programs and courses of study in partnership with all levels of government; commissions; industries; and commerce and other education and training institutions with an emphasis on developing and promoting the retention of aboriginal culture and languages. Special Mission Six Nation Polytechnic’s special mission is to develop and promote the retention of Aboriginal culture and languages. The institute will ensure that all service components will reflect the cultural values and traditions of our people. At the same time, the focus toward culture and language must address the issues and concerns of all Aboriginal peoples. Vision Six Nations Polytechnic's vision is excellence in providing a culturally supportive, inclusive learning experience for Aboriginal students. SpecificallySpecifically, Six Nations Polytechnic is committed to:

• Encouraging dialogue among students, the faculty and the community to build bridges among groups and develop a high level of cohesion in the community through education and training.

• Developing a creative and inclusive learning environment that demonstrates unconditional acceptance of students regardless of their belief systems based on the values of respect, sharing and caring.

• Offering culture-based options and solutions to research questions through the incorporation of traditional knowledge and concepts embedded in our language.

• Incorporating traditional values into course content and delivery to strengthen an individual's concept of responsibility and personal pride.

• Validating our own worldview as a collective while supporting the unique gifts of the individual.

Six Nations Polytechnic offers:

• Cultural advisors to support the work of students and others in their pursuit of knowledge.

• A comfortable, safe and respectful environment.


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• An administrative staff and faculty that are knowledgeable about the cultural identity of the Six Nations people and are sensitive, compassionate, friendly and understanding of individual student needs.

• Policies and procedures that reflect the cultural norms of the Six Nations community.

• A Board of Directors that is committed to a balanced view, eager to share their expertise and are actively involved in building an institution that is an integral part of the Six Nations community.

Philosophy If a people do not keep pace with others perhaps it is because they hear a different drummer. Allow them to step in harmony to the music which they hear however measured or far away. Our cosmology places Native people in a balanced familial relationship with the universe and the earth. In our languages the earth is our Mother, the sun–our Eldest Brother, the moon–our Grandmother, the plants and animals–our brothers and sisters. From this view our people believe that all elements of the natural world are connected physically and spiritually and are to interrelate to each other to benefit the whole. The responsibility then falls on the people to peacefully maintain nature’s delicate balance to ensure that unborn generations can enjoy what we enjoy today. Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research. Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to the people to take a lead role in the preservation of our environment. Through the Hodinohso:ni`/Rotinonhshonni world view of our universe we will assist in the survival of life on this planet through research, study of alternative views, and dissemination of information. Six Nations Polytechnic will endeavor to keep up with the beat of the 21st century and at the same time offer the understanding inherent in our language and culture. In this way the people may receive an education that assists them to keep pace with both drums. Six Nations Polytechnic will take a lead role in bridging the chasm of understanding between the two cultures of our lives and create an atmosphere for healing our differences so that we can both look with optimism into the 21st century. Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survive. It also has the responsibility to provide an education that enables our people to survive in both worlds. Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non-Native an opportunity to study a different worldview.


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Created by Harvey Longboat Sr. 1994


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3. Organization History

Six Nations Polytechnic Inc. was founded in 1993 by a group of Six Nations community members concerned about increasing the success rate of our post-secondary students and as well as creating culturally relevant programs and courses of study at the post-secondary level. In the beginning, these community members had a desire and vision of seeing a university/college in the community of Six Nations. The first liberal step taken was to develop an articulation agreement with five universities to deliver a first yearfirst-year university education program in the Six Nations community. McMaster University took a lead role in developing the partnership agreement that brought a first yearfirst-year university program to the community of Six Nations with Professors from five universities instructing the courses. McMaster University took a lead role in developing an articulation agreement with four other universities namely: Brock University, University of Guelph, University of Waterloo and Wilfred University to accredit these courses upon enrollment into the second year of any one of these five universities. Ten years later, Six Nations Polytechnic now has articulation agreements with the above-mentioned universities and several colleges. More importantly, Six Nations Polytechnic has gained recognition and credibility for delivering quality post-secondary programs and courses that are identified as being culturally relevant and prepares students for the challenges of continuing their post-secondary education or career. With this recognition and credibility, came support from our local community for the growth and development of our institution and was awarded a large sum of money from the Six Nations Band Council to build a new facility. Construction of our own fully equipped and environmentally friendly post-secondary institution began in the spring of 2002 and was completed in January 2003. In total, Six Nations Polytechnic employs over 200 professional and technical skilled employees as well as a highly effective all aboriginal administrative support staff, all devoted to making Six Nations Polytechnic the best it can be with a philosophy of continual improvement. As a result of that first community group, the effort of a community supportive Board of Directors, a hard workinghard-working staff, a university/college is now located in the community of Six Nations and our dream vision has been realized.


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4. Contractual Force

Six Nations Polytechnic wishes to ensure each employee is provided with a full understanding of the corporate environment and policies. As such, each employee will be provided with an orientation and as such are required to read the Personnel Policies and Procedures and sign a letter confirming your knowledge and understand the intent of the policies. 5. Staff Code of Conduct April 19, 2010

Six Nations Polytechnic Board and Chief Executive Officer are governed by a set of ethical and businesslike rules of conduct. To ensure the organizational environment is represented throughout the organization, the following code of conduct principles shall govern the individual conduct of each employee.

1. Employees must provide services which reflects the best interest of the community, affiliates and students in a manner that supersedes the individual employee’s personal interest and prejudgments.

2. Employees must conduct their roles and responsibilities free of conflict of interest and

discrimination.

3. Employees shall govern themselves within the established personnel policy.

4. Employees must govern their daily conduct based on the following set of principles which embodies the spirit and intent of the organization;

I will:

Listen Be sincere Be respectful of everyone Be flexible in my approaches and understandings Be diligent and work hard Preserve a sense of humour Encourage and support my students, affiliates, colleagues and community Lead by example


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6. Disclaimers

Six Nations Polytechnic polices shall adhere to the applicable federal and provincial legislation. In the event of conflict, such legislation shall prevail. An individual Employee Contract, wherein the terms are different from those contained within this policy, supersedes this document. All other aspects of employment agreements shall be interpreted as being consistent with this policy document unless it is specifically stated otherwise in the individual Employee Contract.

7. Non-Discrimination Six Nations Polytechnic promotes a respectful and ethical practice in their daily operation including their hiring process. Their employees and any person acting on behalf of Six Nations Polytechnic shall not discriminate against any person by reason of race, colour, religion, national origin, ancestry, place of origin, age, physical disability, marital status or sex. Six Nations Polytechnic will give preference to Six Nations community members for all positions due to the limited number of employment opportunities and the need for cultural knowledgeable persons. The foregoing provisions as to age do not apply to termination of employment or refusal to employ because of the terms or conditions of a bona fide retirement or pension plan or employee insurance plan. The same prohibitions with respect to physical handicap do not apply if the termination of employment or refusal to employ is because of a bona fide qualification based on the nature of the work or the work environment in relation to the physical disability or the operation of a bona fide group or employee insurance plan.


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8. Equal Employment Opportunity

Six Nations Polytechnic’s policy is to make decisions on hiring, promotion, job assignment and training, rewards and other human resource management functions on the basis of qualifications, ability, and performance. This ensures EQUALITY OF TREATMENT AND OPPORTUNITY for all employees and job applicants regardless of race, national origin, colour, religion, sex, marital status, physical disability or any other factor unrelated to job performance. Although Six Nations Polytechnic Inc. believes in furthering the principles of equal employment opportunities for all, preference will be given to Six Nations community members. Given the limited employment opportunities within the Six Nations community this is considered to be fair practice. Employment Equity Employment Equity at Six Nations Polytechnic Inc. is a concept which: Identifies any discriminatory policies and practices; Removes employment barriers, if barriers are to be found; and Promotes business development through full utilization of the talents of all its employees. Responsibility Equality in employment will be achieved only by the dedicated commitment and integrity of all employees. Every manager, supervisor and all other decision makers are responsible for helping to attain this goal. 8.1 Training All qualified employees will be encouraged to take advantage of training and development initiatives such as Six Nations Polytechnic sponsored education, supervisory/managerial training and development, trades and technical training. 8.2 Career Development Special efforts will be made to inform employees of career opportunities within the Six Nations Polytechnic Inc. and related requirements. Objective promotion and career development criteria will be established to ensure fair competition for all employees. 8.3 Compensation Total compensation and performance management programs will be reviewed to ensure that job evaluation criteria and salary and benefit structures are equitable measure of job worth and that promotions and rewards are based on qualifications and merit.


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8.4 Working Environment Reasonable physical accommodation will be provided to enable qualified handicapped people to become part of the Six Nations Polytechnic Inc. and to achieve satisfactory job performance. Every effort will also be made to ensure that no employee is subject to sexual harassment.


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9. Conflict of Interest April 26, 2010

Six Nations Polytechnic Inc. may hire relatives of employees or members of the Board, provided the relatives do not work in the same department or unit, or in a supervisory relationship with another relative. “Relative” includes spouse or common-law spouse; parent, brother, sister, child or a variation of one of these relationships. The intent of this policy is to assist supervisors and employees to identify perceived and real conflict of interest situations. This conflict of interest procedure applies to all Six Nations Polytechnic employees unless otherwise indicated in specific sections of the procedure. Principles: Ethical Standards – Six Nations Polytechnic employees must act honestly and uphold the highest ethical standards. This will maintain and enhance community confidence and trust in the integrity, objectivity and impartiality of Six Nations Polytechnic. Public Scrutiny – Six Nations Polytechnic employees are obligated to perform their official duties and conduct themselves in a manner that will bear the closest public scrutiny. Six Nations Polytechnic cannot fulfill this obligation simply by acting within the law. Private Interests – Six Nations Polytechnic employees should not have private interests, other than those permitted pursuant to this policy, or permitted under laws of statutes, that would be affected particularly or significantly by Six Nations Polytechnic actions in which the employees participate. Public Interests – Six Nations Polytechnic employees must arrange their private interests to prevent real or potential conflicts of interest. If a conflict does arise between the private interest of an employee and the official duties and responsibilities of that individual, the conflict shall be resolved in favour of the public interest.

Failure to Comply An employee who does not comply with the provisions of this policy may be subject to appropriate disciplinary actions. 9.1 Use of Confidential Information Six Nations Polytechnic employees shall not use, or seek to use, their positions or employment with Six Nations Polytechnic to:

a. Gain direct or indirect financial or material benefit for themselves or their immediate family;


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b. Solicit or accept favours or economic benefits from any individuals, organizations or entities known to be seeking business or contracts with Six Nations Polytechnic;

c. Favour any person, organization or business entity; d. Disclose any confidential information about any Six Nations Polytechnics

undertaking, acquired in the performance of duties for Six Nations Polytechnic, to any person or organization not authorized by law or by Six Nations Polytechnic to have such information;

e. Benefit directly or indirectly in return for or in consideration for revealing confidential information;

f. Use confidential information in any private undertaking in which they are involved.

9.2 Gifts, Hospitality and Other Benefits Six Nations Polytechnic employees must refuse gifts, hospitality or other benefits that could influence their judgment and performance of official duties. Six Nations Polytechnic employees may accept incidental gifts, hospitality or other benefits associated with their official duties and responsibilities if they are considered a common expression of courtesy or within the normal standards of hospitality and do not cause suspicion about the objectivity and impartiality of Six Nations Polytechnic employee and would not compromise the integrity of the institution. When they cannot refuse unauthorized gifts, hospitality or other benefits, Six Nations Polytechnic employees must immediately report the matter to the designated official. The designated official may require that such a gift be held by Six Nations Polytechnic or given to charity or such other action as he or she may determine. 9.3 Avoidance of Preferential Treatment Six Nations Polytechnic employees involved in the contracting out process or in the awarding of contracts must ensure that they or their immediate family or friends do not personally benefit from the process. This policy will not normally apply to summer work placements, work-study periods or similar jobs lasting less than six months. Employees who marry or begin a similar relationship with a current employee (boyfriend or girlfriend) or become members of the same household (common-law), there will be no violation of the policy as long as the following conditions are adhered to:

i. There is no direct or indirect supervisor/subordinate relationship between such employees.

ii. As long as an apparent conflict of interest or the appearance of a conflict of interest does not arise.


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Should one of the above situations occur, Six Nations Polytechnic Inc. will attempt to find a suitable position within Six Nations Polytechnic Inc. to which one of the affected employees may transfer. If accommodations of this nature are not feasible, the employees will be permitted reasonable time to determine which of them will resign. Duty to Disclose - A Six Nations Polytechnic employee must disclose any real or potential conflict of interest situations to the appropriate designated official to resolve. Procurement Statement A Six Nations Polytechnic employee shall not help any outside entities or organizations in any transaction or dealings with Six Nations Polytechnic in any way that contravenes the provisions of this procedure.


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10. Recruitment, Selection, Posting

The Six Nations Polytechnic employs the best-qualified person available for each job. It is our policy to engage in a two step process when hiring a new or existing position to first conduct an internal posting to attract internal candidates. Interviews shall be granted to those internal applicants fulfilling all the basic requirements essential for the position. Six Nations Polytechnic prefers to hire internal candidates, however, not to the exclusion of external candidates offering better qualifications. All vacant positions in Six Nations Polytechnic that are required to be filled shall be staffed by qualified candidates selected and appointed on the basis of education, experience, knowledge, abilities, suitability and be considered within the framework of legislation, equal opportunity, fairness of employment, budgetary limitations. Note: Six Nations Polytechnic Inc. reserves the right to waive posting of a position, which was originally posted and successfully filled as a temporary position, and subsequently becomes permanent. Recruitment

i. Ideally leave more than three weeks with two weeks a minimum for advertising. ii. Minimum 10 working days for the notice to be posted in our offices. iii. Advertising strategy needs to be designed for each position. iv. In certain circumstances recruitment should go beyond just mainstream media. v. Short listing. vi. Anything less than one and a half weeks between deadline and interviews is

pushing it in terms of a realistic timeline. vii. Talk to the Committee about the process they want to do. viii. Generally, all applications should be read by at least two people from the selection

committee. ix. Often, one person is given main responsibility for making an initial separation

between applications, which should be looked at by others, and applications, which can be rejected

x. One other person should ideally, as said above, also look at these rejections. xi. Through this process you would ideally have less than 10 candidates. xii. Often other staff not involved on the selection team are given chance to have input

in short-listing process.


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xiii. You can phone references during short-listing, if these have been provided by the candidate.

xiv. Full selection committee should get the group of resumes at top. A final decision

over who to interview can be made by getting everyone’s list. Usually a meeting is required: face to face or phone call. Such a meeting would also be used to set a selection grid and discuss questions.

xv. The selection committee needs to limit four people a day. xvi. Only applicants selected for interviews will be further contacted which will be

stated in the posting. Interviews Interviews will be composed of:

i. Introductions of the Committee members. ii. Introduction to the position and Six Nations Polytechnic Inc. iii. Candidates will be informed on how the interview process will be conducted. iv. In this section, “warm-up” questions will be directed to the candidate to make them

feel relaxed and at ease with the whole interview process. i.e. Explain why they are interested in this position, what their most satisfying work experience has been, etc.

v. Candidates will be given a series of questions to answer and then given the opportunity to ask their own questions at the end.

vi. The questions in this section have to be totally tailored to the specific position. In each hiring, someone needs to work on this, and develop the areas and a set of questions. The hiring committee would review these and each person would share in the questioning process. Questions may not be clarified for the candidate only repeated. The candidate may choose to skip the question and return to it at a later time in the interview process.

vii. Candidates will be informed about the selection process and how they will be contacted if successful.

viii. In this section, in order to finalize or wrap-up the interview process: • Any questions they have regarding the position and Six Nations

Polytechnic Inc.; • Any questions they have re: salaries and benefits; • The Committee will have one last opportunity to ask questions which may

have arisen during the interview; • Information on starting date; • Ensure we have references; and


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• Let them know when we will decide and how they will be contacted: check if they are going to be around.

Making the Decision

ix. The chair of the selection committee will use the scoring of the interviews to determine if the candidate meets a level of acceptability for the position. The scoring grid is not to be used to determine the successful candidate. A number of criteria will be used in the final decision. Personal suitability and overall general impression will play a major factor in determining the successful candidate. The chair will be responsible to solicit thoughts from each of the selection committee members and bring them to a consensus of the successful candidate.

x. When there is more than one person as acceptable for the position the selection committee has the authority to determine the candidates on a first, second or third place for offering the position. This gives the selection committee the opportunity to suggest the position be offered to other successful candidates if the successful candidate declines the position or resigns within the probationary period of the position.

xi. References of the each candidate will be checked before conducting the interviews or before a final offer is made.

xii. A follow-up conference call may be necessary if there are any questions about credibility of the successful candidate after the reference checks.

xiii. As soon as a final decision is made, a recommendation will be written up and forwarded to the Human Resources Office or designate who will call the candidate and make an offer to the position. It is reasonable they be given a couple of days to respond.

xiv. A written notice to all candidates is required once the successful candidates have accepted the offer of employment including a letter of offer and a letter of rejection thanking people for applying and showing an interest in Six Nations Polytechnic Inc.

xv. Ultimately the chair of the selection committee is responsible for any further inquiries of unsuccessful candidates.

10.1 Open Competitions Six Nations Polytechnic Inc. may give such notice of an open competition as in its opinion will give all eligible persons a reasonable opportunity of making an application. An application sent by mail or fax shall be deemed to have been received by the date specified in the notice of a proposed competition, if:


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• The date of the postmark, in the case of an application sent by mail, or the date on which the fax is sent is not later than the date specified in the notice.

• The application is received at the address specified in the notice of a proposed competition at the time of the closing of the competition.

Six Nations Polytechnic shall examine and consider all applications received within the time prescribed by it for the receipt of applications and, after considering such further material and conducting such interviews and investigations as it considers necessary or desirable, shall select the candidate(s) who are qualified for the position or positions in relation to which the competition is conducted. Such selection shall be done in accordance with the following: 10.2 Selection Committee A selection committee shall be composed of a minimum of three people:

i. Hiring Committee members; and ii. Chief Executive Officer or designate.

Guidelines

i. For each hiring one person should be designated as coordinator: to make sure all appropriate steps are followed.

ii. There needs to be an approved job description including qualifications. iii. Often, the selection committee will use a grid, based on the qualifications sought.

The weighting for such a grid should be worked out in advance with the Committee. Such a grid can be helpful both in the short listing and in the selection.

iv. A list of questions needs to be worked on in advance: see the section on interviews below.

v. Any process questions or advice may be pursued through the Human Resources Office.

vi. Selection committees: Need to consider the following when choosing members for the committee:

vii. Avoid members who may have a romantic connection or family member, financial, or a close friendship.

viii. In cases of resignation, the person resigning is NOT on the hiring committee, though they are often involved in commenting as part of the short-listing process.

ix. Someone going on leave may be on the selection committee. x. Make sure that everyone on the selection committee is aware of the confidentiality

of the process.


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10.3 Interviews The interviewing of all applicants shall be conducted at Six Nations Polytechnic, except as otherwise determined by the Selection Committee. Six Nations Polytechnic Inc. will not assist a prospective applicant with direct out-of-pocket expenses incurred for the purpose of an interview. 10.4 Student Selections

Preference shall be given to students of Six Nations Polytechnic Inc. who: i. Are in full time attendance or have been accepted at a post-secondary school, college,

university or other educational institution that provides training or instruction of an educational, professional, vocational or technical nature;

ii. Has actually completed the immediately preceding academic year; iii. Intends to resume full time attendance in the next academic year; and

Where a department requires the services of a student, the Human Resources Office:

i. May, recruit and select the employee through GREAT; and may post internally for a 10 day period.

ii. Will refer the successful candidate to the Chief Executive Officer who may appoint him or her to the position he/she is to occupy.

10.5 Selections Related to Funded Work Creation Projects Preference shall be given to persons:

i. Who are able to satisfy the terms and conditions of the appropriate work creation agreement with respect to the conditions of selection and hiring; and

ii. On the basis of merits and needs of each individual application iii. Who are of Aboriginal descent.

Where a department has obtained approval and funding for a work creation project, the Human Resources Office: i. Shall, where possible, and subject to the terms of the funding agreement, recruit and

select employees through the selection process; and ii. Upon selecting the employee, will refer the successful candidate to the Chief

Executive Officer who may appoint him to the position he is to occupy. 10.6 Selection Standards Appointments Based on Merits Appointments to or from within Six Nations Polytechnic shall be based on selection according to merit, and shall be made by competition or by such other process of selection designed to


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establish the merit of candidates as Six Nations Polytechnic Inc. considers is in the best interest of the community. Selection Criteria Where an appointment to a position is to be made and in order that the most meritorious candidate may be selected, candidates shall be assessed in accordance with the requirements of the position using the following selection criteria:

• education; • experience; • general knowledge; • ability; • personal suitability; and • cultural knowledge or cultural sensitivity.

10.7 Public Relations and Recruitment The Human Resources Office shall ensure that representatives of all departments who may have contacts with job applicants make every effort to generate good will through these contacts;

• ensure that courteous treatment is provided to all applicants; and

• advise those who are being considered for a position promptly and tactfully when the position has been filled.

When consulting with the Chief Executive Officer on recruitment matters, employees are required to identify if a candidate is a relative of another employee as defined within the conflict of interest policy.


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11. Rehiring Former Employees

Six Nations Polytechnic Inc. will consider the re-employment of eligible former employees who have indicated their desire to return to active employment with Six Nations Polytechnic Inc. unless they retired or were dismissed for cause. Retired employees will only be considered for temporary part-time employment with Six Nations Polytechnic Inc. An eligible employee is defined to include individuals who satisfy the following requirements:

i. Former employee’s personnel record should indicate satisfactory or better job performance.

ii. Former employee who have left our employ voluntarily or through no fault of their own.

iii. Applicants for re-employment should meet the minimum requirements of the job. iv. Former employee who left the Corporation in good standing may be considered for

re-employment. v. Employees who have left the Corporation voluntarily (except on an approved leave

of absence) or through no fault of their own and who make application for re-employment will be given due consideration.

Procedure i. Managers who have been approached by a former employee for possible re-employment or

want to approach a former employee, must first verify that they are eligible for re-hire by contacting the Human Resources Office.

ii. Once the former employee’s eligibility has been verified, the normal interviewing and selection process will begin. Any employment held by the former employee after leaving Six Nations Polytechnic Inc. must also be verified through a reference check.

iii. Any rehired employee must complete a probationary period before he or she becomes a permanent employee.

iv. A former employee who is re-employed will be considered a new employee from the date of re-employment unless the break in service is less than 1 year.

v. Length of service for the purpose of benefits is governed by the terms of each benefit plan. vi. Performance reviews for re-employed employees will be from the date of re-employment,

taking into account any training period required, as for a new employee. Previous service will not be counted to reduce the review period.


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vii. Employees who retire may be eligible, in certain circumstances for re-hire on a part-time basis.

viii. Upward or downward adjustment in the starting wage may be made if wage scales have

been changed or if the individual assumes a higher or lower level of job on re-employment. ix. Where an individual is re-hired within a year and assumes the same position, the Chief

Executive Officer will use his/her discretion in setting the starting wage. Where re-employment occurs after a lapse of at least one year or where re-employment is to a different position, the Chief Executive Officer may assess previous Six Nations Polytechnic experience, determine its applicability to the current position, and set an appropriate starting wage on that basis.


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12. References

Six Nations Polytechnic recognizes the importance for employment references and therefore requires the completion of employment reference checks prior to offering a potential candidate employment. Final employment is subject to receipt of satisfactory employment reference checks. Employment references are to be conducted by the Chief Executive Officer, or designate, and will usually involve contact with at least two previous employers of an external applicant. 12.1 Checking References i. After the interview and a candidate has been identified their references shall be checked

prior to formally being identified as the successful candidate. ii. To speed up the process, the reference check can be made by telephone. If you send a

written reference check include a copy of the (applicant’s) signed release form. Procedure i. Your reference check should:

Confirm enough information, taken from the application or the interview, to judge if the applicant has given honest responses.

Check other things such as the training received, work performance, and whether the person would be considered for rehire.

Place the completed reference checks in the applicant’s file. See “Reference Check Form” 12.2 Giving References We are frequently contacted for references by other organizations interested in ex-employees of Six Nations Polytechnic Inc. Any requests of this nature should immediately be referred to the Chief Executive Officer or Human Resources Office for response. In responding to these requests, please keep in mind that statements and opinions offered will be viewed as an indication of past performance. To avoid possible legal implications, the following information will only be confirmed and not offered as the result of a request:

i. Employment dates ii. Position(s) held iii. Salary at termination

If more information is requested, first obtain a written release signed by the former employee.


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13. Criminal Reference Checks

Six Nations Polytechnic recognizes that from time to time they may require a criminal reference check for specified positions. Positions where criminal convictions may affect safety or liability, security clearances will be conducted at the request of the Human Resources Office. The Chief Executive Officer in consultation with the Human Resources Office will undertake identification of positions requiring criminal reference checks. 14. Bonding

Six Nations Polytechnic maintains certain positions which may include the handling of large sums of money or entrance into the premises after hours. Six Nations Polytechnic Inc. may require the individuals within these designated positions to be bondable as a pre-requisite to obtaining the position. Employee’s who have been hired in a position that requires bonding will be required to obtain bonding at their own expenses. Security regarding Employees Cause for dismissal is raised if: i. The employee is not bondable. ii. The employee ceases to become bondable through some action. iii. The employee has a related police record.


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15. Employee Records

Six Nations Polytechnic Inc. creates and maintains records on employees and ensures the accuracy and relevance of the information retained. Six Nations Polytechnic is responsible for the storage and privacy of this information and takes precautions to prevent misuse of the information. Employee records are exclusively the property of Six Nations Polytechnic and shall not be duplicated, altered, loaned, cleared, or destroyed except as specifically provided for hereinafter, and under the direct supervision of the Chief Executive Officer. For each person employed by Six Nations Polytechnic pertinent information will be collected, and retained in the Human Resources Office. Six Nations Polytechnic recognizes its responsibility for safe guarding such data. It will be kept in locked files. No one will indiscriminately reveal information to anyone without permission from the individual. Definition Such information as is contained on the employment Personnel File, which includes name, address, telephone, marital status, dependent data, tax status, S.I.N., keys etc. and is as required for the purposes of doing business. Procedure

i. Upon hiring, the Human Resources Office or designate will obtain, and safeguard pertinent data from each employee. They will be responsible for entering, and maintaining such data and locked files will be kept.

ii. Access to those files, will be granted to the individual on request. iii. All confirmations of employment/earnings, and other inquiries will be handled by

the Human Resource Manager, and will consist of verification of necessary details only.

iv. It will be the responsibility of the individual to promptly inform the Business Office or Human Resources Office of any changes, and Six Nations Polytechnic will not be held responsible for failure to contact anyone whose changes have not been submitted.

No information is retained or disseminated which contravenes Human Rights legislation or other provincial or federal legislation regarding employee information.


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15.1 Creation of a File Upon hire, a personnel file is to be established for each employee. The file is to contain, but is not limited to, the following:

i. Name, address, copy of proof of age, and social insurance information, attendance forms documenting Vacation/Overtime/Sick leave/Special leave;

ii. Resume and references; iii. Start date and particulars of hire. A written offer and/or acceptance of employment is

required for all employees employed or letter of agreement; iv. Job description and contractual; agreement v. Income tax information (TD1); vi. Group benefit applications/enrolments/beneficiaries; vii. Leaves of absence, suspensions, layoffs, call backs, termination and any severance or

termination pay; viii. Performance Review report(s); ix. Documentation of corrective action, or letters of commendation; x. Change of status forms for any term of employment or personal information that is

altered. xi. Emergency information and any pertinent health related information xii. Record of education and training accomplishments xiii. There is to be only one official personnel file maintained by Six Nations Polytechnic

for each employee. xiii.xiv. A note verifying that the Employee has satisfied the requirements of a Vulnerable

Sector Check, should they be involved in working with minors within the scope of their daily duties.

15.2 Access to Employee File Employees of Six Nations Polytechnic may access their own employee history file for the purpose of reviewing all evaluations or disciplinary letters pertaining to their work record with Six Nations Polytechnic.

i. To ensure no documentation is removed from the employee’s file, reviews must be conducted with appropriate supervision. Under no circumstances will an individual be allowed to remove their file or any documents from the file. Employees wishing to review their file should contact the Human Resources Office to make an appointment.


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ii. The following are authorized to review Personnel Records in the presence of a Human Resources Office:

iii. Human Resources Representative. iv. Employee concerned. v. Chief Executive Officer vi. Human Resources Management

vii. Employees may have copies of selected material contained in their file upon written

request. viii. Authorized persons requesting access to a Personnel File must make an appointment

with the Human Resources Office. Before any file is shown to any person it must be checked so that all relevant information is contained therein.

ix. All original Personnel Records of Six Nations Polytechnic Inc. shall be retained for periods indicated in the applicable Statutes of Limitation. Personnel records are confidential documents and will only be shown to unauthorized individuals upon the agreement of the Employee. This Agreement will be demonstrated by written authorization to examine/disclose contents.

x. The Executive Assistant to the Chief Executive Officer designated as the Human Resources Office shall maintain all staff records.

xi. For each position, the supervisor develops a job description, provides a copy to the Human Resources Office reviews the job description at least annually during the performance appraisal process.

xii. For each position, Human Resources Office develops an employee contract within 10 working days and provides a copy to the employee for review and signature. Upon receipt of the employees agreement and signature of the contract the contract will be forwarded to the Chief Executive Officer for final approval and signature.

xiii. The Human Resources Office explains salary and benefits to new employee(s), completes payroll and benefits forms as required and sets up the employee’s personnel file.

xiv. The employee notifies the Human Resources Office about any change of personal information or benefit coverage (name, address, telephone number, income tax deductions, marital status, beneficiary, bank account number).

xv. The employee may add to the personal file any document reflecting new professional affiliations or certification which could affect compensation.


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16. Payroll Policies

Six Nations Polytechnic Inc. is committed to maintaining an equitable pay administration process for its employees. Six Nations Polytechnic shall pay wages and salaries in accordance with any contract of employment or in accordance with the salary administration program as determined by Six Nations Polytechnic Inc. as the case may be. Every effort will be made to ensure pay equity is administered across all positions within the limits and according to financial condition of the institution. All pay adjustments will occur in consideration of the cost of living scales. Payroll will be administered in a timely manner. Regular Pay Procedures Pay periods shall be administered weekly payable on Thursdays by direct deposit or manual checks. Adjustments may be made according to holiday closures. In the event of a computer problem, pay cheques will be processed at the earliest possible date, without penalty to Six Nations Polytechnic Inc. These pay periods may vary time to time. Temporary and part-time employees are paid at an hourly rate on the same schedule as permanent employees. They may pick up their cheques from the Business office. All required deductions, including income tax, Canada Pension Plan, benefits, (where applicable) and Employment Insurance, and all authorized voluntary deductions, will be withheld automatically from your pay. Please review your pay stub for errors. If you find a mistake, report it to your supervisor immediately. Your supervisor will assist you in taking the steps necessary to correct the error. Advances It is Six Nations Polytechnic’s Inc. practice to allow pay advances when a re-payment schedule has been agreed upon and as approved by the Chief Executive Officer. 12.1 Salary Increments Six Nations Polytechnic shall maintain a salary grid with position associated salary ranges. Salary increase reviews will be associated with an employee’s annual performance review for recommendation to the Chief Executive Officer. Should a salary increment be approved it will normally take effect on an employee’s anniversary date. 12.2 Completed Attendance Forms - Attendance forms must be into the personnel office by the fifth working day of the month. Pay cheques may be withheld for negligence to comply with this policy. As of April 1, 2010.


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Please refer to the Six Nations Polytechnic Financial Policy for more detail.

17. Overtime Compensation

Six Nations Polytechnic shall compensate for overtime when necessary for hours worked in excess of an employee’s normal weekly regularly scheduled hours based on the following procedures. 17.1 Earning Overtime Overtime work must be authorized ahead of time to qualify for lieu time off based on a real and immediate need. Extra hours worked without a specific request from your supervisor, or for short and irregular periods, or to make up for time off for medical appointments or sick leave, are considered part of your job responsibilities and are not eligible for overtime hours. Overtime shall be kept to a minimum and should not form a regular part of the work schedule. Upon request, employees may be required to work overtime. Such a request shall take into consideration any prior personal commitments that the employee may have made. Employees may accumulate overtime on the basis of 1:1 and take time off in lieu of pay. Employees may not accumulate more than 40 hours and must take it at a time mutually agreeable with the immediate supervisor. Such time must be taken within three (3) months. There will be no payout of accumulated hours.

i. When overtime is authorized, it will be granted at the following rates:

• Straight time for all hours worked between up to 37.5

• Time-and-a-half for all hours worked beyond 46 hours in any given work week. The only contravention to this policy is when the security company alerts key holders outside of regular working hours which will be allotted 3 hours for having to respond to any security call.

• Time-and-a-half for all hours actually worked on Saturdays or Sundays, in when requested to work beyond regular work week hours but not in lieu of.

• Time-and-a-half for all hours worked on a Six Nations Polytechnic-observed holiday.

ii. Staff shall accumulate overtime and take time off in lieu of pay on the basis of one hour off for each hour of overtime worked. You may accumulate up to one week’s lieu time (i.e. 37.5 or 40 hours, depending on your work schedule) and must obtain permission from your immediate supervisor in scheduling the time off.


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Your supervisor will attempt to provide reasonable notice when the need for overtime work arises. Please remember, however, that advance notice may not always be possible.

iii. All staff is required to record all overtime on the overtime request form. Consequently all staff must record their overtime accumulation on monthly attendance forms.

17.2 Lieu Time usage Employees shall use lieu time, with the approval of their immediate Supervisor, in a manner that is consistent with the operational requirements of the work location.

i. Employees shall submit written requests to use lieu time that exceeds half a day. ii. Lieu time less than one-half a day may be taken with verbal approval. iii. Accumulated lieu time may be taken all at one time or at intervals (subject to

operational requirements). iv. Employees shall not draw their lieu time bank into a negative balance. v. To minimize the necessity to accumulate lieu hours, employees should consider

rescheduling the day's activities (i.e., start later in the day to compensate for an evening meeting) with approval of supervisor.

vi. All employees shall record all lieu time on the Six Nations Polytechnic Monthly Attendance Report form and the corresponding Six Nations Polytechnic Leave Application and Absence Report form.

vii. Employees are expected to draw down any accumulated lieu time prior to leaving the employ of Six Nations Polytechnic.


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18. Vacation and Holiday Entitlement

Six Nations Polytechnic Inc. recognizes that employees, on occasion, require various forms of leave. Vacation leave is provided in order for employees to receive rest and rejuvenation. Six Nations Polytechnic Inc. recognizes the need to offer paid vacation entitlement for all employees according to contractual agreements. These vacation entitlements will be taken based on a pre-planned scheduled of all employees. The pre-planned schedule will take all conditions into consideration. Vacation entitlement shall be part of the employee’s work plan or pre-planned schedules as determined by the Chief Executive Officer. A schedule of vacations periods of all employees shall be discussed early in the new fiscal year beginning in April of each year ensuring that a full complement of administrative staff are available to cover off work left unattended to by the employee on vacation. 18.1 Vacation Entitlement

1. All full time administrative staff accumulate paid vacation leave at the successful completion of each year of continuous employment (at the anniversary date of the employee’s contract) as follows or otherwise negotiated through contractual agreement.

1 to 3 years = 2 weeks 4 years of service at March 31 = 3 weeks – (revised on Aug 2008 lis)

8 years to 14 years of service = 4 weeks 15 to 19 years of service = 5 weeks 20 + years of service = 6 weeks

If continuous employment is less than (1) year - After (6) months, vacation leave of a (1) week maximum may be granted at the discretion of Chief Executive Officer. Vacation leave may be granted prior to (6) months - but is not to exceed paid leave time equal to (4%) of gross income accumulated to date.

Vacation leave may be scheduled at mandatory times by the CEO in consideration of operational needs i.e. semester breaks, building closures for maintenance.

2. Temporary (Term contract) employees with contracts less than (12) months do

not accrue any paid vacation leave but will receive annual vacation pay as


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provided in the Canada Labour Code (mandatory 4% vacation pay based on salary earned.)

1) Vacation leave is to be scheduled so that all earned vacation leave is used by the fiscal year end (March 31st).

2) All annual paid vacation leave requests for (1) one week or longer, shall be approved by the CEO at least two weeks before the requested time off, however at the discretion of the CEO a shorter notice may be acceptable given operational requirements.

3) If vacation leave cannot be utilized by the fiscal year end (March 31st), the CEO

may approve a maximum of two (2) days carry-overs under extreme circumstances but shall do so in consecutive years.

a. Carry-over vacation leave credits must be utilized in the year they are carried into.

4) An employee terminating employment shall be paid in lieu of any vacation earned (prorated).

5) The CEO may refuse the scheduled vacation (annual leave) as requested by the

employee. In such cases, the refusal shall be in writing, stating the reason for the refusal and the CEO shall make a reasonable effort to provide the employee with an alternate schedule, which is satisfactory to the employee.

6) When an employee has reached the next level of vacation weeks within the fiscal year the

vacation time will be prorated and will be added on to the current fiscal year. Example: Anniversary date is October 15, 2004. Calculations would be as follows for October to March 31, 2005. Calculations: 4 x 37.5=150/12=12.5 hrs (4 WEEKS X 37.5 HOURS/WEEK) = 150, DIV BY 12 MONTHS = 12.5 HOURS EARNED A MONTH. Less: 3x37.5=112.5/12=9.375 hrs 3WKX37.5=112.5 YEAR DIV BY 12 MONTHS = 9.375 HRS EARNED A MONTH.

RELATED PROCEDURES/GUIDELINES


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Difference of 3.125 hrs x 5 months remaining on year equals 15.625 hrs plus 16th to 31st 1.563 hrs

18.2 PAID HOLIDAYS All full time employees are entitled to twelve paid holidays plus Board designated holidays. An employee must have successfully completed the probationary period to qualify for paid holiday leave.

New Year’s Day (January 1) Family Day (February) Good Friday Easter Monday Victoria Day (May 24) Solidarity Day (June 21) Canada Day (July 1) Civic Holiday (August 1) Labour Day (first Monday of September) Thanksgiving Day Christmas Day (December 25) Boxing Day (December 26) Board designated holidays: Christmas Eve Day (if this is a work day) and the work days

between Christmas and New Year’s Day


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19. EMPLOYEE TRAVEL

Six Nations Polytechnic will reimburse employees for reasonable travel expenses incurred in the conduct of legitimate organizational business. Employees are required to fill in the travel request forms and have approved by their immediate supervisor. All arrangements logistical, (transportation and accommodations), requirements must be coordinated through the Polytechnic business administration office once the immediate supervisor has authorized the travel. For further information please refer to the Six Nations Polytechnic Financial Policy.


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20. Training and Development April 19, 2010

Six Nations Polytechnic Inc. encourages employee commitment toward life long learning and is developing a resource centre to provide support in this endeavor. Training is no longer limited to traditional learning opportunities such as courses or seminars, but includes special project assignments, and guided or self-directed learning experiences. We will improve the caliber of employee development by:

• Providing employees with the technical skills and knowledge necessary to administer competently and/or improve in their current positions.

• Assessing the skills and skill balance required for future competitiveness and the efficient management of our business.

• Responding to career aspirations and the needs of the organization by assisting administrators in preparing or retraining for future positions.

20.1 Short Term Courses, Seminars and Conferences In order to receive reimbursement of expenses incurred by the employee while on the short-term course, seminar or conferences for professional development purposes, an employee must seek the approval of the Chief Executive Officer or designate prior to attendance of the short-term course, seminar or conference. Applications must be submitted in a timely manner for approval. i. All approvals will be based on available funding and relevancy to job performance

requirements. ii. Applications must be accompanied by a statement of estimated costs, including:

• Registration fees;

• Transportation cost, if applicable;

• Accommodation cost, if applicable; and

• Meals and incidental expenses, if applicable.

• A recommendation from the immediate supervisor that such a course would be of benefit to the employee and Six Nations Polytechnic.

iii. Such costs are accountable in accordance with the current travel policy and rates. iv. The Chief Executive Officer or designate will review all such applications and providing

sufficient funds are available, approve the course/seminar/conference for payment. Where sufficient funds are not available to permit payment, applications will be considered on the basis of approved work plan and professional development goals.


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v. The Human Resources Office will advise an employee that his application for the

course/seminar/conference has been approved. Arrangements and payments for the course/seminar/conference will be paid through the staff training budget and any expenses paid by the employee which were associated with the course/seminar/conference will be reimbursed to the employee, as long as these expenses were approved by the Chief Executive Officer prior to the attendance of the course/conference/seminar.

The Human Resources Office shall maintain records of all employees attending short-term courses, seminars and/or conferences. Eligibility Except where technological change requires that an employee be upgraded, an employee must have satisfactorily completed his initial probationary period before being considered for attendance in a short-term course, seminar or conference. 20.2 Courses Taken Outside of Working Hours To encourage employees to improve or acquire skills, training and/or knowledge Six Nations Polytechnic Inc will provide access to courses outside of working hours thereby improving the performance of their duties. An employee who takes a night school or a correspondence course, which is deemed to be applicable to the duties of his position, may be reimbursed tuition fees and text book fees upon successful completion of such course or have tuition and text book fees paid in advance by Six Nations Polytechnic Inc. Eligibility

i. To be eligible for reimbursement or advance payment of tuition and textbook fees for a night school or correspondence course, an employee must have successfully completed his initial probationary period.

ii. An identified need for the training being sought must exist or be foreseen in the job being performed that will result as a benefit to both Six Nations Polytechnic Inc. and the employee.

iii. Preference will be given to those interested in learning one of the Haudenosaunee languages.


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21. Orientation

Six Nations Polytechnic shall provide each employee with a comprehensive and carefully planned orientation program. This program will provide the employee with detailed information about the working conditions, training, scheduling and all applicable rules and future employment opportunities. During this orientation session all new employees will be provided with the Six Nations Polytechnic Inc. Employee Handbook and the Six Nations Polytechnic Inc. Policies and Procedures Manual. Employees will also be oriented to the vision and philosophy of Six Nations Polytechnic Inc. Employees need to have a solid understanding of our special mission to provide a learning environment, curriculum and opportunities to learn about their heritage and language.


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22. Probationary Periods

Six Nations Polytechnic recognizes the necessity to provide their employee’s with a fair and equitable opportunity to familiarize themselves to their position and the organizational environment. Therefore, a scaled probationary period has been identified for each position. The first three months to one (1) year of employment, depending on the position, provides a mutual period of evaluation. It gives you a chance to decide whether you are going to like working for Six Nations Polytechnic Inc. and it allows us time to decide whether your work habits, attitude and attendance meet our requirements. At any time during this period, you are free to resign without giving notice and conversely, we may release you on the same basis if we feel you are not meeting our required standards to perform the job. During your orientation and training, we will clearly convey to you the standards, work ethics and appearance that we expect our employees to maintain. Someone will always be available for guidance and, if you have any questions, regarding Six Nations Polytechnic Inc. in general or your job specifically, please feel free to consult with your immediate supervisor or Human Resources Office. New employees must serve a probationary period of three to six months. During this time: i. the employee must demonstrate skills, abilities, quality of work, and a positive attitude

towards the job, people and organization. ii. the employee’s supervisor must communicate an understanding of the job and performance

expectations as well as provide appropriate guidance and leadership. 22.1 Length of Probation Two probationary periods exist to accommodate on-site supervision and positions of considerable responsibility:

i. 3 months — clerical, bookkeepers, administrative assistants, coordinators ii. 6 months to 1 year — senior administration, Chief Executive Officers and any off-

site supervised employees 22.2 Employee Documentation Kit The Human Resources Office has copies on file of the Probation Employee Review form. The probationary period does not include time the individual spent as a volunteer or as a casual or temporary employee.


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22.3 Promotion or Transfer If an employee is promoted to a new position, the appropriate probationary period and review is again required. An employee does not have the option of returning to his former job if the new position does not work out satisfactorily nor can Six Nations Polytechnic Inc. guarantee another position. 22.4 Probationary Review The probationary review must be conducted prior to the end of the three-month (or six month) period, the form completed, signed and forwarded to Human Resources. The assessment of the employee is reviewed, the appropriate administrative steps followed and the document becomes part of the employee’s personnel file. The form allows for periodic evaluations of the new employee during the first and second months. The supervisor must provide ongoing supervision and keep the new employee informed on his performance relative to Six Nations Polytechnic’s Inc. expectations. The probationary period may be extended only once for no longer than three months. Clearly defined, written objectives must be set with the employee for the extended period, to deal with the performance issues in question. 22.5 Overall Assessment The designations used on the probation review form are Expected (E), Below Expected (BE) and Poor. An explanation for each follows:

i. E — The employee successfully completed probation, meeting the expectations of the job.

ii. BE — The employee’s probationary period will be extended up to three months (only to be used under exceptional circumstances).

iii. Unacceptable— The employee did not successfully complete the probationary period and will be terminated.

22.6 Change of Status An employee cannot change from a probationary status to employment status unless his probationary review form shows an overall assessment of E. 22.7 Vacation and Sick Leave Accrual Credits will accrue during the probationary period (in accordance with Policy). 22.8 Termination


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i. Human Resources must be notified two weeks before the end of the probationary period when the supervisor suspects that a termination recommendation will be proposed.

ii. The termination action must be done by the Chief Executive Officer. While an employee can be released at any time during his three-month probationary period, without notice, it must occur before the last day of the probation.

iii. If termination occurs after the first three-month period, one-week notice must be given to the employee. Where this involves a promoted or transferred employee, appropriate notice under Employment Standards will be given.

22.9 Resignation

i. The probationary employee has the right to resign within the first three months without providing notice.

ii. Where the outcome of the review process results in termination, the employees affected by the individual’s departure must be informed immediately.

22.10 Exit Interviews

Employee’s who resign either during the probationary period or generally will be given an opportunity to engage in an exit interview with the Human Resources Office. An exit interview will normally be conducted during the employee’s last week of work. Exit Interview forms will be made available by the Human Resource Office upon receipt of a resignation.


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23. Performance Management and Review April 19, 2010

Six Nations Polytechnic maintains a policy of evaluating the job performance of its employees as a means of measuring efficiency and effectiveness of the organization’s operations; providing employees with meaningful information about their work; and aiding Six Nations Polytechnic Inc. in making personnel decisions related to such areas as training, compensation, promotion, work assignments, retention, and long-range planning of its operations. Performance evaluation at Six Nations Polytechnic is intended to be a constructive and positive experience. It is viewed as an opportunity for the employees to get to know where they stand relative to their job performance, goals and objectives. At the same time it offers employees a chance to become involved in determining their future career development, and to map out ways in which they can be true participants in Six Nations Polytechnic’s achievement of success. Specifically, performance evaluation at Six Nations Polytechnic Inc. is intended to:

i. Focus maximum attention upon achievement of assigned duties as listed in the job description and further outlined in a work-plan. ii. Provide a tool, which enables supervisors to accurately assess individual strengths and weaknesses, relate these assessments to current and future needs, and with the aid of management make staffing and organizational plans accordingly. iii. Challenge employees to continually improve performance and personal effectiveness. iv. Keep employees continually informed of their successes and failures so they know where they stand and are in a position to control their own progress. v. Place primary emphasis on employee self-development and intimately involve the individuals in the planning and implementation of career objectives. vi. Objectively relate compensation to performance.

Evaluation of each employee is intended to be participatory in nature, involving the employee’s input as much as that of the Immediate Supervisor. The factors evaluated during formal performance reviews are the employee’s quality and quantity of work, work habits, and interpersonal relations. Each formal performance review is thoroughly discussed with the employee to point out both areas of successful performance and


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areas that need improvement, or that are unacceptable. Each employee is encouraged to comment about their work performance, in writing and verbally. An employee is evaluated at the conclusion of their probationary period. Thereafter, evaluations are conducted annually, or more frequently as deemed appropriate by the Immediate Supervisor. When, in the opinion of the Immediate Supervisor there arises a change in the performance of an employee that is not disciplinary in nature, an unscheduled performance evaluation can be completed, reviewed with the employee, and placed in the personnel file as a means of formally recognizing the need to correct significant declines in employee performance. An employee promoted to a higher position receives at least one formal performance evaluation during the course of their promotional probationary period. The evaluation carefully considers the nature, scope, and detail of the new position, and the manner in which the employee is adapting to all conditions of the new position.

i. Performance evaluations will be conducted prior to the end of his/her probationary period and thereafter annually.

ii. The performance evaluation conducted at the end of the probationary period will serve as the basis for consideration of permanent employee status.

All performance evaluations will be explained and discussed with the employee in the first instance and she/he shall have the opportunity to indicate his/her agreement or disagreement prior to any action being taken. Performance Management is seen as a year-round activity that is carried out by the supervisor to provide the employee with continuous feedback, coaching, and support and general guidance toward meeting expected performance standards. Performance management is essential to the continuous improvement of programs and services at Six Nations Polytechnic. It compels the supervisor to discuss with the employee the latter’s strengths and weaknesses, provide positive feedback and develop a plan of action for improvement if required. Accordingly, Supervisors must ensure that employee performance is formally assessed through an annual performance review. It involves a three-step process whereby:

Expected performance is defined. Performance is discussed on a continuing basis. Job performance is formally evaluated and documented annually.


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Performance review is an annual occurrence at which time the employee and the supervisor together reflect upon the extent to which an employee has met or surpassed the normal requirements of the position and any mutually agreement upon goals or objectives that had been set for the preceding period. The employee and the supervisor may also set new goals and performance standards for the coming year, and discuss how the employee might consistently meet these standards and grow and develop professionally. Performance review is one element of performance management. The results of the assessment shall also form the basis for deciding whether an employee should be granted salary grid advancement, if applicable. Employees whose performance has not been assessed shall not be awarded an increase. Goals Regular performance review has among its goals:

i. Promotion of regular communication between employee and supervisor. ii. Clarifying organization objectives and priorities. iii. Ensuring that employees know what is expected of them. iv. Fulfilling a moral obligation to tell employees where they stand. v. Providing positive feedback in a formal manner. vi. Allowing rational management decisions to be made where performance is a factor. vii. Identifying training needs. viii. Facilitating opportunities to promote employee growth and development. ix. Providing information needed for human resources/succession planning. x. Providing protection, to both employee and employer, from unsubstantiated claims

about performance. Procedure Responsibilities of the Supervisor: The effectiveness of any performance management program will depend upon the manner in which it is implemented. In order to make the program effective, supervisors must ensure the following:

i. That employees know what is expected of them in terms of job performance; ii. That coaching and training have been provided sufficiently to ensure that employees

are able to perform their jobs; iii. That positive feedback is provided as frequently as possible and that employee errors

are corrected as they occur, not saved for annual reviews. Accordingly, job performance should be discussed informally several times per year. Supervisors should keep an ongoing record of incidents demonstrating superior and poor performance, so that high or low ratings can be substantiated with examples;


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iv. That the supervisor is familiar with the job responsibilities and content, as well as the performance of the employee being rated. If not, the supervisor should seek input from a source familiar with the duties being performed; and

v. That each employee receives a formal annual review of performance of sufficient length to allow for a review of the year’s work. Such review to include:

At least one week’s lead-time for the employee to review his/her own performance in preparation for the interview.

Comprehensive and open discussion about performance as it relates to performance standards including the employee’s input.

Development of plans where performance requires improvement and adjustment of performance standards if necessary.

A Performance Review which fully substantiates the rating given, that the supervisor will discuss the review with the employee in a receptive manner and allow for changes where the employee convinces them that their assessment should be modified.

Participative Interview It is recommended, whenever possible, that employees be given the opportunity to self-evaluate their performance. This often provides a valuable insight to the supervisor that is not available when the performance assessment is one-sided. Self-evaluation may be accomplished by providing the employee with a blank copy of the review form prior to the performance interview. The employee is invited to score his/her performance and to complete the narrative section with an assessment of his/her success in meeting job expectations as well as an indication of any remedial action required, from the employee’s point of view. Specific targets for development may also be indicated. The supervisor will review the self -evaluation and validate and /or revise. The focus of the performance interview then will be to obtain consensus between the employee and his/her supervisor with respect to individual performance ratings and upon the overall performance rating. Having employees fill out the review form prior to the interview prepares them for what will take place in the interview and allows them to come prepared with future goal suggestions, areas they wish to pursue, and suggestions concerning their jobs or the organization. Job Specific Performance Criteria Where a position requires a more specific list of requirements against which to measure performance, a separate sheet may be developed in conjunction with Human Resources, endorsed by the Chief Executive Officer or designate and shared with all staff. This may include job duties listed in the job description or a separately developed list, but should be organized to coincide with the generic performance criteria set out in the Performance Review form. Filling out the form(s)


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The form to be used is titled “Six Nations Polytechnic’s Personnel Performance Review”. Human Resources will normally initiate this form. Human Resources will also do quality monitoring and filing distribution. The form will be initiated for the following review types: Probationary Human Resources will initiate the form once during the employee’s probationary period has ended. Annual Personnel Services will normally initiate the form one year from the end of the previous review period, approximately one month before the due date, for all employees who average 7.5 hours of work per week or more. Special A supervisor may initiate and complete a review when it is felt that either commendable or deficient performance warrants it, in consultation with Human Resources. Employee Recognition The Human Resources Office manages a two prong employee recognition program: 1. Long Service Awards: given out after 5 consecutive years of service. 2. Employee Recognition Program Note: For details please refer to the Employee Handbook on Page 71 and/or contact the Recognition Committee representative or the Human Resources Office.


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24. Promotions and Transfers April 19, 2010

Six Nations Polytechnic supports the procedure of promoting employees. In keeping with the Equal Employment Opportunity Policy, Six Nations Polytechnic will transfer and promote whenever possible. Employees are encouraged to obtain the necessary skills, training and education in order to be eligible candidates for transfer or promotion. In the selection of an existing employee to fill a higher rated or upgraded job, the employer will carefully consider the attitude, skill, ability and past performance of the employee. An employee’s supervisor is responsible for the initial promotional review and will make a recommendation to the Chief Executive Officer. The Chief Executive Officer shall conduct a secondary and independent review of the recommended promotion and shall be responsible for the approval of all promotions. If an employee is selected for promotion, he will serve a probationary period in accordance to the probationary policy for the new position. In the event that the employee proves unsatisfactory in the position during the trial period or if the employee is unable or unwilling to continue to perform the duties of the position, he shall be returned to the former position if the position is available.

Eligibility When an employee has completed six months of service he is eligible to apply for job postings. Six Nations Polytechnic employees who fulfill the requirements for full-time permanent positions are given first consideration.

All full-time job postings are internally circulated for five working days. Application forms are available from the Human Resources Office. Where two or more Six Nations Polytechnic employees equally meet job qualifications, seniority will be the deciding factor. Should there be no available, qualified employee, from within the organization, then the employer shall seek qualified employees from outside.


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25. Temporary Assignments

Six Nations Polytechnic recognizes that there may be times when a temporary assignment requires an existing employee to take an acting capacity within the organization or require the need to enter into a short term contract for temporary assignments. Therefore, when an employee is required by senior administration to relieve on temporary assignment in a higher rated position exclusive of supervision, and performs the duties in that position for periods in excess of ten (10) working days or more, acting pay will be paid to the employee for such relief, provided only that the employee is capable of carrying on the normal functions in the relief position without the necessity of working overtime. The salary of an employee returning to his regular duties from an acting assignment shall not be adversely affected because of absence from the employee’s regular duties on that assignment. 25.1 Employee’s on Leave of Absence Where an appointment to a temporary assignment to fill a position for employee’s on leave of absence, the appointment shall be the same period in which the leave of absence has been approved, ending no later than the date the leave of absence has expired. Where an appointment of a person is proposed to be made to the position of an employee who is on leave of absence, the appointment may be for an indeterminate period, if:

• The Chief Executive Officer is satisfied that another position of an appropriate occupational nature and level will be available upon the return of the employee from leave of absence; and

• The leave of absence of the employee was approved for a period of more than one month.

25.2 Emergency Appointments Where additional assistance is required for emergency work, the Chief Executive Officer may employ persons for a short-term period not to exceed three months.


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26. Job Descriptions & Assessments

Six Nations Polytechnic shall draw up job descriptions/specifications for all positions in order to explain the duties and requirements of each and every job. The job descriptions/specifications will include information pertaining to the following:

i. General description of the position; ii. Organizational relationships and general responsibilities; iii. General qualification requirements in terms of experience and training; education;

knowledge, skills and abilities; and iv. Other job related issues.

Job descriptions are developed and maintained to reflect job responsibilities within Six Nations Polytechnic. Job descriptions are not to be confused with an employee’s only responsibility. Six Nations Polytechnic has been created to offer a learning environment that reflects our heritage, culture and traditions. Therefore employees of Six Nations Polytechnic have the responsibility to promote the retention of the well-being of the cultural community and an obligation to promote the lifelong learning of our community members. Employees must then go beyond a job description that defines our role and responsibilities to the position. We must create a place where respect is given to oral traditional indigenous knowledge in all aspects of programs and services. Six Nations Polytechnic will endeavor to ensure all positions have complete and accurate job descriptions. The Human Resources Office will conduct an annual review and update and/or review job descriptions as appropriate. Employee participation in revising and developing job descriptions are encouraged as it will assist in ensuring accuracy and understanding of job duties. (see attached appendices for Job Descriptions) 26.1 Job Description Assessment It is the policy of Six Nations Polytechnic to provide salary rates that are competitive within Six Nations Polytechnic. To ensure there is internal equity of salaries paid, the program will include a formal job content evaluation process of all positions to assist in salary determination. The objectives of the job evaluation procedure at Six Nations Polytechnic will be to:

i. Ensure the fair and equitable compensation of employees in relation to their duties. ii. Eliminate salary inequities at Six Nations Polytechnic. iii. Establish a framework and procedure to determine levels of compensation for new

positions.


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iv. Establish basic principles of the job evaluation system. 26.2 Newly Created Positions

i. When a new position is created within the institution, a Job Description will be completed and approved by the Chief Executive Officer. The completed Job Description will be forwarded to the Human Resources Office.

ii. Following the evaluation of the new position, the Human Resources Office will advise the Chief Executive Officer which job level was found to be appropriate. The Human Resources Office shall, in consultation with the Chief Executive Officer, determine the appropriate salary range.

iii. Note: In those cases where an employee is recruited into a position before it can be evaluated, an interim rate of pay shall be established through consultation between the Chief Executive Officer and the Human Resources Office. The employee recruited for the position will be advised of the procedure related to evaluation of the newly created positions.

26.3 Changed Positions In the event that it becomes necessary to introduce significant changes to the duties and responsibilities of an existing position, the Chief Executive Officer must sign a revised Job Description. The completed Job Description will then be forwarded to the Human Resources Office.


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27. Position Re-classification

Six Nations Polytechnic recognizes the necessity of position re-classification where an employee is re-classified from a current position and placed into a position with less responsibility as classified in the organizational structure. The immediate supervisor is responsible to verify through a performance evaluation that a re-classification is in the best interest of the individual and organization. The immediate supervisor will consult the Chief Executive Officer to obtain approval prior to implementing a re-classification. A re-classification process may also occur at the request of the employee. The employee’s remuneration shall immediately reflect any such change of employment and responsibility. 27.1 Employee Initiated Re-classification An employee may ask for a transfer to a lower classified position. Example: If he/she wishes less responsibility, the opportunity to begin in a new field or better hours, etc. 27.2 Six Nations Polytechnic Initiated Re-classification Six Nations Polytechnic Inc. may transfer an employee to a lower classified position. Example: Inability of the employee to function in the current position, organizational restructuring, or work reduction. 27.3 Effect on Salary A person who is reclassified to a lower classification shall be placed in the salary range of the lower classification, which represents a decrease in salary, which is at least equal to the increment of the lower classification.


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28. Employee Group Benefits

Six Nations Polytechnic offers a mandatory competitive package of group insurance and other benefit programs for all full-time employees. All employees on approved leave will be eligible to maintain group benefits coverage, pursuant to the contract the employer has with the supplier of services. Some of these plans are summarized here to give you only highlights and to let you know they are available. In each case, the official plan and policy statements will govern in the event of any conflict. Full and official details of group insurances are contained in plan documents that you must receive at the time of eligibility which will be distributed by the Human Resources Office. Details of other benefits and policies are contained in the Policy and Procedures Manual available for your review. Eligibility To be eligible for group benefits, you must be a resident of Canada and meet the following conditions:

i. You are a permanent employee. ii. You are actively working for your employer at least 25 hours a week. iii. You have completed the waiting period.

The Waiting period for the group plan is 3 months of continuous employment.

• Pension Plan – mandatory • SNP has created a defined contribution pension plan to which both you and SNP

make contributions. Fixed Term, Full-time Employees: All full-time employees in the service of SNP, will become a member of the plan on the first day of employment with SNP. Part Time Employees are not eligible for the pension plan. 28.1 Group Life and Health Insurance - Mandatory This plan is mandatory for all full-time employees. The following list is the coverage available to you the employee:


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Benefits that are covered are:

i. Extended Health Care (Medicare Supplement) ii. Hospital Expenses in your province iii. Expenses out of the province iv. Medical services and equipment v. Paramedical Services vi. Contact lenses, eyeglasses or laser surgery correction vii. Dental Care viii. Emergency Travel Assistance ix. Short-Term Disability x. Long-Term Disability xi. Life Coverage xii. Accidental Death & Dismemberment xiii. Registered Pension Plan xiv. Pension Plan/RPP

28.2 Employment Insurance Premiums The employee and the employer contribute towards EI premiums in accordance to provincial regulations. To be eligible for EI (employment insurance) benefits, an employee must meet the minimum requirements specified in the Employment Insurance System, reasons(s) for termination, insurable earnings, and have worked for the minimum period required. Six Nations Polytechnic contributes equally with the employee for all premium contributions for the above plan, excluding EI. Every employee is advised to obtain a copy of the booklet, “Your group benefits plan”, available from the Human Resources Office.


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29. Sick Leave Six Nations Polytechnic Inc. recognizes the need to offer paid leave for fixed term employees who must miss work due to illness. Through a group benefits plan Six Nations Polytechnic Inc. provides short- and long-term disability benefits to an employee if you become totally disabled. Abuse of sick leave is a serious misconduct, which will be subject to disciplinary action up to and including dismissal. Leave Application and Absence Report forms shall be completed by the employee immediately upon return to work and approved by the Human Resources Office. This leave form is then attached to a monthly attendance form and filed with the Human Resources Office. The Human Resource Office shall ensure proper paperwork is completed for purposes of short-term disability entitlement. Short-term disability is allowable after 3 consecutive days of absence. This step is very important to ensure expedient processing of short-term disability. 29.1 Amount of Paid Sick Leave (Sick Leave) For Employees on duty 12 months a year:

i. Employees are entitled to 90.0 hours per year, earned at the rate of 7.5 hours after the completion of one month’s employment and every month thereafter. A doctor’s certificate is required on the 3rd consecutive sick day but may be requested by a manager/supervisor at any time.

ii. Sick leave shall be earned at the rate of 7.5 hours for every month worked. Beginning from their first day of employment.

iii. Employees are entitled to carry over sick leave from one fiscal year to the next at a maximum of 112.5 sick leave hours.

iv. No payment will be made by Six Nations Polytechnic Inc. for unused sick leave hours. (updated as June 6, 2005)

For Employees on duty 10 months a year:

v. Employees are entitled to 75.0 hours per year, earned at the rate of 7.5 hours after the completion of one month’s employment and every month thereafter. A doctor’s certificate is required on the 3rd consecutive sick day but may be requested by a manager/supervisor at any time.

vi. Sick leave shall be earned at the rate of 7.5 hours for every month worked. Beginning from their first day of employment.


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vii. Employees are entitled to carry over sick leave from one fiscal to another to a maximum of 75 sick leave hours over the entire duration of employment with SNP.

iv.viii. No payment will be made by Six Nations Polytechnic Inc. for unused sick leave hours.

29.2 Accumulation of Sick Leave Hours

i. Sick leave cannot be accumulated beyond established limits. may be accumulated within a fiscal year ending March of each year above the maximum carry over amount. The Human Resources Office is responsible to ensure accurate sick leave records are maintained by all employees, and to inform the finance department of any pay adjustments for ineligible leave.

29.3 Proof of Illness

i. A doctor’s certificate must be submitted by the employee to his /her supervisor in all cases of sick leave exceeding 3 consecutive working days. Supplementary doctor certification may be required for extended absences. The supervisor will then forward this medical certificate to the Human Resources Office for retention in the employees personnel file.

ii. Note: an employer may ask for a doctor’s note if the employer can provide evidence that the employee has a defined/established pattern of taking sick days, i.e. an employee takes one sick day each month for a few consecutive days.

29.4 Accumulation of Sick Leave During Leave Without Pay

i. In the event that the employee is given a leave of absence without pay, for any reason, the employee will not receive sick leave credits for this period.

ii. In the event that an employee is laid off, the employee will not receive sick leave credits for this period.

iii. In the event an employee is placed on short term/long term disability, the employee will not receive sick leave credits for this period.

29.5 Reporting Procedures

i. An employee must report sick leave absence to their supervisor or designate as soon as possible.

ii. The employee is still responsible for work that is scheduled to be completed in their absence.


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iii. The employee has an obligation to seek assistant from the supervisor to ensure the work is allocated to another employee unless totally incapacitated and is unable to provide such communication.

iv. Employees must note their sick leave on the ‘Leave of Absence Form’ and the subsequent ‘Monthly Attendance Record’ upon their return to work or sooner if a long-term disability is required.

29.6 Illness in the Family Where no one at home other than the employee can provide for the needs during illness of an immediate member of his/her family, an employee may use sick leave days to care for the ill family member. 29.7 Medical Appointments Provided that permission has been received in advance, an employee may use his/her sick leave credits for medical examination or dental appointments, in place of leave without pay. Six Nations Polytechnic Inc. reserves the right to require the employee to produce a written certificate of verification of this medical appointment. 29.8 Short Term and Long Term Disability

29.8.1 Short-Term Disability (Weekly Indemnity) i. Short-Term Disability provides a benefit if you become totally disabled. You qualify

for this benefit if you present proof of claim acceptable to the SNP group insurance that:

• You became totally disabled while covered, and • You have been following appropriate treatment for the disability since the

onset of the disability.

29.8.2 Long-Term Disability i. Long-Term Disability coverage provides a benefit if you are totally disabled. You

qualify for this benefit if you present proof of claim acceptable to group insurance plan that:

• You became totally disabled while covered, and • You have been following appropriate treatment for the disability since onset.

29.9 Return to Work


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Employees returning to work within three months of their disability leave will return to their former position. Employees returning to work after the three month period may be offered a similar position of similar pay. Every employee is advised to obtain a copy of the booklet, “Your group benefits plan”, available from the Human Resources Office.


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30. Other Leaves of Absence

Six Nations Polytechnic may grant an employee paid and unpaid leaves of absence from work for justifiable reasons other than vacation. Other Leaves of absence covers such situations as self-development, extended vacation and other special and compassionate reasons. While Six Nations Polytechnic Inc will grant leaves whenever possible, such leaves are not an entitlement. Approval will be based on the time of the year and the workload requirements in the organization. Employees requesting a leave of absence for more than a three-month period will not be considered for re-employment and will have to re-apply through normal procedures according hiring policy. Approval

• Employees must request a personal leave in writing to their immediate supervisor, indicating the length of time requested, including the date of departure, expected return date and the reason supporting the request.

• If the requested leave is for five or fewer working days off, the request shall be approved by the Human Resources Office.

• If the requested leave is for more than five working days, the request shall be approved by the Chief Executive Officer.

Extended Leaves (unpaid leave)

• All requests for extended leaves of absence must be received in Human Resources office at least three months prior to the requested commencement of leave in order that employee substitutions may be arranged. Where this is not possible due to the nature of the request, consideration may still be given to the leave request.

• Extended Leave of Absence without pay – over 30 days will be limited to the following grid.

• All employees are limited to a request for leave without pay according to the leave grid. Any and all leaves taken beyond the 3 months are subject to termination of employment due to the workforce requirements within the organization.


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Years Employed

Leave without pay entitlement (days)

Leave entitlement (weeks)

Terms and conditions

3 years 5 days 1 week n/a 4 years 10 days 2 week If 5 days not taken in the

previous year 5 years 15 days 3 week If 10 days not taken in the

previous 2 years 6 years 20 days 4 week If 15 days not taken in the

previous 2 years 7 years 25 days 5 week If 20 days not taken in the

previous 2 years 8+ years 25 days 3 months If 23 days not taken in the

previous 2 years 30.1 Pension Plan Accumulation Contributions cease during the period of the leave with the option to buy back upon return to work. 30.2 Benefits For absences beyond 30 days, Six Nations Polytechnic will continue an employee’s benefit coverage provided the employee prepays both the employer and employee benefit share fees. Payment may be made via payroll deduction or by cheque forwarded to the Finance Officer. Payroll requires three weeks’ notice of the leave of absence to ensure proper recording occurs and benefit coverage is continued for the period of absence. The employee shall cease to accrue sick leave and vacation credits and will not be entitled to paid holidays during any period of the leave. 30.3 Return to Work The granting of a personal leave implies that the employee returning from a leave of less than three months will return to their former position. Upon completion of a leave of more than three months, the employee may not be considered for his former position and be offered another position if available. 30.4 Personal Leave All full-time employees are eligible to bank (earned based on 3.125 hours per month). Personal leave days shall not be carried over into a new fiscal year.


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Full-time employees who are eligible for lieu days in accordance with the overtime policy may be required to use their lieu day(s) prior to being eligible to take a personal day or accumulate time towards a personal day. This is at the discretion of the immediate supervisor.


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In order to take a personal leave day, the employee must: 1. Provide the immediate manager/supervisor with at least two (2) days notice of

his/her intent to take a family related day, (discretion may be exercised when two days notice is not possible);

2. Establish a credit of at least seven (7) hours of work time prior to the scheduled personal leave day. Scheduling to establish a credit of work time is at the discretion of the immediate supervisor.

3. When planning personal leave days, employees must consider the effective functioning of their department and receive prior approval from the immediate supervisor.

30.5 Moving Day An employee may be granted one day of leave per calendar year for the purpose of moving.

i. Employees must advise their immediate supervisors of their intent to take a moving day at least one week prior to the moving day.

ii. Record as Leave With Pay (LP) on the “Leave Application and Absence Report” form with “Moving Day” in the remarks column.

30.6 Voting Leave If an employee requires time off to cast a vote in an election. On the election day of a municipal, provincial, federal or community election, leave must shall be granted to leave work in accordance with the following provision:

i. Three hours before the polls close for community, municipal and provincial elections; Four hours before the polls close for federal elections.that is consistent with federal/provincial employment legislation. This is to ensure that all employees have sufficient time to vote before the polls close. 30.7 Discretionary Day In addition to recognized Six Nations Polytechnic and public holidays, full-time and regular part-time employees, with a minimum of one year continuous service, will be provided with one extra paid day-off each calendar year, to be used for special occasions.∗

i. A discretionary day cannot be carried over to the next calendar year, must be taken as a full-day and, if unused, is not paid for should the employee separate from Six Nations Polytechnic.

ii. An employee must notify his immediate supervisor one week in advance of his intent to take the day off.

iii. Record a Leave With Pay (LP) on the “Leave Application and Absence Report” with “Discretionary Day” in the remarks column.


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∗ Examples of special occasions include birthdays, anniversaries, ethnic or religious holidays.

30.8 Marriage Leave An employee shall be granted up to three consecutive working days of paid leave during the week immediately prior to or immediately after marriage.

i. This leave may be added to any period of vacation leave available or may be taken separately at the employee’s option. Whichever option is selected, the leave must be taken by no later than March 31 of the subsequent year.

ii. Employees must advise their immediate supervisor of their intent to take wedding leave at least four weeks in advance.

iii. Supervisors must record this absence as Leave with Pay (LP) on the “Leave Application and Absence Report” form and identify “marriage leave” in the remarks column.

iv. An employee may also be absent for one (1) day without pay for the wedding of one of his/her children, father, mother, brother, sister or child of his/her consort.

30.9 Longhouse Days Six Nations Polytechnic, as according to the human rights statute, and any relevant subsequent acts, is fully willing to accommodate employees’ specific religious beliefs or creeds, and specific resultant ceremonial days to follow their faith, as much as is reasonably possible, and consistently as per this section.

i. Employees must notify their immediate supervisor at least 5 days in advance ii. of their intention to be absent from work due to their need to participate in the specific

ceremonial day(s). The absence must be noted and approved by your immediate supervisor on the ‘Leave of Absence Form’ ,and at subsequent date on the ‘Monthly Attendance Report’. The employee’s absence from work will be allowed unless the employee’s attendance on that same day(s) is vital and essential to the continuing working process of Six Nations Polytechnic, as decided by Senior Administrations discretion.

iii. If you are a full-time regular employee, you will be paid for five (5) longhouse days taken to attend ceremonies at the longhouse of your choice. Where a Longhouse day(s) may fall on holidays no other days may be taken in lieu of these designated days.

iv. If you take more than the allotted five days you must take them as vacation, accumulated overtime or leave without pay.

30.10 Jury or Witness Duty i. An employee receiving a summons as a witness or juror will immediately inform his/her

Supervisor, who will grant leave of absence for the necessary period. Proof of summons is to be provided.


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ii. Eligibility for and exemptions from jury duty differ in each province. Where, in the opinion of the immediate supervisor, the absence of an employee on jury duty will seriously impede Six Nations Polytechnics operations, the assistance of the Human Resources Office should be obtained.the employee can apply in writing to have jury duty postponted.

iii. The employee will receive full pay during his/her attendance at court for a maximum of ten working days (2 weeks).

iv. For attendance at court exceeding a total of ten working days the Employee will receive full pay; however, fees received by the employee from the court will be deducted from his/her normal salary. Thus, for the third and subsequent weeks’ attendance at court, Six Nations Polytechnic will pay the employee the difference between his/her normal salary and the court fees received. The employee should obtain a statement of fees received (not including travel allowances) from the clerk of the court and submit it to his/her Supervisor upon return to work. The statement of fees should be approved by the appropriate Supervisor as to time spent by the employee, prior to the statement of fees being forwarded to the Finance Officer.

v. On days when the jurors/witnesses are excused at an early hour, the employee is expected to return to complete his/her regular working day.


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31. Bereavement and Compassionate Leave

Six Nations Polytechnic shall grant an employee a paid absence of five ** (5) working days in the event of the death of an immediate relative or extended family member. i. An immediate relative or extended family member is defined as spouse/common-law

spouse, same-sex spouse/common-law spouse, parents (adopted or step relationship) father-in-law, mother-in-law, brother, sister, child (adopted or step relationship), brother-in-law, sister-in-law, ceremonial friend, grandparent, grandchild, ward or guardian of any employee and employee’s current spouse or same-sex spouse.

ii. In situations where the employee has to travel over 800 km from their residence to attend the funeral, the leave may be extended by up to two (2) days with pay.

iii. An employee shall be allowed a paid absence of three** (3) working days with pay to attend the funeral of his or her aunt, uncle, cousin, niece or nephew.

iv. An employee shall be allowed a paid absence of one (1) working day to attend the funeral of a co-worker, friend, or for a funeral where the employee is to act as a pallbearer.

The above entitlements are subject to the following conditions: i. Employee or someone designated to call must notify their immediate supervisor

immediately upon learning that they will require bereavement leave. ii. Bereavement leave will be consecutive working days off and employees will receive pay at

straight time for the day the employee would normally have worked. iii. Such absences will not be held against an employee for absenteeism. iv. If the employee requires additional leave, please refer to the Leave of absence policy. v. Bereavement during Vacation or Holiday- if the bereavement period occurs during

vacation or holiday, those days will be restored for future use. * Excluding overtime. ** An employee shall be allowed an additional paid absence of two (2) working days when

approved by the employee’s supervisor.


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32. Military Leave

Six Nations Polytechnic shall grant an employee a military leave as specified below, provided the employee gives advance verbal or written notice of the leave except when such notice is precluded by military necessity, impossibility, or unreasonableness. In the granting of such leave, Six Nations Polytechnic may require verification of an employee's military orders. Military leave consists of: In-active Duty-Training Leave

i. Employees who are members of military reserve units of the U.S. and Canadian Armed Forces or the U.S National Guard, who are required to attend annual training sessions for inactive duty, such as weekly or monthly meetings or weekend drills, will be granted up to fifteen (15) work days of leave which must be taken using accumulated sick days, personal leave days or vacation days to be eligible for leave with pay.

ii. Leave requests must be made well enough in advance to permit proper scheduling of the workload. Employees requesting such leave are required to provide a copy of their orders to the Human Resources Office and will be subject to the normal leave guidelines as provided in the policy.

Active Duty Leave

i. Temporary military leave: When employees are ordered to full-time active military duty for training purposes for a period of three months or less temporary leave will be granted without pay.

ii. Extended military leave. Employees who are members of the military reserve units of the Canadian and U.S. Armed Forces, who have enlisted or are ordered into active-duty service of any length or active-duty training in excess of three months will be subject to the personnel policy guidelines for extended leave.

Physical examination leave

i. When an employee is required to take a pre-induction or pre-enlistment physical examination to fulfill a commitment under a Selective Service or comparable law, or during a period of war or comparable national emergency.


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ii. Time off for other physical examinations in connection with military service may be charged to accrued sick leave, accrued vacation leave, or accrued compensatory time off, or shall be without pay.

33. Pregnancy, Adoption and Parental Leaves

Six Nations Polytechnic recognizes the employees’ right to regular pregnancy, adoption or parental leaves as described in the Employment Insurance policiesthat shall not be less than legislated minimum requirements as outlined in federal/provincial employment . Employees must notify their immediate supervisor, in writing, a minimum of four (4) weeks-notice prior to the date of leave. Alternative leave arrangements (e.g., when an employee wishes to continue working in order to complete a project) must be in the best interests of both the employee and Six Nations Polytechnic and must be approved by the Chief Executive Officer. Employees considering alternative arrangements should consult Human Resources regarding EI benefits eligibility. An employee who wishes to return to work earlier than six weeks after giving birth must have the written approval of her physician. Employees are entitled to one additional personal leave day per year to attend the birth of their child. Salary and Vacation Entitlement

i. The length of pregnancy, adoption or parental leave normally will not affect employee’s salary. Overall on-the-job performance will be the basis for these considerations.

ii. Employees will continue to accrue vacation credits while on leave, provided employees comply with the vacation policy that currently requires a return of at least one month after the leave. Where possible, outstanding vacation credits should be taken prior to the beginning of the leave.

Pension and Benefits Participation While on authorized pregnancy, adoption or parental leave, employees must continue their Six Nations Polytechnic Inc. benefits on the same basis as previously. An employee who chooses not to contribute to the Pension Plan during any additional leave will not accrue full pension plan service credits (see, also, Benefits Policy). Additional Leave (Unpaid and Discretionary)


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Employees who wish an additional unpaid leave beyond an authorized pregnancy, adoption or parental leave may request an additional and/or extended leave directly to the Chief Executive Officer which may be granted based on her discretion. If a male employee wishes to be absent from work during the period around the birth of his child, a personal leave with full pay, at management discretion, may be granted. This also applies to male or female employees in the case of adoption. 34. Education Leave, Tuition Assistance

Six Nations Polytechnic Inc. encourages its employees to upgrade themselves through educational and training pursuits. As such Six Nations Polytechnic will consider, upon written application, and at its discretion grant an employee an educational leave of absence. Should an education leave be granted the employee will understand that:

• They will not receive pay while on this leave. • Their leave shall not exceed three months. • Taking such leave shall not alter (either increase or decrease) an employee’s entitlement

to sick leave coverage. • No employee will receive payment from the sick leave plan while on this leave.

Eligibility Employees who have at least five years’ continuous employment with Six Nations Polytechnic are eligible to apply. Terms 1) All requests for educational leave without pay shall be made in writing to the Human

Resources Office not less than three (3) months PRIOR to the date upon which the employee wishes to the leave.

2) The employee must provide Six Nations Polytechnic with a written undertaking that the

employee will continue to work for Six Nations Polytechnic for not less than one (1) year following return from the leave.

3) Six Nations Polytechnic shall determine the extent to which it may permit educational leaves

and reserves the right to limit the granting of such leaves when, in its opinion, such leave would not be in the best interests of Six Nations Polytechnic Inc.


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4) In the event that such leave is not granted, Six Nations Polytechnic shall provide the

applicant with written notification and the reason for the decision. 5) The application must be accompanied by proof of acceptance to the recognized educational

institution for approval by the Chief Executive Officer. 6) Evidence of successful completion of the program of studies must be submitted to Six

Nations Polytechnic and will be retained in the employee’s personnel file. 34.1 Benefit Coverage

i. Employees on educational leave without pay wishing to retain their benefit coverage must assume the full cost of the premiums of the benefit plan during the leave. This payment must be made in full prior to taking the leave.

ii. Employees do not earn sick leave or vacation leave credits while on educational

leave.

iii. Sick leave credits accumulated by an employee prior to the commencement of the educational leave shall remain as a credit to the employee.

iv. Accumulated Vacation leave credits may be taken as leave with pay for the duration

of those credits.


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35. Employee Tuition Refund Program

Six Nations Polytechnic Inc. is committed to encouraging its employees to further their knowledge and skills in areas related to their work, and as such have developed a program of tuition refund to assist in offsetting the cost of tuition and books within the Native University Program (NUP) and Six Nations Polytechnic continued education. Prior approval is mandatory for any reimbursement under this program due to financial conditions and budgetary restraints. Eligibility All fulltime salaried employees are entitled to participate in the education Tuition Refund program. Terms: 1) Prior to registering for any courses or programs, the employee must present a request, in

writing, to his/her immediate supervisor indicating the following information:

• The employee’s short and long-term career goals. • How the course/program being applied for relates to short/long-term goals • Reasons for taking a particular course. • If applicable, total course program. • Name of specific course being applied for. • Contents of the course. • Estimated length of time to complete course. • Cost of the course. • Name of learning institution.

2) The Chief Executive Officer shall review the application and attach a recommendation

for processing through the Human Resources Office. 3) Six Nations Polytechnic Inc. reserves the right to refuse applications for courses that

could adversely affect the performance and/or productivity of an employee’s regular work, or which are not appropriate to the development of the employee’s career with Six Nations Polytechnic.

4) Six Nations Polytechnic Inc. will not grant loans or advances to cover the cost of any

course or program. 5) Six Nations Polytechnic Inc. will reimburse the employee for tuition fees and books

related to the approved course but will not pay for finance charges, interest costs, test equipment, student fees, administration charges, or other items of this nature.


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6) Upon receipt of evidence that the employee has successfully completed the course, Six

Nations Polytechnic Inc. will refund the tuition fees as stated below: 35.1 Tuition Refund Six Nations Polytechnic will refund a full-time employee who has over five years of services, good overall performance and has been pre-approved for the employee tuition refund program. Employees may be reimbursed for 100% of tuition and books upon successfully completing the course. Reimbursement levels for tuition will depend on your course grade, as follows: Grade % Reimbursement A 100% B 90% C 75% Pass 50% D, F 0% Continuing education courses are included in the above grading scale. If a grade is not provided by the institution and successful completion is measured by other measures, Six Nations Polytechnic Inc. will reimburse 100% of the tuition fee upon receipt of the completion certificate.


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36. Disciplinary Action

Six Nations Polytechnic shall adhere to constructive and just disciplinary procedures that will encourage improved performance in the workplace under conditions that is fair and dignified in the treatment our employees. The authority to discipline will rest with the immediate supervisor or the Chief Executive Officer or designate. Six Nations Polytechnic recognized that there is times when an immediate supervisor is required to take disciplinary action when an employee exhibits conduct contrary to the organizational environment. Supervisors are required to:

1. Identify promptly and positively the deficiency in performance or conduct. 2. Investigate and obtain the pertinent facts, before disciplinary action is taken. 3. Inform the employee of the problem. 4. Provide the employee an opportunity to discuss it with the supervisor. 5. The supervisor will then determine the severity of the problem and its history and

may take one of several actions: • Determine that disciplinary action is not required as the discussion with the employee has proved to be acceptable and satisfactory. • Engage in step one of the disciplinary action. Depending on the history of the employee the supervisor may need to engage step two, three or four.

Disciplinary Action shall consist of a three step process:

1. Verbal Reprimand or review 2. Written Reprimand or review 3. Suspension (with or without pay) 4. Dismissal

It is recognized that an employee has the right to grieve/appeal the disciplinary action and as such are referred to the organizational Grievance procedures. 36.1 Position Abandonment An employee will be considered to have abandoned their position after being absent for five consecutive working days, without informing their immediate supervisor and supplying a valid reason for their absence.


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The employee who has abandoned their position will be terminated with just cause. The immediate supervisor will inform employee of their termination by way of registered mail.


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37. Grievance Procedure and Appeals

Six Nations Polytechnic shall adhere to fair, equitable and just practices that will not allow conditions that are unfair or undignified in the treatment of volunteers, staff, students and community members. The following Grievance Procedure relates exclusively to matters of personnel practices. Procedure

Any disputes, controversies or suggestions must first be handled between the employee and his or her immediate supervisor. Such discussions must take place in the privacy of management offices and away from other employees with all possible solutions brought forward to both parties involved in the dispute. An employee who has not obtained a satisfactory solution within five business days of the circumstances that gave rise to the situation has the right to bring the matter to the attention of the Chief Executive Officer or designate. That person will review the circumstances within five business days. Complaints should be in writing and include all relevant circumstances. The employee and supervisor will receive a solution or a written reply within five more business days. An employee who has not obtained a solution or written reply within five business days from the supervisor/Chief Executive Officer has the right to put in a formal grievance to the Board of Directors. This procedure will be followed only after normal consultation between you and your supervisor has taken place. Where the grievance is against the Chief Executive Officer the employee shall skip steps one and two and take their grievance directly to the board of directors.

Step 1 You shall, in the first instance, state in writing the full particulars of your grievance, to the Chief Executive officer. This communication shall take place within 10 clear working days after the normal consultation referred to above.

Step 2 The Chief Executive Officer will meet with all parties involved in the

dispute and discuss options for resolution. In the event that the grievance is still not settled within 10 working days or you are not satisfied with the recommended solutions, you shall refer the matter to the Board of Directors.


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Step 3 The board of directors will set up a committee to hear the grievance and give the dispute due diligence. This would involve hearing all parties

involved including the solutions recommended by the Chief Executive

Officer.

STAGE TWO Only after you have discussed a grievance with the CEO and you are not satisfied with the solutions given, may you use the following procedure:

Step 1 The employee concerned shall present his/her request for a hearing in writing to the Chairperson of the Board of Directors, with a copy to the CEO within 10 days of lack of satisfactory resolution.

Step 2 The Chair shall request that a Grievance Committee or an arbitrator be

convened to hear the testimony of the parties involved. The Grievance Committee shall be composed of an arbitrator and

independent committee that will be appointed by the Board. The Grievance Committee may use consultants.

Step 3 The Grievance Committee shall take its recommendation(s) to the Board

of Directors. The decision of the Board of Directors of the organization shall be final.


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38. LONG SERVICE AWARDS AND EMPLOYEE RECOGNITION APRIL 19, 2010

Six Nations Polytechnic values its most important resource — its employees. To ensure that the talents and skills brought to the workplace are recognized and rewarded, we have established an Employee Recognition Program. All employees are eligible for Employee Recognition Awards. Six Nations Polytechnic believes in the value of individual employee commitment to the achievement of its organizational goals. This commitment is recognized through service awards marking career milestones. The recipient will be presented with a memento after completing the fifth year of service and each subsequent five-year plateau. Long service awards are offered to all permanent employees. The Program is designed to recognize and reward employee achievements in the following areas: Years of Service Innovation Work related Achievements Performance Enrichment

The Human Resources Department administers the Program. It is the responsibility of all employees, however, to apply for their award based on number of years of service. Awards Five years of Service --------------$100 Ten Years of Service---------------$500 Increments of $500 for every five years of service after ten years.


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Addendum to Six Nations Polytechnic Personnel Policy

Specific to the Six Nations Achievement Centre

Preamble

Introduction The Six Nations Achievement Centre is an adult literacy provider funded by the Ministry of Training, Colleges and Universities. The centre has a contractual agreement with Six Nations Polytechnic, as such, the staff members of the Achievement Centre are considered to be employees of Six Nations Polytechnic. The staff members of the Six Nations Achievement Centre consisting of a coordinator and an assistant coordinator comply with the policies set out by Six Nations Polytechnic. Policy Development The Six Nations Achievement Centre develops and delivers programming for adult learners with low literacy levels. To meet our learners’ needs, it is necessary to develop policies in the areas of:

• Volunteer recruitment • Volunteer obligations • Student training allowance • Student attendance

The following policies are specific to the Achievement Centre and do not apply to Six Nations Polytechnic. Mission Statement

The mission of the Six Nations Achievement Centre is to help adults develop and improve their literacy, numeracy, and digital technology goals. The centre is committed to assisting learners reach their goals so that they may enhance their independence, enter into further education and training, or obtain and maintain employment. The Six Nations Achievement Centre supports and welcomes and their learners in a culturally sensitive, community based environment.


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Organization History

The Six Nations Achievement Centre, formerly known as the Six Nations Native Literacy Program was founded March 5th, 1990 by a group of Six Nations community members. The members wished to address the need to improve the low literacy levels of adults living in the community. 1.0 Volunteer Recruitment

The Achievement Centre welcomes and encourages the participation of volunteers to assist adult learners to develop and improve their knowledge and skills. Volunteers, under the direction of staff, provide additional assistance to allow for more effective programming. This assistance, consisting of one-to-one tutoring and small group instruction, meets the special academic and social needs of learners. Culturally sensitive learning materials and teaching methods will be used with learners according to their preferences. 1.1 Achievement Centre staff shall identify the number of volunteers and the types of assistance required from volunteers to meet learner’s needs. 1.2 Achievement Centre staff is responsible for recruiting and selecting appropriate individuals to fulfill the needs of the learner. Achievement Centre staff shall complete appropriate reference checks on volunteers, as needed, to ensure that they possess the skills and abilities to provide meaningful services to the learners. 1.3 Staff shall complete appropriate reference checks including the possibility of a police record check, on volunteers, as needed, to ensure that they possess the skills and abilities to provide meaningful services to students and the school. 1.4 To ensure insurance coverage for volunteers, staff shall keep a current register of volunteers, including a brief description of their duties at the Achievement Centre. 2.0 Volunteer Obligations


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A volunteer for the Six Nations Achievement Centre is a person who agrees to commit their time and energy for the benefit of the learner. This commitment is undertaken freely and by choice without concern for financial gain. 2.1 It is expected that each volunteer will be discreet and will respect the confidences of the staff and in all matters relating to learners. 2.2 Each volunteer is expected to work under the guidance, direction and supervision of the Achievement Centre’s staff. 2.3 Each volunteer is expected to attend pertinent orientation or training programs designed for volunteers. 3.0 Dismissal of Volunteers

The Six Nations Achievement Centre relies upon volunteer tutors to improve the literacy skills of those who request our service. People, who request our service, rely upon the assistance and commitment of our volunteer tutors. When this service is interfered with, interrupted, or comes to an abrupt halt, the learner may lose the courage or motivation to continue. 3.1 Volunteers who do not adhere to the policies, procedures, mission or mandate of Six Nations Polytechnic and the Six Nations Achievement Centre or who fail to satisfactorily perform their volunteer assignments are subject to dismissal. 3.2 Volunteers may be warned or disciplined before being faced with the penalty of dismissal. 3.3 Volunteers may be discharged without warning for just cause. Six Nations Polytechnic and the Six Nations Achievement Centre have the right to request a volunteer to leave immediately.


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4.0 Student Training Allowance

Training support is financial assistance for learners who would not otherwise be able to participate in our program. Training supports assist learners with transportation and child care costs. This support is dependent upon funding from the Ministry of Training, Colleges and Universities. 4.1 Learners experiencing financial hardship and who are not able to attend regularly due to the cost of transportation or child care may be eligible to receive transportation allowance and/or assistance with child care expenses. 4.2 Learners must be enrolled with the Six Nations Achievement Centre, and must not be receiving training supports from more than one government source during their participation in our program. 4.3 Learners shall be asked if they need assistance with transportation or child care costs during their intake assessment. Proof of financial hardship may be required. Priority will be given to learners demonstrating the greatest need for assistance. 5.0 Student Attendance

Attendance and participation directly affect a student’s ability to achieve their literacy goals. Students with excessive absences do not benefit from the literacy program. Whether attending a Pre-GED program, workshop or tutoring session, regular attendance and homework completion is a requirement in order to progress to the next level. 5.1 All students must attend on time, and on a regular basis, a minimum of one scheduled two hour weekly tutoring session. Exceptions may be made in the case of an emergency or change in work schedule. Every reasonable effort must be made to attend and complete assignments/homework. 5.2 Students not able to attend a tutoring session must notify their tutor prior to their scheduled lesson, and within a reasonable timeframe. 5.3


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Students with excessive/repeated absences, cancellations, or incomplete assignments may be asked to leave the program.

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___________________________________________________________________

Classification: Academic Policy Owner: A/Director of Academic & Student Affairs Approval Authority: President and CEO Approval Date: 2013.JUL.01 Effective Date: 2013.JUL.01 Supersedes Policy: n/a

Associated Policy/Procedure/Guideline: See below.

Hodinohsó:ni’ concept: In accordance with the organizational values of Gˀanigo hi:yo:/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to quality assurance in the development and delivery of all academic programming. SNP offers programs and courses of study with an emphasis on developing and promoting the retention of Hodinohso:ni/Rotinonshonni culture and languages and to reflect the cultural values of Hodinohso:ni/Rotinonshonni.

______________________________________________________________________________ PURPOSE 1.0 Policies and procedures pertaining to program development and program review are intended to ensure that programs offered by the institute are aligned with Six Nations Polytechnic’s mission and academic goals and thus have unqualified institutional support; and, to improve the quality and consistency of the programs on an ongoing basis. The process is designed to articulate with and support initiatives of the Ontario College Quality Assurance Service and the Postsecondary Education Quality Assessment Board.

For SNP, criteria for establishing and maintaining program quality assurance reside in two realms. The first is with the Indigenous languages, knowledges and community to which the institute is first accountable. The second is through a communication of the institute’s capacity to assure quality of programs to the provincial degree-granting body. It is noted here that all publicly funded institutes in Ontario that offer diplomas or degrees are responsible for ensuring the quality of their programs and degrees, including modes of delivering programs and those academic and student services that affect the quality of the respective programs under review, whether or not the program is eligible for government funding.

As per the Quality Assurance Framework, all institutes are responsible for the development of their own Institutional Quality Assurance Process (IQAP) that is consistent with their own mission statements, learning outcomes, and university degree level expectations, as well as the protocols of the framework. Recalling that SNP’s quality assurance criteria lie in two realms, Six Nations

POLICY ON ACADEMIC PROGRAM DEVELOPMENT & EVALUATION

Appendix 13: Policy on Academic Program Development & Evaluation

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Polytechnic is mindful of our unique status as an Indigenous-controlled, community-based center of excellence. SNP holds a special mission to ensure that all service components reflect the cultural values and traditions of our peoples. At the same time, the focus toward culture and language must address the issues and concerns of all Indigenous peoples. Indigenous knowledges, languages and cultures are the exclusive jurisdiction of the Indigenous peoples to which they belong. As such, SNP must and will proceed with developing and offering programs and degrees in line with our special mission, however, COU assessment and approvals of our quality assurance process are a valued consideration with the overall program approval process for the institute. SCOPE 2.0 This policy applies to all programs delivered or administered by Six Nations Polytechnic. DEFINITIONS 3.0 The following definitions shall apply: “SNP” means Six Nations Polytechnic. POLICY 4.0 Approval of new programs:

4.1 The recommendation is made to develop a new program, usually via an ad hoc committee which identifies a clear need for the program, conducts an environmental scan (in Ontario and internationally) for similar programs and evaluates the institute’s internal resources and expertise to support the program.

4.2 The SNP Development Office conducts initial research and develops a letter of intent outlining the rationale, faculty expertise, comparator programs, program content, and fit with the strategic planning goals and/or special mission of the institute.

4.3 This letter of intent is presented to the Senior Leadership Team. If the response is positive, a project lead (Academic Development Officer) is assigned and a formal program proposal (see below) is drafted. 4.3.1 The Enrolment Management Team (EMT) is consulted on enrolment

targets, admission pathways, a recruitment plan, student records, predicted attrition, and communications considerations.

4.3.2 Input from the EMT is lined to Operations and Finance via consultation with the Registrar’s Office.

4.4 The proposal is presented to SNP’s Academic Council for review and approval. The proposal includes a suggested Program Advisory Committee (PAC), comprising experts and faculty from other universities or industry, for external review.

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4.5 Either within the structure of the PAC or in addition to it, a dialogue is convened with Indigenous Knowledge Guardian(s) and noted as a part of the institute’s record.

4.6 If the proposal received internal approval, the PAC is convened and reviews the program proposal. Modifications suggested by the PAC are enacted by the project lead (Academic Development Officer). The amended program proposal is presented to SNP’s Academic Council for endorsement.

4.7 If the proposal receives AC endorsement, the program proceeds to external review (see 6.0, below).

4.8 Based on the initial proposal, the reviewer’s report, and the internal response, Academic Council will determine whether or not the proposal meets its quality assurance standards and is thus acceptable or needs further modification. The institution may stop the whole process at this or any subsequent point.

4.9 If the amended (final) proposal receives AC approval, the program proceeds to the Six Nations Polytechnic Board of Governors for final institutional approval.

4.10 After completion of any other requirements of the IQAP, the institution will submit an application for Ministerial consent for the new program, together with all required reports and documents.

5.0 Components of a formal proposal for a new program:

5.1 Objectives 5.1.1 Consistency of the program with the institute’s mission and academic

plans. 5.1.2 Clarity of the appropriateness of the program’s requirements and

associated learning outcomes in addressing the institute’s own Degree Level Expectations.

5.1.3 Appropriateness of degree nomenclature. 5.2 Admission requirements

5.2.1 Appropriateness of the program’s admission requirements for the learning outcomes established for completion of the program.

5.2.2 Sufficient explanation of alternative requirements, if any, for admission into a graduate, second-entry, or undergraduate program, such as a minimum grade average, additional languages or portfolios, along with how the program recognizes prior work or learning experience.

5.3 Structure 5.3.1 Appropriateness of the program’s structure and regulations to meet

specified program learning outcomes and degree level expectations. 5.3.2 For graduate programs, a clear rationale for program length that ensures

that the program requirements can be reasonably completed with the proposed time period.

5.4 Content 5.4.1 Ways in which the curriculum addresses the current state of discipline or

area of study.

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5.4.2 Identification of any unique curriculum or program innovations or creative components.

5.4.3 Clear indication of the nature and suitability of research and/or practicum requirements for degree completion.

5.5 Assessment of teaching and learning 5.5.1 Appropriateness of the proposed methods for the assessment of student

achievement of the intended program learning outcomes and Degree Level Expectations.

5.5.2 Completeness of plans for documenting and demonstrating the level of performance of students, consistent with the institute’s statement of Degree Level Expectations.

5.6 Resources 5.6.1 Adequacy of the administrative unit’s planned utilization of existing

human, physical, and financial resources, and any institutional commitment to supplement those resources, to support the program.

5.6.2 Participation of a sufficient number and quality of faculty who are competent to teach and/or supervise the program.

5.6.3 Evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students as well as graduate student’s scholarship and research activities, including library support, information technology support and laboratory access.

5.6.4 Evidence of the planning for adequate numbers and quality of faculty and staff to achieve the goals of the program.

5.6.5 Plans and commitment to provide necessary resources in step with the implementation of the program.

5.6.6 Planned/anticipated class sizes. 5.6.7 Provision of supervision of experiential learning opportunities (if required). 5.6.8 The role of adjunct and part-time faculty.

5.7 Quality and other indicators 5.7.1 Definition of the use of indicators that provide evidence of the quality of

the faculty (e.g. qualifications, research, innovation, and scholarly record, appropriateness of collective faculty expertise to contribute substantially to the proposed program).

5.7.2 Evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.

6.0 External review process for new programs:

6.1 Establish and describe a process for the selection and appointment of external reviewers and any others who will review the new program proposal. 6.1.1 There will be at least one reviewer for new programs. 6.1.2 The external reviewer will have an impartial, arms-length relationship to

the proposed program. They will be selected from a list of at least four suggested individuals by the Development Office. This list should include

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the individual’s name, rank and position, institution or company and current address, telephone and fax, relevant professional (including administrative) experience or expertise, details of any previous or current affiliations with SNP.

6.2 External review of new program proposals must incorporate a site visit. 6.2.1 The site visit may be conducted via desk audit, video-conferencing or an

equivalent method. 6.2.2 As part of the site visit, the reviewer(s) will meet with the A/Director of

Academic & Student Affairs, Deyohaha:ge Indigenous Knowledge Centre Coordinator, President/CEO of Six Nations Polytechnic, members of the PAC and/or Academic Council, and any other relevant personnel.

6.2.3 The reviewer(s) will be provided with the formal program proposal at least two weeks prior to the site visit.

6.3 Excepting two occasions when two languages are used or when contrary circumstances apply, the reviewer(s) will normally provide a (joint) report that appraises the standards and quality of the proposed program, based on both the proposal document and the site visit, addressing the criteria set out in 5.0. 6.3.1 Reviewer(s) will acknowledge any clearly innovative aspects of the

proposed program together and to make recommendations on any essential or otherwise desirable modifications.

6.3.2 Reviewer(s) will recommend specific steps to be taken to improve the program, distinguishing between those the program can itself take with existing resources and those that require external action.

6.3.3 Reviewer(s) will recognize the SNP’s autonomy to determine priorities for funding, space, and faculty allocation.

6.3.4 Reviewer(s) will respect the confidentiality of all aspects of the review. 6.4 Subsequent to receipt of the reviewer’s report, the project lead will respond to

and/or take action on specific steps identified in the recommendations. This response will assess the report against Indigenous Knowledge Guardian feedback and the Indigenous Education Quality Assurance Index.

7.0 Formative academic review of existing programs:

7.1 The purpose of the evaluation is to provide information on how to improve or maintain the quality and consistency of an academic program.

7.2 Six Nations Polytechnic’s policy and procedures have been developed to allow for objective and constructive evaluation. The review process and summaries of the review reports are approved by Academic Council and are shared within the SNP community.

7.3 Reviews must occur within a ten-year time frame, according to Council of Ontario Universities guidelines. Program reviews at SNP are to be conducted every 5 years and can be performed jointly with accreditation reviews.

7.4 The Program Manager holds the administrative responsibility for program reviews.

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8.0 Institutional review process for existing programs:

8.1 The Program Manager identifies the program for review as per the SNP’s cyclical program review schedule and assembles the necessary components of the review.

8.2 The Program Manager consults with the Program Advisory Committee to appoint a self-study committee.

8.3 The committee develops a work plan to carry out the required components of the self-study (see 9.0, below) and initiates the process.

8.4 Once completed, the self-study document is delivered to the Program Manager, who initiates the external review process (see 10.0, below).

8.5 At the conclusion of the external review, the Program Manager discusses the review document and the self-study with the Program Advisory Committee, including a response to all issues identified. The results of this meeting (including minutes) are recorded and a final report is compiled. 8.5.1 The final report includes a plan of action to address all recommendations,

and/or a narrative delineating why any given recommendation is currently unactionable.

8.5.2 An implementation plan, included as an appendix, designates a timeframe for any changes.

8.5.3 The final report includes an executive summary. 8.6 The final report is forwarded to the President/CEO, who presents the executive

summary to the SNP Board of Governors for approval. 8.7 A follow-up report to the Program Advisory Committee, President/CEO, and SNP

Board must be prepared and presented, normally within one year. 9.0 Components of a self-study of an existing program:

9.1 A narrative addressing the relationship of the goals of the program to the goals of SNP and the program faculty/instructors.

9.2 An assessment of the appropriateness of the program structure, the rigor of the curriculum, and effectiveness of the teaching methods in relation to the learning objectives of the program.

9.3 An account of the benefits and innovative aspects of the program. 9.4 A data-driven elaboration of the relationship of admission requirements,

enrolments, program goals, and student success. 9.5 An evidence-based account of the student perspective of all aspects of the

program. 9.6 An explanation of the quality and expertise of the teaching staff. 9.7 A catalogue, and qualitative analysis, of the human and physical resources

available to the program (e.g. support staff, collections, equipment, facilities). 9.8 A narrative addressing the availability of financial resources for the program.

10.0 External formative academic review process for existing programs:

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10.1 Establish and describe a process for the selection and appointment of external reviewers and any others who will review the self-study. 10.1.1 There will be at least one reviewer for formative review of existing

programs. 10.1.2 The external reviewer will have an impartial, arms-length relationship to

the program. They will be selected from a list of at least four suggested individuals by the Development Office. This list should include the individual’s name, rank and position, institution or company and current address, telephone and fax, relevant professional (including administrative) experience or expertise, details of any previous or current affiliations with SNP.

10.1.3 The reviewer(s) will be provided with the self-study document at least two weeks prior to the site visit.

10.2 External formative review of existing programs must incorporate a site visit. 10.2.1 The site visit may be conducted via desk audit, video-conferencing or an

equivalent method. 10.2.2 As part of the site visit, the reviewer(s) will meet with the Program

Manager, students, faculty/instructors, Deyohaha:ge Indigenous Knowledge Centre Coordinator, President/CEO of Six Nations Polytechnic, A/Director of Academic & Student Affairs, members of the PAC and/or Academic Council, and any other relevant personnel.

10.3 Excepting two occasions when two languages are used or when contrary circumstances apply, the reviewer(s) will normally provide a (joint) report that appraises the standards and quality of the program, based on both the self-study document and the site visit, addressing the criteria set out in 9.0. 10.3.1 Reviewer(s) will acknowledge any clearly innovative aspects of the

program together and to make recommendations on any essential or otherwise desirable modifications.

10.3.2 Reviewer(s) will recommend specific steps to be taken to improve the program, distinguishing between those the program can itself take with existing resources and those that require external action.

10.3.3 Reviewer(s) will recognize the SNP’s autonomy to determine priorities for enacting recommendations.

10.3.4 Reviewer(s) will respect the confidentiality of all aspects of the review. 10.4 The reviewer’s report is forwarded to the Program Manager.

RESPONSIBILITIES 9.0 Entities with specific duties (outlined above) relative to this policy include:

• Program Manager • A/Director of Academic & Student Affairs • Ad-hoc committees (PAC, self-study) • Deyohaha:ge Indigenous Knowledge Centre Coordinator

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• External reviewers • SNP Board of Governors • Academic Development Officer(s) (as project leads) • Academic Council • President/CEO

APPLICABLE LEGISLATION/REGULATION Post-secondary Education Choice and Excellence Act RELATED SNP POLICY/PROCEDURE/GUIDELINE • New Program Proposal Template

OTHER RELATED INFORMATION n/a POLICY HISTORY July 1, 2013: Original policy (approved) as submitted with Program Review for

Ministerial approval. June 15, 2019: Conversion to 2019 SNP policy template, undertaken by the Development

Office. Review for currency; major modifications to all sections. FREQUENCY OF REVIEW & POLICY REVIEW SCHEDULE This policy shall be reviewed every 3 years from the date of last revision.

18

To accomplish its obligations consistent with Board policies, the Board will follow an annual

agenda which (a) completes a re-exploration of ends policies annually and (b) continually

improves its performance.

1. The planning cycle will conclude each year on the last day of September so that

administrative budgeting can be based on accomplishing a one year segment of the most

recent Board Ends.

1.1 Plans for Annual Cycle

September Complete Audit

September Annual Report

September Annual General Meeting

February Review of Ends Policy

2. In November, the Board will develop its agenda for the ensuing one year period. The

agenda for the annual planning meeting will include but not be limited to the following

items:

2.1. Celebration: review of past year, contemplation of improvement areas, debate on

how much and what improvements to focus on for the coming year.

2.2. Decisions on a draft agenda for the year, ownership linkage and other groups to

be involved for input and Board education needs.

2.3. Development of a schedule for regular review of policy content.

2.4. Development of a schedule for monitoring organizational performance.

Monitoring reports will be provided and read in advance of the Board meeting,

and discussion will occur only if reports show policy violations, if reports do not

provide sufficient information for the Board to make a determination regarding

compliance, or if policy criteria are to be debated.

2.5. Development of a schedule for self-evaluation of the Board’s performance.

2.5.1 Round table at the end of each Board meeting.

Policy Name: Agenda Planning Number: GP-3

Policy Type: Governance Process Date Approved: November 21, 2009

Date Revised: November 24, 2012

Six Nations Polytechnic Board Policy

Appendix 14: Policy on Agenda Planning

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2.6. CEO remuneration will be decided after a review of monitoring reports received in the last

year during the month of February.

3. The Board’s education and continual improvement will receive paramount attention in

structuring the series of meetings and other Board activities during the year.

3.1. To the extent feasible, the Board will identify those areas of education and

improvement needed to increase the level of wisdom and forethought it can give

to subsequent choices.

3.1.1 The Board members commit to acquiring Ogweho:weh language.

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___________________________________________________________________

Classification: Academic Policy Owner: A/Director of Academic & Student Affairs Approval Authority: President and CEO Approval Date: 2013.DEC.01 Effective Date: 2013.DEC.01 Supersedes Policy: n/a


Hodinohsó:ni’ concept: In accordance with the organizational values of Ga’nigohi:yo: / Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to ensuring quality teaching and learning environments that prepare students to pursue and achieve academic success.

______________________________________________________________________________ PURPOSE 1.0 Regarding faculty, Six Nations Polytechnic will continue to make every effort to recruit outstanding faculty into programs, noting that SNP continues to operate on the fiscal and policy periphery of postsecondary institutions in Ontario, which creates a barrier to us hiring full time faculty. As such, Six Nations Polytechnic must function by engaging contracted instructors knowledgeable in their unique areas. Nonetheless, SNP is committed to helping its teaching staff develop their expertise in order to provide quality learning experiences for our students.

SCOPE 2.0 At this time, SNP’s Policy on Faculty/Instructor Review and Development applies solely to the Bachelor of Arts in Ogwehoweh Languages program. This practice may be adapted to cover instructors in other areas, at the discretion of the President/CEO. Practices and procedures will be available through the Registrar/Program Manager’s office.

DEFINITIONS

3.0 The following definitions shall apply:

“SNP” means Six Nations Polytechnic.

POLICY ON FACULTY/INSTRUCTOR REVIEW AND DEVELOPMENT

Appendix 15: Policy on Faculty/Instructor Review & Development

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POLICY 4.0 Academic or professional credentials required of present and future instructors/faculty teaching language courses in the program:

4.1 Required qualifications: knowledge of the Cayuga/Mohawk Language; communicative competency in Cayuga/Mohawk language.

4.2 Preferred qualifications: experience in Cayuga/Mohawk language teaching and learning; certificate from a Cayuga/Mohawk language immersion program; and/or status as an Indigenous Knowledge Guardian.

4.3 Preferred academic credentials (considered an asset when paired with demonstrated language ability): Bachelor of Arts (B.A.); Master of Arts (M.A.); Doctor of Philosophy (Ph.D. or D.Phil.); and/or Ontario College of Teachers Certificate; Bachelor of Adult Education (B.Ed.).

5.0 Evidentiary and disclosure standards and processes regarding instructor/faculty credentials:

5.1 All instructors will submit, prior to September 1 of every year, an up-to-date copy of their curriculum vitae (CV), detailing all relevant academic and professional credentials and experience.

5.2 All instructors/faculty members will sign a declaration attesting to the truthfulness and completeness of the information contained in their CV and giving their consent to the select disclosure of their CV, as required by quality assurance and/or program review processes.

5.3 SNP is required to have, on file, evidence of the highest academic credential and any required professional credential claimed by instructors. Instructors will provide such evidence annually, along with their CV submission.

6.0 The standard workload expectation for full-time instructors is nine credit hours per semester. The maximum teaching load, per instructor, is twelve credit hours per semester. 7.0 Schedule and implementation of review:

7.1 Formative review: All regular, full-time instructors are encouraged to undertake annual formative review and development through reports and discussions with the Registrar/Program Manager.

7.2 Summative review: At least every fourth year (or at the discretion of the Registrar/Program Manager), a summative review of each instructor’s performance and development will be undertaken.

8.0 Scope and criteria for review:

8.1 Individual consultation with students is available, along with extra help when necessary. At a minimum, instructors are expected to be available for one hour for every class they are teaching during the term, which can be a blend of in-person or email/on-line availability.

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8.2 Course objectives, requirements and the evaluation methods are communicated clearly, to all students, at the beginning of the course.

8.3 Instructional methods and materials are appropriate to assist students in meeting stated course objectives.

8.4 Tests, examinations, and assignments are consistent with course objectives and contribute to their achievement.

8.5 Students are informed of their progress in achieving course objectives and provided with constructive suggestions for improvement, when appropriate.

8.6 Academic standards in assessment of student performance are maintained. 8.7 Student work is assessed fairly and impartially. 8.8 Graded materials are returned to students within a reasonable time period. 8.9 Assigned grades accurately reflect the extent to which students have achieved

course objectives. 8.10 Colleagues are respected, and ethical principles of the teaching profession are

observed. 8.11 Assignments, tests, and examinations are varied from year to year. 8.12 The instructor is punctual and reliable in attending class, and classes occur as

scheduled on the timetable. 8.13 The instructor is available to work co-operatively with other instructors, staff, and

administration towards to the achievement of SNP’s objectives. 9.0 Formative review:

9.1 Each instructor is encouraged to undertake an annual formative review of their performance.

9.2 The formative review describes activities and achievements in the relevant areas of performance.

9.3 The formative review emphasizes measures to demonstrate currency of knowledge in the field (such as participating in workshops, attending conferences, hosting conferences, maintaining an active involvement with the people and institutes in the field, researching and sharing findings of research, residency at or participation in immersion language institutes, and classes and master-apprentice sessions).

9.4 Alternatively, the instructor may prefer to maintain a dossier of evidence of, and reflection on, their achievements and activities.

9.5 The Registrar/Program Manager will formally acknowledge receipt of each performance review or dossier.

9.6 Formative review documentation is normally filed by June 1 of every year (to allow for any follow-up discussions) and may include an updated curriculum vitae and/or an updated portfolio, as required by program review.

10.0 Summative review:

10.1 According to a schedule to be determined by the Registrar/Program Manager, and at least every four years in an instructor’s full-time appointment with SNP, the

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instructor and Registrar/Program Manager will meet, by September of the applicable academic year, to discuss and agree to a process of summative review, including the scope of review, sources of data, workload implications, etc.

10.2 By June 1 of that academic year, the instructor will complete a summative self-assessment and a development plan, or submit a dossier of evidence of and reflection on, the past years’ achievements and activities.

10.3 The dossier of evidence will emphasize measures to demonstrate currency of knowledge in the field (such as participating in workshops, attending conferences, hosting conferences, maintaining an active involvement with the people and institutes in the field, researching and sharing findings of research, residency at or participation in immersion language institutes, and classes and/or master-apprentice sessions).

10.4 The Registrar/Program Manager will submit a report on the instructor’s performance and approval, which will be signed by the instructor as having been both received and read.

10.5 The instructor has the right to file a rebuttal to the above report. RESPONSIBILITIES 11.0 Individuals with specific duties (outlined above) relative to this policy include:

• Program Manager/Registrar • Instructors

APPLICABLE LEGISLATION/REGULATION n/a RELATED SNP POLICY/PROCEDURE/GUIDELINE • Instructor Handbook • Academic Calendar • Policy on Student Feedback OTHER RELATED INFORMATION n/a POLICY HISTORY December 1, 2013: Original policy (approved) as submitted with Program Review for


Office. Updated to include measures to ensure currency of

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faculty/instructor knowledge in the field; added teaching load stipulations; added requirements re: CVs, evidence of credentials, and disclosure; minor modifications in language.

FREQUENCY OF REVIEW & POLICY REVIEW SCHEDULE This policy shall be reviewed every 3 years from the last date of revision.

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___________________________________________________________________

Classification: Administration and Operations Policy Owner: A/Director of Operations and Advancement Approval Authority: President and CEO Approval Date: 2013.DEC.01 Effective Date: 2013.DEC.01 Supersedes Policy: n/a


Hodinohsó:ni’ concept: In accordance with the organizational values of Gˀanigo hi:yo:/Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to providing an environment conducive to the pursuit of scholarship, applied research, and creative activity for its faculty, staff, instructors, invited researchers, and students, particularly as it concerns Indigenous knowledges and languages. Although not the original intent, the results of such pursuits may lead to the development of intellectual property that may have commercial value.

______________________________________________________________________________ PURPOSE 1.0 This policy governs the ownership and procedures for the protection of intellectual property and identifies the rights and responsibilities of various stakeholders. The academic freedom model maintained by the institution places no limits on the content of the instructional materials and provides instructors with clear codes for fair use, accountability to Six Nations Polytechnic’s values, community cultural protocols, informed consent, and care in designing courses.

SCOPE 2.0 Six Nations Polytechnic’s Statement of Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities sets out considerations and conditions when working with collectively held knowledge that is distinct from knowledge referenced in intellectual property. Intellectual property may be licensed (giving someone temporary permission to use the item subject to a royalty) or assigned (transferring ownership to another person for compensation of some kind).

DEFINITIONS



POLICY ON INTELLECTUAL PROPERTY

Appendix 16: Policy on Intellectual Property

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“Intellectual property” refers to any form of knowledge or expression created with one’s intellect and includes the rights relating to: • literary, artistic and scientific works, including computer software; • performances of performing artists, phonograms, and broadcasts; • inventions in all fields of human endeavour; • scientific discoveries; • industrial designs; • trademarks, service marks, and commercial names and designations; • protection against unfair competition; and • and all other rights resulting from intellectual activity in the industrial, scientific, literary or

artistic fields. POLICY 4.0 With respect to intellectual property developed by SNP staff members within the scope of their employment, or staff employed by a researcher on funds administered by Six Nations Polytechnic, ownership rests with SNP, unless a specific agreement is made to the contrary. When intellectual property is developed on the staff person’s own initiative, outside the scope of his or her SNP responsibilities, and without any reliance on support or resources from Six Nations Polytechnic, the intellectual property resides with the individual. Where the intellectual property bears a reasonable relationship to the person’s employment responsibilities at SNP, it will be the employee’s responsibility to show that the intellectual property was developed entirely on their own initiative without use of Six Nations Polytechnic’s resources. 5.0 With respect to intellectual property developed by a student, ownership remains with the student. If the student has utilized Six Nations Polytechnic property or facilities to develop a marketable product, the student is required to grant the SNP a royalty-free license to employ such intellectual property for internal use. 6.0 Ownership by a third party is specified in a signed agreement as to the nature of ownership, method of protection of intellectual property, payment of royalties or fees, etc. Ownership of intellectual property developed jointly by both Six Nations Polytechnic and a client or partner, in performance of a research project, shall rest jointly with SNP and its client or partner. In the event of such joint ownership, Six Nations Polytechnic and its client or partner agree to sign a memorandum of understanding recognizing the relative ownership of both parties and assigning the ownership of the jointly-owned intellectual property between the two parties. 7.0 The copyright on all literary works, dramatic works, musical works, artistic works, computer programs, or other forms of intellectual property produced or created by faculty, instructors, and invited researchers, and arising from their research, is vested in the individual who created the works. The benefits that may accrue to the individual may be limited by the terms of external contracts and licensing agreements. Six Nations Polytechnic respects the rights

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of all authors, artists, and any other creator of copyrighted works, and prohibits SNP staff or students from infringing on those rights. Note that regardless of the ownership of the economic rights under the Copyright Act, SNP recognizes the moral rights conferred on authors under that legislation. 8.0 Proceedings:

8.1 All potential intellectual property should be disclosed to Six Nations Polytechnic, by its creator, in a timely manner. Creators must also disclose to SNP any financial and/or other relationship that may affect the protection of such intellectual property.

8.2 If Six Nations Polytechnic chooses not to pursue a patent, license, or copyright, SNP may enter into an agreement with the creator of the intellectual property, under which the creator may apply for patent or copyright. For intellectual property owned by Six Nations Polytechnic, SNP may elect to transfer ownership to a third party for appropriate compensation.

8.3 An agreement with the creator will specify the rights of SNP and the creator related to ownership, terms of ownership, royalties, and fees, and the responsibilities of each party to apply for copyright or patent, and to protect the intellectual property.

8.4 Occasionally, intellectual property that belongs to an employee or invited researcher is made available to SNP during the course of a research project or other activity. In these cases, the individual’s intellectual property is returned at the conclusion of the project.

8.5 Research projects that develop tools and techniques during the course of the project for a specific client are to be regarded as building blocks or components of the project. Such tools and techniques are the property of the Six Nations Polytechnic and may be used by the SNP in other projects, for other clients.

8.6 Any dispute arising under this practice will be submitted to the President/CEO in writing. The President/CEO may elect to form a task force to research the dispute and recommend a resolution. The subsequent decision of the President/CEO is binding on all parties.

8.7 Six Nations Polytechnic maintains that copyright on all literary works, dramatic works, musical works, artistic works, computer programmes, or other forms of intellectual property produced or created by a researcher and arising from the research is vested in the researcher who created the works. The benefits that may accrue to the researcher may be limited by the terms of external contracts and licensing agreements.

RESPONSIBILITIES 9.0 Individuals with specific duties (outlined above) relative to this policy include:

• Students • Staff

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• Contractors/Consultants • Faculty/Instructors • Invited Researchers • President/CEO

APPLICABLE LEGISLATION/REGULATION Copyright Act RELATED SNP POLICY/PROCEDURE/GUIDELINE • Statement on Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities • Policy on Academic Freedom & Integrity

OTHER RELATED INFORMATION n/a POLICY HISTORY December 1, 2013: Original policy (approved) as submitted with Program Review for


Office. Review for currency; major modifications to all sections. FREQUENCY OF REVIEW & POLICY REVIEW SCHEDULE This policy shall be reviewed every 3 years from the last date of revision.

38

Systematic and rigorous monitoring of President-CEO job performance will be solely against the expected

job outputs: organizational accomplishment of Board policies on Ends and organizational operation within

the boundaries established in Board policies on Executive Limitations. This monitoring occurs at each

regular Board meeting, as per the Board’s Planning Cycle.

Accordingly:

1. The purpose of monitoring is simply to determine the degree to which Board Policies are being

fulfilled. Information that does not do this will not be considered to be monitoring. Monitoring

will be as automatic as possible, using minimum of Board time so that meetings can be used to

create the future rather than review the past.

2. A given policy may be monitored in one or more of three ways:

a. Internal report: Disclosure of compliance information by the President-CEO,

along with his or her explicit interpretation of Board policy, and justification for

the reasonableness of interpretation.

b. External report: Discovery of compliance information by an impartial, external

auditor, inspector or judge who is selected by and reports directly to the Board.

The external party will first be provided with the President-CEO’s interpretation

of the policy and justification for the reasonableness of interpretation. The report

must assess the reasonableness of the interpretation of Board policy, and

compliance with it. The basis for assessment is not the standards of the external

party, unless the Board has previously indicated that party’s opinion to be the

standard.

c. Direct Board Inspection: Discovery of compliance information by a designated

Board member, a committee or the Board as a whole. This is a Board inspection

of documents, activities or circumstances directed by the Board that assesses

compliance with policy, with access to the President-CEO’s justification for the

reasonableness of his/her interpretation. Such an inspection is only undertaken at

the instruction of the Board, and with the President-CEO’s knowledge.

Six Nations Polytechnic Board Policy

Policy Name: Monitoring President-CEO Performance Number: BMD-4

Policy Type: Board–Management Delegation Date Approved: November 21, 2009

Date Revised: November 25, 2012

Appendix 17: Policy on Monitoring President-CEO Performance

39

3. In every case, the standard for compliance shall be any reasonable interpretation of the Board

policy being monitored. The Board is the final arbiter of reasonableness, but will always

judge with a “reasonable person” test rather than interpretations favoured by Board members

or even the Board as a whole.

4. Upon the choice of the Board, any policy can be monitored by any method at any time.

For regular monitoring however, each ENDS Policy and Board Limitations Policy will be

monitored by the Board according to frequency and method established in the Annual

Board Planning Cycle.

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___________________________________________________________________



Hodinohsó:ni’ concept: In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following practices to ensure that applicants are considered in an equitable and consistent manner where it concerns prior learning assessment and recognition (PLAR).

______________________________________________________________________________ PURPOSE 1.0 PLAR offers the learner opportunity to earn credit for courses based on formal demonstration of prior learning, usually acquired through study, work and other life experiences, that is not recognized through formal credit transfer. SNP understands that many people acquire degree-level learning and skills through various situations, including work experience, community work, non-credit courses or programs, and self-directed study.

SCOPE 2.0 As part of its special mission, Six Nations Polytechnic recognizes there is an urgent need to create post-secondary education learning opportunities for Ogwehoweh language speakers and workers. At this time, SNP’s PLAR policy applies solely to the Bachelor of Arts in Ogwehoweh Languages (BAOL) program.

DEFINITIONS


“SNP” means Six Nations Polytechnic. “PLAR” means Prior Learning Assessment and Recognition

POLICY ON PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Appendix 18: Policy on Prior Learning Assessment & Recognition

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POLICY 4.0 SNP requires the collection of evidence and demonstration of program and course level learning outcomes acquisition. Therefore, SNP will not waive comprehensive examinations, academic reports and research projects of theses where they are standard requirements for the program. The institute also requires that at least 50% of the students enrolled in the program are actively taking required elements of the program. SNP will have a PLAR review cycle for the Fall and Winter term. Provided that a PLAR request is received prior to the start of term, SNP will review and make a decision prior to the next academic term. For example, for application submitted prior to the start of fall term, the decision will be communicated to the applicant prior to the start of the winter term. To have a PLAR application assessed prior to the fall term, the PLAR application must be received by May 1. 5.0 Practice:

5.1 Fees charged for the PLAR process shall not exceed the fee recommended by the Ministry of Training, Colleges and Universities.

5.2 SNP provides PLAR processes whereby students may seek credit for all SNP courses, except those excluded by the President/CEO, on the recommendation of the relevant Program Coordinator.

5.3 The learning that is recognized must be measurable and consistent with SNP course learning outcomes.

5.4 The learning to be recognized must satisfy the learning outcomes of the course, as identified within the course outline.

5.5 Each PLAR application will be evaluated by a qualified Assessor, as assigned by the Program Manager/Registrar.

5.6 The PLAR must demonstrate the attainment of the stated learning outcomes through a method determined by the Assessor, which generally includes one or more of the following:

a) Presentation of a portfolio b) Demonstration of a specific skill or skills c) Competency tests d) Submission of assignments e) Challenge exams f) Structured interviews

5.7 A percentage grade is assessed, except for courses where “S” or “U” is the usual evaluation. Successful attempts are recorded on a transcript.

5.8 Applicants are required to complete 25% of program requirements by enrolment at SNP.

5.9 PLAR is subject to the academic appeal process. 6.0 Process:

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6.1 Information regarding the PLAR process can be found at the Program Manager/Registrar’s Office and will be available on the SNP website.

6.2 To begin the PLAR process, each applicant will complete the required documents and submit them, along with the fee, to the Program Manager/Registrar. The fee must be received before the application is processed.

6.3 The PLAR documents will be sent to a qualified Assessor by the Program Manager/Registrar within two weeks of receipt.

6.4 The Assessor will contact the student contact the PLAR applicant within one week of receiving the required documents to discuss the PLAR Assessment procedures. The Assessor will arrange mutually convenient meeting(s) and/or assessment time(s) with the PLAR applicant.

6.5 The Assessor will assess the application for PLAR documenting how the PLAR applicant’s knowledge was assessed.

6.6 Once the assessment is complete, the Assessor returns all documents to the Program Manager/Registrar and the Records Office.

6.7 If successful, the Record Office inputs the final grade. 6.8 The applicant is then contacted by the Program Manager/Registrar to confirm

completion of the process, even if the applicant was unsuccessful. 6.9 The Program Manager/Registrar will notify the President/CEO of the completion

of the PLAR process. RESPONSIBILITIES 5.0 Individuals with specific duties (outlined above) relative to this policy include:

• Student • Program Manager/Registrar • Assessor • President/CEO

APPLICABLE LEGISLATION/REGULATION n/a RELATED SNP POLICY/PROCEDURE/GUIDELINE • Admissions Policy • Student Handbook • Academic Calendar • Policy on Academic Status & Standing • Confidentiality of Student Information Policy • Registration Policy

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OTHER RELATED INFORMATION n/a POLICY HISTORY December 1, 2013: Original policy (approved) as submitted with Program Review for


Office. Review for currency; minor modifications in language. FREQUENCY OF REVIEW & POLICY REVIEW SCHEDULE This policy shall be reviewed every 3 years from the last date of revision.

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Policy on Research Involving Human Participants: Discussion Draft Prepared by: Sam Grey

Additional Discussion Materials

The following documents should be drawn upon to inform discussion and further development of this draft:

◦ Six Nations Council policy document: Conducting Research at Six Nations◦ Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans (TCPS2, 2014)◦ Research Ethics: Considerations for Policy Revision (internal SNP document)◦ First Nations Principles of OCAP™◦ SNP Statement on Hodinohsoni-Rotinonhsyonni Intellectual Rights & Responsibilities

Purpose & Context

Research has been, from the start, part of the core suite of activities planned and undertaken as part of Six Nations Polytechnic’s unique education mission. Indeed, it is identified in the founding statement of philosophy and belief, written by Harvey Longboat, a Six Nations educator and traditional leader, in 1994 (emphasis added):

If a people do not keep pace with others perhaps it is because they hear a different drummer. Allow them to step in harmony to the music which they hear however measured or far away. Our cosmology places Native people in a balanced familial relationship with the universe and the earth. In our languages the earth is our Mother, the sun-our Eldest Brother, the moon-our Grandmother, the plants and animals-our brothers and sisters. From this view our people believe that all elements of the natural world are connected physically and spiritually and are to interrelate to each other to benefit the whole. The responsibility then falls on the people to peacefully maintain nature’s delicate balance to ensure that unborn generations can enjoy what we enjoy today. Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research.

Appendix 19: Draft Policy on Resarch Involving Human Participants

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Six Nations Polytechnic has an emerging vision for research that contributes to reconciliation, developed both independently and as an explicit answer to the Canadian Truth and Reconciliation Commission’s “Calls to Action.” This is guided by the needs and wants of the Six Nations community, in response to larger sequences of events: the impact that colonial disruptions have had on Indigenous ecosystems, linguistic systems, economies, governance structures and processes, Indigenous knowledge acquisition and transmission, and interrelationships at myriad levels. Specifically, this has meant a research vision that: ◦ Preserves and nurtures Indigenous knowledge and languages. ◦ Maintains the integrity of Indigenous (and in particular, Hodinohso:ni) knowledge systems. ◦ Provides a platform for research and knowledge sharing. ◦ Considers our responsibilities to future generations. ◦ Provides opportunities in peacebuilding. ◦ Provides pathways forward to sustainability and the continuance of life. ◦ Provides opportunities for individual, family, and community healing and wellness. ◦ Fosters and supports institutional and collaborative (and especially community-led) research ◦ Provides for the public appreciation of and education regarding Indigenous knowledge and Indigenous

languages. ◦ Provides for enhanced community understanding of, and awareness of responsibilities of non-

Indigenous/Settler populations related to, land and treaty rights. ◦ Enables new generations to utilize the best of Western and Indigenous knowledge systems to address the

challenges facing Indigenous Peoples and Canadians today. Six Nations Polytechnic, as part of its research vision, is taking a culturally-grounded, innovative and exploratory approach to bridging Indigenous and Western epistemologies and methodologies. A key element of this is the Indigenization of research ethics. Thus, SNP endeavours to implement the First Nations Principles of OCAP (Ownership, Control, Access, and Possession) as an independent classification or measure, operating alongside the criteria laid out in the Tri-Council Policy Statement: Integrity in Research and Scholarship and the Tri-Agency Framework: Responsible Conduct of Research. Research activity at Six Nations Polytechnic is also, and ultimately, guided by Hodinǫshǫ:nih/Rotinonhson:ni philosophy, of which Ethics is one of five branches. All people – students, staff, instructors, and researchers – involved with the institute are expected to conduct themselves consistent with the Hodinǫshǫ:nih/Rotinonhson:ni principles of Ga`nigǫhi:yo:/Kanikonri:io: (Respect and the Good Mind, the foundational values of Six Nations Polytechnic):

Six Nations Polytechnic is committed to the values of Ga`nigǫhi:yo:/Kanikonri:io (Respect and the Good Mind) for the benefit of all who share this land. These teachings remind us how we are to conduct ourselves here on this earth to ensure that the cycles of life continue accordingly; they guide the interactions and actions of all persons involved with Six Nations Polytechnic. Specifically, these values are:

Cayuga Mohawk Onondaga English

odrihwagwaíhsǫ:’ aterihwakwarihsyóntshera’ odihwagwaihshyǫ FAIRNESS degakahsǫ:gwéh teyoterihwakhahsyónkwas adęnida:sa SHARING

gagǫyohsde:’ tyoriwayé:ri gaya`da:dęnih HONESTY adęnidęǫsra` ateniteróntshera’ adęnida:sa: KINDNESS

adrihwahséhdǫh aterihwahsehtontshera` gaihwahse dih CONFIDENTIALITY oihwadó:gęh aterihwatokentshera` gaihwado:gęh CONSISTENCY

odrihwagwaíhsǫ: aterihwakwarihsyontshera` ganihgǫhęwa:nę INTEGRITY gaihwaędahgǫh aterihwayentakhwentshera’ gaihwayędagwih RESPONSIBILITY

degaihwadrá:gwęh ate`nikonhrat`tokentshera` gaihwasa:gwęh RESPONSIVENESS degaeyenawa`gohǫ:gye` tekarihwayenawa`kontshera` hogayę ih COOPERATION

ó:gęht ate`nikonhratokenhtshera` ganigǫhiyok OPENNESS oihwadógehsra` tekanyahesenhtshera` hoyada:dę nih TRUSTWORTHINESS

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The Policy on Responsible Conduct of Research encourages and guides the highest standards of conduct in research and scholarship at Six Nations Polytechnic. Primary responsibility for adhering to these standards rests with the individuals carrying out such activities; while SNP strives to maintain an institutional environment that actively fosters their adherence, supporting researchers’ capacity to carry out their work with honesty, fairness, openness, trustworthiness, and integrity in the broader search for, and dissemination of, knowledge. Further, SNP endeavours to create an atmosphere of respect for responsible research conduct, in which ethics are valued by every member of the learning community, and a deeper awareness of ethical research conduct emerges. This Policy interweaves with other Six Nations Polytechnic policies; accordingly, should a breach of this Policy require disciplinary action, existing disciplinary processes will be followed.

Scope Six Nations Polytechnic holds that the rights of human participants in scholarly research must be respected and protected, and that such research must be conducted according to the highest ethical standards. SNP endeavours not only to ensure that these standards are met, but to facilitate substantive understanding of and compliance with the criteria circumscribing ethical research involving human participants. The Six Nations Polytechnic Policy on Research Involving Human Participants (the Policy) is intended to protect the Researcher/Principal Investigator, the research Participant, and the institute jointly; and more broadly, to protect the entire suite of rights and responsibilities of all parties to the research endeavour. SNP recognizes that the field is marked by diversity and change in understandings of and approaches to research, and accordingly acknowledges that this Policy is subject to ongoing interpretation and revision; and further, that staying abreast of such developments demands continual attention to evolving scholarly and community debates.

Definitions ‘Research’ is herein defined as a systematic investigation intended to establish facts, principles, or generalizable knowledge, or to test hypotheses. ‘Participants’ are persons who provide data or information to the researcher, which are typically not part of their professional capacity, or in the public domain. A ‘Researcher’ or ‘Principal Investigator,’ for the purposes of this Policy, is: ◦ any member of the SNP teaching and learning community (including faculty, staff, administrators, students,

visiting scholars, fellows, and paid and unpaid research associates and research assistants) who conducts or advances research in their specific capacity as a member of that community

◦ any researcher who accesses SNP students or staff as research participants ◦ any other person who conducts or advances research connected with SNP ◦ any person who conducts research using SNP resources (space, materials, equipment, personnel, etc.) A ‘Protocol’ is a document describing the background/context, rationale, objective(s), design (methods), methodology, organization, and other relevant considerations of a research project. The Tri-Councils define ‘minimal risk’ as research wherein “potential participants can be reasonably expected to regard the probability and magnitude of possible harms implied by participation in the research to be no greater than those encountered by the participant in those aspects of his or her everyday life that relate to the research.”

Research Requiring Review

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All research performed at Six Nations Polytechnic, or involving its students or staff, or within the context of SNP administration of research funding, along with all research directed by SNP staff but carried out at other sites, and which involves human participants, shall comply fully with the standards set by the Social Sciences and Humanities Research Council of Canada (SSHRC), as stipulated in the second edition of the Tri-Council Policy Statement, Ethical Conduct for Research Involving Humans (TCPS2). It does not matter if the research is funded or unfunded; performed by a student, faculty member/instructor, other staff member, or contractor; or whether it is scholarly, consultative, or commercial. Research subject to review includes, but is not limited to, experiments, surveys, questionnaires, interviews, and participant-observation. Research involving participant-observation or naturalistic observation is subject to ethics review except in cases where the observation involves public participation (for example, at political rallies, public demonstrations, etc.). Multi-centred research, which takes places in two or more jurisdictions of legal and ethical responsibility (whether community-based, institutional, or national), shall underdo ethics review by the appropriate Institutional Review Board or Human Research Ethics Board in each jurisdiction. All researchers undertaking work involving human participants must indicate that they have read, and agree to comply with, the TCPS2. Approval must be granted before any research involving human participants is initiated. Any research that did not initially, but evolves to involve human participants, must immediately apply for ethical review and secure such review prior to making contact with any participants. Failure to comply with all elements of this Policy constitutes academic misconduct.

Research Exempt from Review Performance reviews, quality assurance studies, or testing within normal educational requirements are not usually considered ‘research.’ Such activities, therefore, when occurring within the mandate of Six Nations Polytechnic and under the terms and conditions of enrolment, employment, or training, do not require ethics review. However, any such activities that do contain research elements in addition to assessment (for example, if results are destined for scholarly publication, or data collected addresses a research question) may require ethics review. Research about a living individual in the public arena, that is based solely on publicly available information (including archival materials), and that will not entail interviewing that person or accessing private papers, is exempt from ethics review. Researchers whose work falls into grey-area categories, or about whose work there is any doubt about the requirement for review, must contact the Director of Research at Six Nations Polytechnic for clarification prior to commencing research activity. Such work may require limited ethics review.

Principles of Research Involving Human Participants Principles governing the conduct of research involving human participants include respect for human dignity; free and informed consent; privacy, anonymity, and confidentiality; specific considerations for vulnerable populations and individuals; justice and inclusiveness; and the need to balance risks and benefits.1 This means that all research design must take measures to protect the autonomy, integrity, dignity, safety, and well-being of human participants, and treat them justly, equally, equitably, and as a means in themselves (rather than as a means to an end). At the same time, Six Nations Polytechnic values academic freedom, and asserts that the principles governing research involving human participants and those protecting scholarly autonomy work synergistically in the realm of research ethics. Accordingly, this Policy seeks to avoid disproportionately curbing a researcher’s unique perspectives or approaches.

Informed Consent

1 See the TCPS2, Chapter 1, “Ethics Framework” for a full discussion of these principles.

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Human participants in research projects must be clearly, fairly, and wholly informed of the objectives, procedures, and foreseeable risks and potential benefits of the research, in advance. Decisions about their own involvement should be fully voluntary, or ‘free.’ The anonymity of Participants and confidentiality of their data should be taken into consideration in the design of the research. Privacy of research participants shall be fully protected, unless this right is expressly waived or unless full or partial disclosure is authorized or required by law. All human participants in research have the right to be informed about: ◦ the nature of the research (objectives, outcomes, etc.); ◦ proposed research methods (e.g., surveys, questionnaires, participant-observation, etc.); ◦ possible and anticipated risks and benefits; ◦ plans for storage, collection, protection, and disposal of data; ◦ the individual’s right not to participate, to decline to answer any questions, and to revoke their consent and opt

to suspend participation at any point in the research process, without prejudice or penalty (including any remuneration provided, grade for coursework, etc.);

◦ their right, except where disclosures of identity are required by law, to anonymity and confidentiality; ◦ how the data will be used; ◦ their right to receive a copy of the consent form for their own records; and ◦ any other issues relevant to specific Protocols. Consent should be secured, wherever possible and whenever appropriate, in writing; however, ethics review shall consider if the principles of informed consent have been met, slowing flexibility in and contextualization of the procedures for obtaining that consent. The following methods for securing informed consent are acceptable: Consent form: considered the standard instrument for research involving human participants, the consent form articulates the principles outlined above and requires the Participant’s signature. In virtually all cases, this is the preferred method for securing informed consent. Consent letter: where a consent form is not appropriate (for example, in requesting interviews with public figures, for survey instruments distributed by mail or e-mail, etc.), the project may secure the individual’s permission by means of a letter inviting their participation and signed by the Researcher/Principal Investigator. As with the consent form, the consent letter must detail the principles of informed consent, outlined above. Verbal consent statement: in situations where, written communication is not feasible or not desirable (for example, if oral communication is the cultural norm, or where literacy presents a barrier) the Researcher/Principal Investigator may convey the principles of informed consent verbally, and record the participant’s subsequent agreement to participate. In all such cases, the script of the verbal consent statement must be submitted to the IRB for approval, along with the rest of the Protocol.

Informed Consent and Vulnerable Populations Research that involves obtaining consent from vulnerable populations must be especially carefully designed. Individuals lacking the capacity to give free, full, and informed consent (including, for example, children and ward clients, etc.) as well as when research involves risk to participants, or deception/withholding information will only be approved under the following conditions: ◦ if the research question cannot be otherwise addressed; ◦ if informed consent, in the case of capacity deficits, is obtained from the vulnerable individual’s legal/third-party

representative; and

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◦ if the research does not expose participants to more than minimal risk without also having the potential for direct and significant benefit.

Extra sensitivity in research design is additionally required in the case of divergence of values, perspectives, and protocols between the Researcher/Principal Investigator and the research participants, for example cultural norms, as well as when there is a pre-existing power relationship between the applicant for ethics review and the proposed human participants in the project (for example, between a researcher and their student).

Conflict of Interest Any real or perceived conflict of interest, related to the Researcher, must be described. These may include financial and/or other material benefit accruing to the Researcher personally, or to their family, friends, or colleagues; or if the research is undertaken with a partner organization for profit, or with an organization whose primary motivation may reasonably be construed as profit. A conflict of interest does not necessarily preclude the initiation or continuation of research activity.

The Six Nations Polytechnic Institutional Review Board (SNP-IRB) Six Nations Polytechnic, through its Board of Governors, empowers the Institutional Review Board to approve, propose minor or major modifications to, reject, or terminate any proposed or ongoing research involving human participants that is conducted within, in partnership with, or by any member of SNP, using the considerations set forth in this Policy and those of the TCPS2. The Board will advise the Director of Research and President/CEO on all matters of research involving human participants at Six Nations Polytechnic. The SNP-IRB shall have the necessary financial and administrative support to ensure that is has both the autonomy and resources to fulfil its responsibilities. The Six Nations Polytechnic Institutional Review Board serves the teaching and learning community at SNP in two key, interrelated ways: by contributing to awareness of, and education on, research ethics; and by undertaking independent, multi-, inter-, and transdisciplinary reviews of proposed research. In this latter task, the explicitly consultative function of the Board – assisting researchers in designing ethical research – will receive high priority in the allocation of both financial and in-kind resources.

Terms of Reference The Six Nations Polytechnic Institutional Review Board (SNP-IRB) shall: ◦ ensure that members of the SNP teaching and learning community are aware of, and adhere to, this Policy,

including that programs advise students about ethics in research and the ethical principles undergirding research involving human participants in particular;

◦ function as SNP’s advisory body on ethics in research, and provide consultative guidance on the process of ethics review;

◦ conduct ethics reviews of research proposals to determine compliance with this Policy and with the regulations of the TCPS2, while honouring SNP’s commitment to research of high scholarly and community standards

◦ propose modifications to applications for ethics review, and ongoing, approved research projects, that do not fully comply with this Policy and with the regulations of the TCPS2;

◦ terminate any research that it finds to be distressing or threatening to human participants, deviates from the approved Protocol, or has not received ethics approval; and report annually to the Six Nations Polytechnic Board of Governors, including an account of its activities and statistics on Protocols reviewed.

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Composition, Appointment of Members, and Term of Service The members of the Institutional Review Board shall be appointed by the Board of Governors upon the recommendation of the Director of Research and President/CEO of Six Nations Polytechnic. The IRB shall have seven voting members, including:2 ◦ one member knowledgeable in ethics (and in particular, the TCPS2 regulations); ◦ one member knowledgeable in relevant law; ◦ two members from the teaching staff of SNP (if possible, from different programs, each of which should include

the potential for research with human participants) ◦ one upper-year student; ◦ two community representatives who have no formal employment relationship with SNP One of the above members, other than the student member or community members, shall be designated Chair. The composition of the REB shall reflect the University’s commitment to gender equity. The Board cannot convene without five members performing their evaluative function with respect to a Protocol under ethics review. The normal term of service for members of the Institutional Review Board is three years, with terms staggered (specifically, no more than one-third of members replaced annually) to ensure continuity and consistency of the IRB’s work and in its key relationships. Shorter or longer terms of service may be necessary, from time to time, but no member shall serve for a period of more than six consecutive years. Members are eligible for re-appointment after an interval of two years.

Board Member Conflicts of Interest When any member of the SNP-IRB is in a position of real or perceived conflict of interest, personal or professional, with respect to a Protocol under ethics review, they shall excuse themselves from participation in decision-making on that application. Ethics review may proceed provided that no fewer than five members participate in evaluation of a Protocol.

Meetings The SNP-IRB will convene monthly to review submitted applications for ethics review; and at least quarterly to discuss other activities relevant to its mandate. All members are expected to attend; however, a quorum for holding meetings shall be five voting members. Minutes of meetings shall be taken and archived, and any member who could not attend a given meeting is expected to review these minutes. In cases of ethics review, absent members are expected to review Protocols under discussion and submit written comments to the IRB. Meeting minutes will clearly document all decisions made by the IRB, and the reasons for rejection of submitted Protocols, in particular, will be carefully and fully detailed.

Confidentiality of Materials and Processes The proceedings and deliberations of the Six Nations Polytechnic Institutional Review Board are strictly confidential. This confidentiality applies to all of the following: ◦ ethics review applications and their attachments, including the names of applicants ◦ deliberations and decisions of the Board, both written and oral ◦ meeting minutes ◦ communication with applicants

2 For details of membership requirements see the TCPS2, Art. 6.4 and 6.5, along with the commentary.

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◦ other matters as identified by the IRB Information provided by the Researcher/Principal Investigator in documents submitted to the SNP-IRB will be retained in secure files in the office of the Director of Research. All IRB files will be kept by the Director of Research, where relevant materials will be made available to applicants, upon request.

Records & Reporting The Six Nations Polytechnic Institutional Review Board shall report annually to the SNP Board of Governors, providing summaries of its work, including any issues arising during the course of the prior year of activities.

Ethics Review Procedures The ethics review process is grounded in documented accountability, by way of thoroughly tracked applications and consultative/deliberative action, that link the individual researcher with the IRB and Office of Research, and finally to the President/CEO and Board of Governors of Six Nations Polytechnic. While ethics review is an essential component of designing and carrying out high-quality research, the process cannot be sufficiently cumbersome or confusing that projects are delayed or derailed. The process, therefore, must be expedient, with review completed and decisions and constructive/explanatory feedback provided to the applicant in a timely fashion. The Chair of the Institutional Review Board shall assess the application to determine which stream of ethics review applies: Expedited Review or Full Review (see below). If an applicant specifically requests Full Review, however, that shall be granted. Data collected before receipt of IRB approval cannot be used in any way.

Researcher/Principal Investigator Responsibilities The Researcher/Principal Investigator is responsible for accurately determining whether the proposed project is subject to ethics review. Questions about general or particular issues, including overall applicability of ethics review, should be addressed with the Director of Research. If a project is deemed subject to ethics review, the Researcher/Principal Investigator shall: 1) Complete and file the Protocol Form with the Director of Research, including all necessary supporting

documentation; 2) Schedule no research activity until officially notified that the Protocol has been reviewed and approved by the

SNP-IRB; 3) Immediately notify the Board, in writing, of any material change to approved research or any change in the

reported anticipated risks to human participants, and suspend all research activity until officially notified that (a) research activity may re-commence or (b) a new Protocol Form must be submitted;

4) Notify the Board, in writing, of any adverse events (including, inter alia, negative consequences or results affecting, or likely to affect participants) as soon as possible, and no more than three days after the occurrence;

5) Submit an Annual Status Report Form one month prior to the expiry of approval of a Protocol, advising the IRB whether the research is complete, will not proceed, or will undergo renewal consideration;

6) Advise the IRB, in writing, if the research is completed or cancelled prior to the anticipated completion date; Retain, for a minimum of two years following the completion or cancellation of an approved project, the approved Protocol and all attachments and supporting documentation.

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Scholarly Review Protocols that clearly present greater than minimal risk require that the Institutional Review Board consider whether the proposed design is actually capable of answering the research question. This is a question of scholarly merit, in which case the SNP-IRB may: ◦ accept prior, appropriate peer review (e.g., if the proposed research has received funding from a peer-review-

based agency, such as SSHRC); ◦ convene an ad-hoc, independent, external peer advisory panel, composed of at least two scholars of suitable

competence; or ◦ assume complete responsibility for the peer review of scholarly merit, which amounts to an assertion that the

Board contains the necessary expertise.

Proportionate Review The principle of proportionate review implies that ethics review be tailored toward different levels of research, in terms of risk, urgency, and status. Generally, the most invasive or the greater the risk (‘risk’ being magnitude or harm and the probability of its occurrence) to participants, the greater care should be taken in assessing a Protocol. A scale from minimal to substantial risk is understood to hold, and the starting point for proportionate review is an assessment, from the perspective of human participants, of the nature, scale, and likelihood of potential harms inherent to the proposed project. ‘Expedited Review’ is the stream into which Protocols entailing no more than minimal risk shall be directed; while ‘Full Review’ is required for all other proposed research, including Protocols wherein deception, partial disclosure, or work with vulnerable populations or individuals with capacity deficits (including those under the Age of Majority) is outlined.

Expedited Review Certain research projects may be approved outside of a meeting of the full IRB, provided the following criteria are met: ◦ the proposed research involves no more than minimal risk ◦ the review is time-sensitive ◦ the Protocol has received approval, and is seeking annual renewal under the same material conditions ◦ the Protocol has received approval, and the Researcher/Principal Investigator is seeking an amendment in the

absence of change to the level of risk ◦ the Protocol is from a student performing research as part of a course/credit at SNP Applications undergoing expedited review will be reviewed by the Chair of the SNP-IRB and one other Board member, who will together determine whether the Protocol is: ◦ acceptable as submitted, in which case formal approval will be granted and communicated to the IRB for

acknowledgement at the next regularly scheduled meeting ◦ acceptable with minor modifications, in which case a consultation on appropriate and necessary changes shall

be scheduled with the applicant ◦ not acceptable without consideration by the full Institutional Review Board, in which case the Protocol will be

added to the agenda of the next regularly scheduled meeting. An application cannot be rejected without consideration by the full IRB.

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Full Review All research projects which do not meet the criteria for ethics review under the Expedited Review process, or which are found to fall short of those criteria during Expedited Review, are directed to Full Review by the Six Nations Polytechnic Intuitional Review Board. Full Review begins with all members of the SNP-IRB being provided with copies of the Protocol under consideration, normally two weeks prior to a regularly scheduled meeting of the Board. Full IRB ethics review shall occur during a face-to-face meeting of a quorum of members of the Institutional Review Board; e-mail or telephone-based polling of individual decisions is not acceptable. If the Researcher/Principal Investigator listed on the Protocol requests the opportunity to address the IRB directly, of if their attendance is requested by a member of the Board, that applicant shall be invited to attend the meeting at which their proposed research is scheduled for discussion. The applicant cannot be present, however, when the IRB engages in actual decision-making on the Protocol.

Decisions Following ethics review proceedings, the SNP-IRB may: ◦ approve the Protocol; ◦ conditionally approve the Protocol, subject to minor revisions (to be reviewed by the IRB Chair); ◦ conditionally approve the protocol, subject to major revisions (to be reviewed by the full IRB); or ◦ reject the Protocol. Approval decisions require consensus among members of the Institutional Review Board, as the SNP-IRB endeavours not merely to reach majority endorsement, but to respectfully and thoroughly address the concerns of the minority in order to achieve the most stable, informed, and considered decision. The Chair will convey the decision of the IRB, in writhing, to the applicant, normally within one week.

Approval Period & Renewal of Protocols

Approvals are granted for a one-year period, on the condition that changes to an approved Protocol require additional review. Approved Protocols may be renewed after this initial period, up to a maximum of three annual renewals, provided the original applicant continues to be the Researcher/Principal Investigator of the approved project, and on condition that they Requests for renewal are made by the Researcher/Principal Investigator via submission of an Annual Status Report Form and must include written confirmation that (a) the anticipated risks (if any) outlined in the original, approved Protocol have not changed and (b) that there are no other material changes to the research. Material changes to approved research, and any alteration in the risk assessment of the original Protocol, require submission of a new application for ethics review.

Requested Modifications to a Research Protocol

Any request for modification of proposed research, whether via the Chair of the SNP-IRB (as in Expedited Review) or through the full Institutional Review Board (as in Full Review), shall include an explanation of the necessity of modification, with clear reference to specific sections of the TCPC2. Wherever possible, in keeping with the consultative function of the IRB and its responsibility to help researchers (particular young scholars) meet ethical standards, requests for modification will be discussed with the applicant.

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Applications which have been modified to comply with Institutional Review Board requests shall be reviewed by the SNP-IRB Chair. If the Chair finds that the modification has been successfully executed, approval will be issued and the Researcher and IRB notified, usually within one week. If the Chair finds that the modification has not been successfully executed, they shall meet with the applicant in an attempt to solve the impasse consultatively. If the consultation does not result in a successfully modified Protocol, the applicant will be invited to attend the next regularly scheduled meeting of the IRB, in order that the full Board might discuss the matter with them.

Reconsiderations & Appeals Conditional approvals and IRB decisions to reject a given Protocol are eligible for reconsideration, with well-reasoned grounds provided, in writing, explaining why certain requirements of the Institutional Review Board cannot or should not be complied with by the Researcher.

Reconsiderations of Review Decisions An applicant has the right to apply for reconsideration of a negative SNP-IRB decision on ethics review. Reconsideration shall be undertaken promptly and should be undertaken by the board with the same membership as was responsible for the original determination. The applicant shall be invited to be present at the time of reconsideration, to discuss the application with the IRB prior to decision-making. If after reconsideration the decision of the Six Nations Polytechnic Institutional Review Board remains negative, the applicant may file an appeal (see below).

Appeals of Review Decisions In cases where the SNP-IRB upholds a decision to reject an application for ethics review, Six Nations Polytechnic shall convene a Research Ethics Appeal Board (REAB). Members of the REAB shall be appointed by the President/CEO, acting on recommendations from the Director of Research, while membership must exclude current members of the Institutional Review Board. Procedures guiding the work of the REAB shall be equivalent, in all respects, to those of the SNP-IRB. The Research Ethics Appeal Board may uphold, modify, or reverse the decision of the REB. The decision so levied is final, and shall be communicated, within one week, to both the applicant and the REAB.

Interpretation & Clarification Concerns regarding the ethical conduct of any research, or the correct interpretation and application of this Policy or the TCPS2, should be addressed to the SNP Director of Research. In answering queries, the Director of Research may forward the issue to the SNP-IRB, refer to policy interpretations issued by SSHRC (or any of the Tri-Councils), or consult with the National Council on Ethics in Human Research (NCEHR) and/or external Research Ethics Officers.

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Policy on Responsible Conduct of Research: Discussion Draft Prepared by: Sam Grey

Additional Discussion Materials

The following documents should be drawn upon to inform discussion and further development of this draft:

◦ Six Nations Council policy document: Conducting Research at Six Nations◦ Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans (TCPS2, 2014)◦ Research Ethics: Considerations for Policy Revision (internal SNP document)◦ First Nations Principles of OCAP™◦ SNP Statement on Hodinohsoni-Rotinonhsyonni Intellectual Rights & Responsibilities

Purpose & Context

Research has been, from the start, part of the core suite of activities planned and undertaken as part of Six Nations Polytechnic’s unique education mission. Indeed, it is identified in the founding statement of philosophy and belief, written by Harvey Longboat, a Six Nations educator and traditional leader, in 1994 (emphasis added):

If a people do not keep pace with others perhaps it is because they hear a different drummer. Allow them to step in harmony to the music which they hear however measured or far away. Our cosmology places Native people in a balanced familial relationship with the universe and the earth. In our languages the earth is our Mother, the sun-our Eldest Brother, the moon-our Grandmother, the plants and animals-our brothers and sisters. From this view our people believe that all elements of the natural world are connected physically and spiritually and are to interrelate to each other to benefit the whole. The responsibility then falls on the people to peacefully maintain nature’s delicate balance to ensure that unborn generations can enjoy what we enjoy today. Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research.

Appendix 20: Draft Policy on Responsible Conduct of Research

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Six Nations Polytechnic has an emerging vision for research that contributes to reconciliation, developed both independently and as an explicit answer to the Canadian Truth and Reconciliation Commission’s “Calls to Action.” This is guided by the needs and wants of the Six Nations community, in response to larger sequences of events: the impact that colonial disruptions have had on Indigenous ecosystems, linguistic systems, economies, governance structures and processes, Indigenous knowledge acquisition and transmission, and interrelationships at myriad levels. Specifically, this has meant a research vision that: ◦ Preserves and nurtures Indigenous knowledge and languages. ◦ Maintains the integrity of Indigenous (and in particular, Hodinohso:ni) knowledge systems. ◦ Provides a platform for research and knowledge sharing. ◦ Considers our responsibilities to future generations. ◦ Provides opportunities in peacebuilding. ◦ Provides pathways forward to sustainability and the continuance of life. ◦ Provides opportunities for individual, family, and community healing and wellness. ◦ Fosters and supports institutional and collaborative (and especially community-led) research ◦ Provides for the public appreciation of and education regarding Indigenous knowledge and Indigenous

languages. ◦ Provides for enhanced community understanding of, and awareness of responsibilities of non-

Indigenous/Settler populations related to, land and treaty rights. ◦ Enables new generations to utilize the best of Western and Indigenous knowledge systems to address the

challenges facing Indigenous Peoples and Canadians today. Six Nations Polytechnic, as part of its research vision, is taking a culturally-grounded, innovative and exploratory approach to bridging Indigenous and Western epistemologies and methodologies. A key element of this is the Indigenization of research ethics. Thus, SNP endeavours to implement the First Nations Principles of OCAP (Ownership, Control, Access, and Possession) as an independent classification or measure, operating alongside the criteria laid out in the Tri-Council Policy Statement: Integrity in Research and Scholarship and the Tri-Agency Framework: Responsible Conduct of Research. Research activity at Six Nations Polytechnic is also, and ultimately, guided by Hodinǫshǫ:nih/Rotinonhson:ni philosophy, of which Ethics is one of five branches. All people – students, staff, instructors, and researchers – involved with the institute are expected to conduct themselves consistent with the Hodinǫshǫ:nih/Rotinonhson:ni principles of Ga`nigǫhi:yo:/Kanikonri:io: (Respect and the Good Mind, the foundational values of Six Nations Polytechnic):

Six Nations Polytechnic is committed to the values of Ga`nigǫhi:yo:/Kanikonri:io (Respect and the Good Mind) for the benefit of all who share this land. These teachings remind us how we are to conduct ourselves here on this earth to ensure that the cycles of life continue accordingly; they guide the interactions and actions of all persons involved with Six Nations Polytechnic. Specifically, these values are:

Cayuga Mohawk Onondaga English

odrihwagwaíhsǫ:’ aterihwakwarihsyóntshera’ odihwagwaihshyǫ FAIRNESS degakahsǫ:gwéh teyoterihwakhahsyónkwas adęnida:sa SHARING

gagǫyohsde:’ tyoriwayé:ri gaya`da:dęnih HONESTY adęnidęǫsra` ateniteróntshera’ adęnida:sa: KINDNESS

adrihwahséhdǫh aterihwahsehtontshera` gaihwahse dih CONFIDENTIALITY oihwadó:gęh aterihwatokentshera` gaihwado:gęh CONSISTENCY

odrihwagwaíhsǫ: aterihwakwarihsyontshera` ganihgǫhęwa:nę INTEGRITY gaihwaędahgǫh aterihwayentakhwentshera’ gaihwayędagwih RESPONSIBILITY

degaihwadrá:gwęh ate`nikonhrat`tokentshera` gaihwasa:gwęh RESPONSIVENESS degaeyenawa`gohǫ:gye` tekarihwayenawa`kontshera` hogayę ih COOPERATION

ó:gęht ate`nikonhratokenhtshera` ganigǫhiyok OPENNESS oihwadógehsra` tekanyahesenhtshera` hoyada:dę nih TRUSTWORTHINESS

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The Policy on Responsible Conduct of Research encourages and guides the highest standards of conduct in research and scholarship at Six Nations Polytechnic. Primary responsibility for adhering to these standards rests with the individuals carrying out such activities; while SNP strives to maintain an institutional environment that actively fosters their adherence, supporting researchers’ capacity to carry out their work with honesty, fairness, openness, trustworthiness, and integrity in the broader search for, and dissemination of, knowledge. Further, SNP endeavours to create an atmosphere of respect for responsible research conduct, in which ethics are valued by every member of the learning community, and a deeper awareness of ethical research conduct emerges. This Policy interweaves with other Six Nations Polytechnic policies; accordingly, should a breach of this Policy require disciplinary action, existing disciplinary processes will be followed.

Scope Six Nations Polytechnic insists on exemplary research conduct from all members of its scholarly community. Accordingly, all staff, students, instructors, and researchers associated with SNP are required to conform to the regulations outlined in this Policy, and to the principles underlying specific criteria. This Policy thus applies to all research, scholarship, and creative work undertaken at Six Nations Polytechnic, under its auspices or jurisdiction, in collaboration with its personnel, or using its resources (including physical spaces, tangible materials, intellectual property, staff time, and non-publicly accessible information). This Policy intersects with other relevant policies at Six Nations Polytechnic, including: ◦ Policy on Academic Freedom & Integrity ◦ Staff Code of Conduct ◦ Student Code of Conduct ◦ Policy on Intellectual Property ◦ Policy on Research Involving Human Participants Incidences of research misconduct are subject to a range of disciplinary measures of varying severity, up to and including expulsion of enrolled students, dismissal of staff, and termination of research agreements. Instructors accept responsibility for overseeing student conduct in the course of completing research papers, theses, projects, and similar activities, and for training and supervising students in relevant research methodologies, methods, and ethics prior to their commencing research components of coursework. As a result, staff supervisors are considered Respondents under this Policy, when allegations of student research misconduct are brought forward. Six Nations Polytechnic will periodically prepare and publish summaries of decisions (with personal identifiers removed) for the purpose of educating SNP teaching and learning community members on acceptable practices for scholarly integrity and research ethics.

Responsibilities of Researchers Any individual involved in research or scholarship, in any capacity whatsoever, is expected to aim for the highest standards of ethical conduct; to undertake research activities honestly, fairly, and openly; and to exhibit trustworthiness and integrity throughout the research process. Any and all professional standards, disciplinary benchmarks, laws, and regulations applicable to the research project must be followed, including (but not limited to): ◦ The First Nations Principles of OCAP® ◦ The Tr-Agency Framework: Responsible Conduct of Research (“Framework”) ◦ The Tri-Council Policy Statement: Ethical Conduct of Research Involving Humans, 2nd ed. (“TCPS-2”)

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In addition to the above, and at a minimum, researchers are bound to the following minimum standards of ethical research conduct: ◦ Rigour: demonstrating a high level of rigour throughout all stages of research activity (proposal, ethical

approval, data collection, analysis, reporting, publishing findings/results, and storing data). ◦ Record-keeping: maintaining complete, accurate, updated records of data, methodologies/methods, and

findings including visuals (graphs, tables, and images) in accordance with the governing funding agreement, institutional policies, disciplinary and professional standards, and governmental laws and regulations, in a way that ensures external, independent reproduction/verification of results.

◦ Referencing and permissions: accurately and completely referencing, and where necessary obtaining permission to use, published and unpublished data, sources, methodologies/methods, and findings/results, including visuals (graphs, tables, and images).

◦ Attribution: ensuring authorship includes the consensual naming of all and only those who have materially and/or conceptually contributed to, and thus share responsibility for, the intellectual content of the work, in a manner consistent with their respective contributions and with the authorship policies of relevant publications.

◦ Authorship: resolving authorship questions early in the research cycle. ◦ Contributors/contributions: including all contributors and contributions to research, including writers,

funders, and sponsors, in applications and outcome documents (whether published or unpublished) ◦ Conflict of interest management: acknowledging and adequately managing perceived, potential, or actual

conflict(s) of interest (see section below). ◦ Leadership: providing appropriate training and supervision to ensure the ethical conduct of students and any/all

members of the research team. ◦ Accuracy of documentation: listing accurate and complete information on funding applications and any related

documentation; and the representation of research and researchers in a manner consistent with disciplinary, professional, and institutional standards.

◦ Disclosure of ineligibility: declaring any issues with eligibility to apply for or receive/hold an award from any funding organization, worldwide, by virtue of research misconduct (including breaches of ethics, integrity, or financial management policies).

◦ Voluntary collaboration: ensuring that all individuals have consenting to their inclusion on funding applications. ◦ Sound financial management: using grant/award funds in accordance with the policies and regulations of SNP

and the funding agency; and recording these expenditures accurately and completely in all documentation and reports.

◦ Compliance: meeting all SNP or grant/funding agency policy requirements, and/or laws or regulations governing research conduct; and obtaining appropriate approvals (including permits, certifications, etc.) prior to commencing research activities.

◦ Breach management: proactively dealing with any breach, for example by correcting the research record, issuing a formal apology, negotiating compensation, or repaying research funds.

Approvals All researchers, including students, must apply for and obtain approval, prior to beginning any research activity, from the Six Nations Polytechnic Institutional Review Board (SNP-IRB). If the proposed research is to take place within or extend into the community, approval must also be sought from the Six Nations Ethics Committee, an entity established under authority of the Six Nations Elected Council. The SNP-IRB is authorized and empowered to suspend or terminate research that fails to comply with the Policy on Responsible Conduct of Research, including non-participation in ongoing review processes, and/or receipt of information about the research, from internal or external sources, that raises ethical concerns. Approval is also required from the SNP Occupational Health and Safety Committee if the proposed research involves hazardous materials or potential personal health or safety risks to researchers working on Six Nations Polytechnic property. In either case, research procedures must fully comply with the listed protocols once approval has been received.

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Conflicts of Interest When responsibilities related to research, as outlined in this Policy, and the interests of the individual researcher, institution, or any other involved party misalign, a potential, perceived, or actual conflict of interest may arise. Such ‘interests’ include, inter alia, business, commercial or financial benefits that accrue to the individual, their family members or friends, or their present, past, or prospective professional colleagues. Accordingly, researchers must: ◦ Fully comply with the regulations and policies of both SNP and the relevant funding agency, as these pertain to

the operational and financial terms of the research award or contract. ◦ Disclose potential or perceived conflicts of interest prior to the release of research funds, or immediately (at

any point in the research) should such conflicts become arise. ◦ Disclose, in writing and in a timely manner, any material financial interest (including ownership, substantial

stock holding, directorship, and/or significant honoraria or consulting fees) in any company that contracts with SNP to undertake research or provide services or supports for research.

◦ Disclose, in writing and in a timely manner, any material conflict of interest that might influence a decision about the individual’s suitability to review manuscripts, applications, or products, or to be eligible to undertake work sponsored by outside sources.

Breaches of Responsible Conduct of Research (Misconduct) Six Nations Polytechnic is responsible for investigating allegations of breaches of this Policy (misconduct) involving its researchers and scholars, whether occurring on of beyond the institute’s campuses, brought by sources inside or outside of SNP. Allegations of researcher misconduct can have wide and serious consequences – to the individual(s) accused, to the accuser(s), to Six Nations Polytechnic, to the Six Nations community, to research and scholarship broadly, and to Indigenous and cross-cultural/cross-epistemological (Indigenous/in-Indigenous) research in particular. Accordingly, all alleged breaches of the Responsible Conduct of Research Policy, arising from any source and regardless of perceived motivation or accuracy, must be expediently and effectively investigated. ‘Misconduct’ includes, but is not limited to, any of the following modes of behaviour in research and scholarly activities, occurring at any point in the life cycle of a research project (from application for funding, to data collection and analysis, to the dissemination of results): ◦ Fabrication: inventing data, sources, methodologies, or findings, including visuals (graphs, tables, and images). ◦ Falsification: unacknowledged alteration or omission of data, sources, methodologies, or findings, including

visuals (graphs, tables, and images), resulting in inaccuracies in findings or conclusions. ◦ Destruction of research records: the eradication, in whole or part, of data or records belonging to any

researcher, including research of one’s own, to specifically avoid the detection of wrongdoing or in contravention of the applicable funding agreement, institutional policy and/or laws, regulations and professional or disciplinary standards.

◦ Plagiarism: presenting and/or using the published or unpublished work of any other individual (including theories, concepts, data, sources, methodologies, or findings, including visuals) without appropriate attribution and, where necessary, permission.

◦ Redundant publication: republication, in whole or in part, of previously published work or data, in any language, without justification or explicit and adequate acknowledgment of the source.

◦ Invalid authorship: inaccurate author attribution (of one’s self or another), including to individuals without material contributions sufficient to cogently claim responsibility for the intellectual content of the work.

◦ Inadequate acknowledgement: failure to appropriately recognize the material and/or conceptual contributions of others in a manner consistent with those contributions, and with the authorship policies of relevant publications.

◦ Conflict of interest mismanagement: failure to acknowledge and adequately manage perceived, potential, or actual conflict(s) of interest (see section above).

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◦ Misinformation: providing misleading, incomplete, or inaccurate information on any funding, grant, or award application or related documentation (e.g., supporting documentation, including letters, or progress report).

◦ Violation of eligibility requirements: applying for or holding an award from any funding organization, worldwide, when deemed ineligible by virtue of research misconduct (including breaches of ethics, integrity, or financial management policies).

◦ Involuntary attribution: Listing of research co-applicants, research collaborators, or research partners without their explicit prior agreement.

◦ Financial mismanagement: violating SNP or grant/funding agency financial policies, misappropriating grant or award funds, misrepresenting the use of funds by providing incomplete or inaccurate documentation on expenditures, or using funds for purposes inconsistent with SNP or grant/funding agency policies or guides.

◦ Noncompliance: failing to meet SNP or grant/funding agency policy requirements, and/or laws or regulations governing research conduct; and failure to obtain appropriate approvals (including permits, certifications, etc.) prior to commencing research activities.

The fact of misconduct is unaffected by questions of deliberateness: whether the violation occurs as a result of intentional dishonestly, negligence, or an honest mistake, the act is still objectionable and constitutes a violation of this Policy. Decisions about subsequent disciplinary action may, however, be impacted by determinations of intentionality.

Allegations of Misconduct

Making Allegations Individuals are expected to report, in good faith and in a timely manner, any information pertaining to possible breaches of this Policy to Six Nations Polytechnic – this includes outright allegations of misconduct and confidential enquiries about questionable researcher/scholar conduct that might constitute breaches. These can be made by any person, whether a member of the SNP community or not. All such information should be sent, in writing and with supporting documentation, to the attention of the Director of Research. The report made must include statements that the person making the allegation (the Complainant) is acting in good faith. This is established by demonstrating that the Complainant: ◦ has taken steps to ensure that they are not acting on misinformation or misunderstanding; and ◦ has disclosed, in the course of making the allegation, any conflict of interest. The decision to investigate will be made based on the provision of evidence sufficient to assess the merit of the allegation without recourse to its source; however, anonymous reports will not usually be accepted. Should an anonymous allegation be pursued, the person who made the initial complaint will subsequently be excluded from any involvement in the investigation for its full duration.

Confidentiality As far as legal and practical, Six Nations Polytechnic is committed to protecting the confidentiality of both the Complainant and the subject of their complaint (Respondent) in allegations of research misconduct. All parties to the investigation or inquiry must sign a privacy and confidentiality agreement prior to any investigation or inquiry being launched. Only in cases where the Respondent cannot formulate an adequate response to an anonymous accusation will the Complainant be identified, according to the principles of natural justice. In such cases, the Complainant will be notified in advance and allowed to provide a written justification for the continued concealment of their identity, or else to withdraw their complaint. Six Nations Polytechnic will take all reasonable steps to protect a good-faith Complainant from any reprisal. In turn, Complainants will be advised, in writing, that they must maintain

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confidentiality of both their allegation per se, and the identity of the Respondent. The name of the Respondent and the nature of the alleged misconduct will be kept in strictest confidence, to the greatest extent possible, and only shared on a need-to-know basis with parties to the investigation or inquiry, in accordance with Ontario’s Freedom of Information and Protection of Privacy Act. Provisions for confidentiality shall not be construed to interfere with Six Nations Polytechnic meeting its contractual or other reporting obligations to a funding agency, nor shall they be construed to prevent SNP from making a finding of research misconduct public or known to appropriate parties.

Inquiry & Investigation Processes

Receipt of Allegations & Inquiry Process Within 10 days of receipt of an allegation of misconduct, the Direct or Research will formally inform the Respondent and the Six Nations Polytechnic Institutional Review Board that a report of a potential breach of the Policy on Responsible Conduct of Research has been logged. All allegations must detail and document the alleged infringement of this Policy. An inquiry probing the face validity of the complaint and determining whether an investigation is warranted shall be conducted by the Director of Research, based on: ◦ whether the allegation appears to have been made responsibly and in good faith; ◦ whether the allegation, if true, would constitute a breach of the SNP Policy on Responsible Conduct of

Research; and ◦ whether there is evidence sufficient to support the allegation of a breach. If the Director of Research determines that allegations of misconduct are unfounded or lack proof sufficient to proceed to a formal investigation, the file will be closed, all written records of the names of the parties and details of the allegation will be sealed, and this sealed file will be kept for one year before being destroyed. Six Nations Polytechnic shall take all reasonable steps to ensure that the reputation of the individual against whom unfounded or unproven/unprovable allegations were made is protected (or, where possible, restored). Upon receipt of a formal allegation of misconduct that is deemed to have face validity, the Director of Research will request, in writing, a meeting with the Respondent. The request will include a summary of the allegation and inform the respondent of the right to be accompanied by a person chosen by the respondent in this and any other future meetings (depending on the seriousness of the allegation the Director of Research may, at their discretion, allow the Respondent to have counsel attend; if the Respondent is permitted to have counsel attend, they are required to provide notice of such; and in these cases, Six Nations Polytechnic may also have counsel attend). If, upon being notified of the complaint, the Respondent accepts responsibility and proceeding further is unlikely to uncover additional pertinent information, the Respondent may request adjudication without investigation. If the Director of Research concurs, the matter is considered settled at the inquiry stage. Allegations of research misconduct may also be resolvable through informal consultation. In such cases, and where appropriate, all parties will work toward an education-focused solution. Should a power imbalance exist in the relationship between parties (e.g., between a SNP student and their course instructor) which might prevent an informal resolution, each of the Complainant and Respondent has the right to request and receive a formal hearing. This initial inquiry will provide the Complainant and Respondent with an opportunity to be heard and allow for the respondent to appeal, if a breach of this Policy is confirmed. Regardless of the outcome of the inquiry (investigation, adjudication without investigation, informal consultation, or file closure without investigation) the Director of Research shall communicate their decision, in writing and within 30 days of receipt of the allegation, to the Respondent, the Complainant, the President of Six Nations Polytechnic, and any other appropriate individuals with a need to be informed.

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The Director of Research will keep records of all meetings in which they participate.

Investigation Process The Director of Research will oversee the formation of an Investigative Committee (IC) for all allegations where an investigation is deemed warranted. Said committee will consist of at least three individuals with sufficient disciplinary and methodological acumen to make an informed determination of ethical research practice. At least one member shall be a faculty member from a relevant research discipline at another postsecondary institution, who has no standing affiliation with Six Nations Polytechnic. Administrative support for the committee shall be provided by the SNP Strategic Leadership Team. The Investigative Committee shall select its own Chair and will set up an appropriate investigative procedure, tailored to the circumstances. The committee shall take all necessary precautions to protect the confidentiality of these procedures, as well as of the identities of the Respondent and Complainant. Confidential consultation with outside experts, as deemed necessary and prudent, is a right of the Investigative Committee. These outside experts include, inter alia, subject-matter experts, individuals with expertise in research ethics and protocols, and legal counsel. The Investigative Committee may review any relevant academic activity, including publications, reports, and other methods of scholarly communication. A special audit of accounts may also be performed on the sponsored research accounts of the Respondent, who may additionally be required to verify their academic and/or professional credentials. The Investigative Committee additionally has the right to examine any SNP documents and question any student, instructor, or staff member in the course of its investigation. All members of the SNP teaching and learning community, as well as all contract workers, must cooperate fully with the Investigative Committee and make available any documents requested by the IC in the course of its investigation. The IC shall ensure that the Respondent is fully informed of the allegations and has an opportunity to respond prior to any conclusions being reached or recommendations made. Both the Complainant and Respondent will be provided an opportunity to be heard by the Investigative Committee. The Respondent will be entitled to see and make submissions with regard to all information before the Investigative Committee. When appearing before the committee, the Respondent has the right to be accompanied by a member of the Six Nations Polytechnic community. The appropriate criterion for a decision is the presence of clear and convincing evidence. Neither motivation nor intention is considered relevant in determining whether the Respondent committed a breach of this Policy. If the Investigative Committee determines that allegations of misconduct are unfounded or unproven the file will be closed, all written records of the names of the parties and details of the allegation will be sealed, the sealed file will be kept for one year before being destroyed. Six Nations Polytechnic shall take all reasonable steps to ensure that the reputation of the individual against whom unfounded or unprovable allegations were made is protected (or, where possible, restored). If allegations of research misconduct are upheld, the Investigative Committee shall make recommendations as to appropriate action(s) to be taken. Subject to the Appeal process below, the Director of Research shall determine and proceed with an appropriate course of action, in consultation with the Six Nations Polytechnic Institutional Review Board and President of SNP, along with the Respondent (and, where relevant, their supervisor). Six Nations Polytechnic shall, at all times, retain sole discretion as to the release and use of research funds provided by any third party. The Investigative Committee is expected to reach a decision and make recommendations within 90 days. Upon reaching a decision the Investigative Committee shall report its findings to the Respondent, the Complainant, the President of Six Nations Polytechnic, the Director of Research, and any other appropriate individuals who have a need to be informed. Investigation reports, subject to any applicable laws, shall include:

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◦ The specific allegations, a summary of the findings of the investigation, and the evidentiary support for those

findings. ◦ The process and timelines followed during the inquiry and investigation. ◦ The Respondent’s response to the allegation, along with any measures they undertook to address and rectify

the breach. ◦ The decision and recommendations made by the Investigative Committee, including a minority report (if any),

along with a statement of the reasons for the finding(s). ◦ Subsequent actions taken by Six Nations Polytechnic, which may include, but are not limited to:

• sanctions against a Respondent found to have engaged in misconduct; • actions to protect or restore the reputation of the Respondent, if wrongly accused; • actions to protect a Complainant found to have made a responsible accusation; and • sanctions against a Complainant found to have made an irresponsible or malicious allegation.

Any disciplinary action to be taken against an employee of Six Nations Polytechnic is subject to the provisions of any applicable policy or employment contract in effect, or any other written agreement between the employee and SNP on relevant benefits and working conditions of employment. Minutes of IC meetings and copies of investigation reports shall be kept on file for at least two years after the process itself, and any appeal of that processes, has concluded. With the Respondent’s written permission, SNP may publish the Investigative Committee report and/or communicate the decision to any other appropriate or interested parties, including collaborators, co-authors, and professional or disciplinary associations. The Respondent retains the right to appeal any decisions and any recommendations. In cases of collaborative research involving other institutions, the Investigative Committee may modify these procedures to facilitate the conduct of parallel or joint investigations, or as otherwise deemed appropriate.

Appeals Within 14 days of receiving the Investigative Committee report, the Respondent may make a final appeal of the process followed to the President/CEO. If the President/CEO has a conflict of interest in the appeal, then the President will select a designate. A designate chosen in this manner must be independent of the authority of the Director of Research, must be free of conflicts, and must not have been involved in the earlier investigation of the same case. Grounds for appeals shall be limited to written submissions that describe, in detail, one or more of the following violations of this Policy: ◦ the IC made a fundamental procedural error that seriously affected the outcome of the investigation; ◦ the IIC did not have the necessary authority under this Policy to investigate the conduct at issue; ◦ the IC made a decision or recommendation outside the intended scope of this Policy; ◦ there was a reasonable apprehension of bias on the part of one or more members of the IC ◦ new evidence has arisen that could not reasonably have been presented at the initial hearing and that would

likely have affected the decision of the IC Within 30 days of receipt of a detailed, written appeal, the President/CEO or designate will review the record of the original investigation and the written statement of appeal and make a determination as to whether or not the grounds for appeal are valid. Should the determination be that there are no valid grounds, the appeal will be dismissed. Should the President or designate find that there was a violation, based on one or more of the above grounds, and additionally that said violation materially affected the findings of the Investigative Committee, then a new Investigation Committee with new membership will be convened to re-hear the Respondent’s case. The new IC shall proceed without deference to the previous Investigative Committee’s findings.

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Reporting to the Tri-Councils Subject to any applicable laws (including, or especially, privacy laws), Six Nations Polytechnic shall advise the relevant Tri-Council Agency or Secretariat on Responsible Conduct of Research (SRCR) immediately of any allegations related to activities funded by the Agency that may involve significant financial, health and safety, or other risks. SNP shall subsequently write a letter to the SRCR confirming whether or not an investigation is proceeding. If a breach is confirmed at the formal investigation stage, SNP shall prepare a report in response to an allegation of policy breaches related to a funding application submitted to or funded by an Agency. Subject to any applicable laws, including privacy laws, each report shall include: ◦ the specific allegation(s); ◦ a summary of the finding(s) and reasons for the finding(s); ◦ the process and timelines followed for the inquiry and/or investigation; ◦ the Respondent’s response to the allegation, investigation and findings; ◦ any measures the Respondent has taken to rectify the breach; ◦ the Investigative Committee’s decisions and recommendations; and ◦ actions taken by Six Nations Polytechnic. The report shall not include: ◦ information that is not related specifically to Agency funding and/or Agency policies; or ◦ personal information about the Respondent (or any other individual or group) that is not material to the

investigation, report, or findings. In cases of research funded by an Agency, letters and reports will be submitted to the SRCR within six months, respectively, of receipt of the initial allegation of research misconduct. Should circumstances warrant, these timelines may be extended, in consultation with the SRCR, under the understanding that monthly updates will be provided to the relevant Agency until the investigation is complete.

Interim Measures The Director of Research may, at any time after being informed or becoming aware of an allegation of research misconduct, and at the request of the granting entity in exceptional circumstances only, take immediate action to protect the administration of research funds. Such actions may include freezing grant accounts, requiring a second authorizing signature from a SNP representative on all expenses charged to the account, requiring that ongoing research be suspended, or other measures, as appropriate. Additional interim measures reasonably necessary for the prudent protection of human health and safety (including health and safety risks to researchers, the wider SNP teaching and learning community, and the Six Nations community itself) shall be governed by the institute’s Policy on Research Involving Human Participants. No interim measure shall be taken or construed as punitive action. Interim measures taken may be made permanent upon an official finding of research misconduct, and subject to the appeal process set out in this policy. The Director of Research shall confidentially inform appropriate SNP staff and/or offices (including, but without limitation, accounting, finance, and human resources) to effect any interim measures. The identities of the Complainant(s) and Respondent(s) shall only be shared if doing so is deemed reasonably necessary to effect interim measures.

Promoting Awareness & Education

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The Director of Research is responsible for overseeing and dispatching Six Nations Polytechnic’s institutional obligations to promote awareness of responsible conduct of research, the consequences of research misconduct, and the processes for making, investigating, and adjudicating allegations of such misconduct. To this end, the Director of Research will coordinate workshops, courses, and/or trainings; develop and administer orientation sessions for new staff and students; and source and make available resources relevant to research ethics, for members of the Six Nations Polytechnic teaching and learning community. In addition, the Director of Research shall recruit and ensure sufficient training for a pool of individuals from which membership of an Investigative Committee may be drawn. In dispatching these duties, the Director of Research will consult with instructors, students, researchers, the Six Nations Polytechnic Institutional Review Board (SNP-IRB), and any other relevant groups. The Director of Research shall additionally have the responsibility for maintaining and updating this Policy, as well as for posting annual reports on Six Nations Polytechnic’s institutional website, including statistical information about allegations received and confirmed findings of breaches of this Policy and actions taken (subject to the provisions on Confidentiality, outlined above).

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Hodinohsó:ni’ concept: In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP values course feedback as an essential component of all courses offered by SNP.

______________________________________________________________________________ PURPOSE 1.0 Feedback provides a systematic and consistent mechanism for gathering and responding to feedback from students. Results from course feedback are used to identify strengths and weakness which are then used to identify modifications needed for continuous improvement of courses, instruction and support for faculty professional development. Course feedback is intended for continuous improvement. Course feedback surveys are anonymous and, therefore, not admissible as evidence for individual grade appeals or other complaints.

SCOPE 2.0 This policy applies to all courses delivered or administered by Six Nations Polytechnic.

DEFINITIONS



POLICY ON STUDENT FEEDBACK

Appendix 21: Policy on Student Feedback

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POLICY 4.0 Course feedback surveys are conducted each semester for every academic course at SNP. Feedback is gathered using a standardized survey instrument, which may be revised or redesigned from time to time as approved by the Registrar/Program Manager. Surveys will be administered and reported in a manner that will ensure student anonymity and confidentiality. After final grades have been submitted for each course, reports from the survey will be sent to the individual instructors for review. Individual faculty results will be treated as confidential. Each program will discuss overall results and determine appropriate follow-up strategies for continuous improvement and for sharing of best practices. RESPONSIBILITIES 5.0 The Program Manager/Registrar is responsible for ensuring that an appropriate procedure is followed for course feedback administration, reporting, and conduct, and that the practice and procedure are evaluated on a regular basis. APPLICABLE LEGISLATION/REGULATION n/a RELATED SNP POLICY/PROCEDURE/GUIDELINE • Instructor Handbook • Academic Calendar • Policy on Faculty/Instructor Review and Development OTHER RELATED INFORMATION n/a POLICY HISTORY December 1, 2013: Original policy (approved) as submitted with Program Review for


Office. Review for currency; minor modifications in language. FREQUENCY OF REVIEW & POLICY REVIEW SCHEDULE This policy shall be reviewed every 3 years from the last date of revision.

Statement on Hodinohsoni/Rotinonhsyonni Intellectual Rights & Responsibilities Knowledge is not personal or collective property. Hodinohsoni/Rotinonhsyonni knowledge is bundle of values, ethics, beliefs, traditions and morals that help individual fulfill our collective responsibility to Creation, to each other, to our nations, to the Confederacy and the world. The best way to understand this in English is to consider what the term cultural patrimony means. Cultural Patrimony generally means the objects, ideas and symbols of a culture that are collectively owned. However, the term also means other legal entitlements inherited from (or through) one’s father, especially if it has been handed down through generations in the same family, birthright. In the Hodinohsoni/Rotinonhsyonni case, this inheritance comes from both the male and female blood lines. Therefore, neither is adequate.

We chose to use the following definition: “Hodinohsoni/Rotinonhsyonni knowledge, as other forms of Indigenous Knowledge, is held collectively for the sake of the future generations. The oral history, sacred objects, traditional practices, as well as the underlying philosophy and beliefs, cannot be protected from exploitation because they represent a worldview and mind-set that can only be understood by its active practice. The IKC will endeavor to assist those who wish to uphold their duty to the knowledge in ways appropriate to the culture, as expressed through our Knowledge Guardians.”

The challenge we face is to clarify what that bundle of knowledge includes as theory and practice. For Hodinohsoni/Rotinonhsyonni knowledge is also revealed through the practice. We do not have a philosophy that exists in isolation. Therefore, the best way to “preserve” Hodinohsoni/Rotinonhsyonni knowledge is to preserve to excel at Hodinohsoni/Rotinonhsyonni practice.

With the increase in technology and communications, the Hodinohsoni/Rotinonhsyonni are concerned with protecting our own culturally-based ideas, values and beliefs. These ideas, values and beliefs that define who we are as the Hodinohsoni/Rotinonhsyonni may be in speeches, ceremonial language, sacred traditions, and life ways. However, we do not believe in Western notions of copyright and intellectual property as they go against our philosophy that knowledge and skill are gifted from higher powers that cannot be regulated by secular law. Instead, we propose that all Hodinohsoni/Rotinonhsyonni people have an equal right to the knowledge of our ancestors. No one individual, group, organization or government can restrict our right to our own culture. In fact, we all have a responsibility to share, teach and mentor others in what we know to be true.

Elders, cultural practitioners, artists and language speakers have an obligation to freely share their knowledge. Part of that sharing is learning and respecting the proper protocols for some of the sacred texts and ceremonial language and songs. Much of that kind of sharing belongs best in the social, cultural and spiritual organizations and societies that currently exist in our community. The IKC can assist, if asked,

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to provide historical documents, archival materials, or technologies for preservation, as those organizations and societies may request. However, all of the intellectual and cultural patrimony of those societies remains under their care. The IKC will not interfere in the well-established cultural mechanism of the community. They may also be reflected in music composition, computer programs, television, and other media. This intellectual and cultural knowledge is owned collectively by the Hodinohsoni/Rotinonhsyonni and is not meant to be exploited. Intellectual and cultural knowledge requires a responsibility to protect the integrity of that information. The knowledge contained in this production is intended for the exclusive use of the Hodinohsoni/Rotinonhsyonni. It is a learning guide to stimulate thinking and reflection to help our own people better understand the Hodinohsoni/Rotinonhsyonni world view. However, no one production can present all of the information in its proper context. Our elders and Faithkeepers are concerned that sacred information and perspectives not be committed to an electronic or published form that could allow the information to escape from our authority and be exploited by others. Critical information has therefore been excluded from this production. You will still need to seek out the details and sacred connections of this knowledge with respected elders, oral historian and ceremonial leaders in your community. It is best to look at the knowledge contained in this production as a starting point on your journey of discovery of what it means to be Hodinohsoni/Rotinonhsyonni. There is much to learn beyond what is presented here. Another important thing to remember as you use this production is that in presenting information in English limits the real meaning and understanding that we can share with you. Our Hodinohsoni/Rotinonhsyonni languages contain the key perspectives, images and connections that make this information complete. Over the last century, the intellectual property rights of Hodinohsoni/Rotinonhsyonni have been violated for the benefit of many other, non-Hodinohsoni/Rotinonhsyonni people that have proven to be detrimental. Our ancestors shared many ideas, values, beliefs, and traditions with the newcomers, and often, that exchange was well intended. However, the newcomers (missionaries, teachers, military officers, government agents, and scholars) did not comprehend the true significance of this knowledge and often wrote about the knowledge in incomplete terms. Numerous stories told to scholars, writers, artists and strangers that were later published in books without the storytellers' permission. This resulted in incorrect information and improper use of the knowledge. Many of our ceremonial dances, tape recorded copies of sacred music were collected, and then sold to outsiders. The Hodinohsoni/Rotinonhsyonni people that recorded such materials did not have the right to “sell” their knowledge, skills or performance of our collective knowledge. They can be no exploitation unless our people provide access to the knowledge. We are responsible for what we do. Designs from our traditional arts have been duplicated by non-Hodinohsoni/Rotinonhsyonni. Sacred images have been duplicated, exploited and marketed despite the objections of the Hodinohsoni/Rotinonhsyonni. Clothing items, musical instruments and implements of ceremonial dancers have been acquired, photographed, and described without appropriate the Hodinohsoni/Rotinonhsyonni permission. Photographs of the ceremonies have been included in books without expressed permission of the people in the photos or the sanction of the Hodinohsoni/Rotinonhsyonni. Although the Hodinohsoni/Rotinonhsyonni believe the ceremonies are intended for the benefit of all people, we also

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believe benefits only result when ceremonies are properly performed and protected. All of these actions are breaches of Hodinohsoni/Rotinonhsyonni intellectual and cultural property rights, used by non- Hodinohsoni/Rotinonhsyonni for personal and commercial benefit without Hodinohsoni/Rotinonhsyonni permission. Through these expropriations, sacred rituals have been exposed to others out of context and without Hodinohsoni/Rotinonhsyonni permission. Some of this information has reached individuals for whom it was not intended (e.g., youth, members of other clans, or non-Hodinohsoni/Rotinonhsyonni). This creates a misperception of the intended use of such material. Respect for Hodinohsoni/Rotinonhsyonni Knowledge We also ask our own people to respect the collective rights of our people to share and use this knowledge as intended. Knowledge and Wisdom are sacred trusts. We must assure that the intellectual and cultural property that we have inherited from our ancestors is protected and passed on for the sake of the future generations. It is for our well-being, not for commercial gain. Our language and modes of thought belong to all of the Hodinohsoni/Rotinonhsyonni. Hodinohsoni/Rotinonhsyonni tradition does not share the world view of the dominant society in regard to cultural “property” and the “right to know.” We do not consider sacred knowledge to be property that can be exchanged, sold or given away to outsiders. Knowledge is not a commodity; it is a sacred gift from the Creator, the spirit world, and our ancestors. It was freely given to us so that we could live a happy and healthy life. The abuse of the intellectual and cultural knowledge has contributed to the destabilization of our society. There is a price to be paid when we violate our sacred trust. To the Hodinohsoni/Rotinonhsyonni, certain activities are considered the private domain of specific clans, societies, or individuals. Therefore, Hodinohsoni/Rotinonhsyonni individuals typically will not inquire about specific sacred matters concerning certain ceremonies and practices from other community members. This helps guard the integrity of specific cultural knowledge for those members who are privileged to that knowledge. You need to respect your boundaries and the limitations that productions such as this have.

Application from Six Nations Polytechnic

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