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Regina, Canada

The First Nations University of Canada , formerly the Saskatchewan Indian Federated College, is a Canadian university in Saskatchewan with campuses in Regina, Saskatoon, and Prince Albert. The Regina campus building was designed by the architect Douglas Cardinal. Wikipedia.

Miller A.M.,First Nations University of Canada | Davidson-Hunt I.,Natural Resources Canada | Davidson-Hunt I.,University of Manitoba
Ecology and Society | Year: 2013

Although scholars of social-ecological resilience propose unity between humans and the natural world, much of this work remains based on Cartesian division of mind and body that denies it. We present an example of a unified system of resilience thinking shared with us by Anishinaabe (Ojibway) elders of Pikangikum First Nation, northwestern Ontario. The elders' views of boreal forest disturbance and renewal are distinct from western scientific approaches in their recognition of agency, the ability to individually express free will in nonhuman beings including animals, plants, rocks, and forest fire within their landscape. Pikangikum elders perceive that, if relationships based on respect, reciprocity, and noninterference are maintained with other agents, renewal will continue. The proposition of living landscapes composed of diverse nonhuman agents poses challenges to collaboration with western worldviews, which view nature largely as mechanistic and without moral standing. We suggest that a greater attention to nonwestern ontologies can contribute to productive cross-cultural partnerships directed toward fostering resilience. © 2013 by the author(s). Source

Alkholy S.O.,University of Umm Al - Qura | Gendron F.,First Nations University of Canada | Dahms T.,University of Regina | Ferreira M.P.,Wayne State University
Ubiquitous Learning | Year: 2015

Minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce, post-secondary STEM education, and show high academic attrition rates. Academic performance and retention improve when culturally relevant support is provided. The interface of Western science and Indigenous science provides an opportunity for bridging this divide. We hypothesized that there would be regional (U.S.A. vs. Canada) differences amongst post-secondary students regarding these variables: perceptions of traditional Elders as STEM co-educators; interest in STEM; and self-identity as a scientist. We conducted a short-term longitudinal pilot study of an interdisciplinary, multiinstitutional, and cross-cultural STEM course in the spring of 2013. This online STEM course was concurrently offered at mainstream and tribal universities in the U.S.A. and Canada. Pre- and post-course surveys were administered to participants (n=11). The outcome measures of interest were assessed, and group differences were tested by ANOVA (SPSS 21 software). Due to the limited sample size, the statistical power was low. We found no statistically significant results upon data analysis. In regards to region, however, we found that Canadian students showed a stronger trend to believe that traditional Elders are appropriate as post-secondary STEM co-educators as compared to U.S. students (p=.31). Students from the U.S. showed a weak trend to be more interested in STEM fields than Canadian students (p=.52). Finally, U.S. students showed a weak trend to self-identify as scientists more so than Canadian students (p=.77). In regards to race/ethnicity, we found that non-White students tended to consider traditional Elders appropriate post-secondary STEM co-educators (p=0.45); that White students tended to be more interested in STEM fields than non-White students (p=0.80); and that non-White students tended to self-identify as a scientist more so than White students (p=0.31). Despite the lack of statistically significant results from this pilot study, the observed trends suggest a need for more research. Do Indigenous science Elder educators merit involvement in novel pedagogical approaches and delivery modalities to reach minority students and to increase students’ interest in STEM? Next, we will conduct a quasi-experiment with a larger sample of university students, to assess the impact of traditional Elders as STEM co-educators in an online STEM course at tribal and mainstream universities in the U.S.A. and Canada. © Common Ground, Sarah Omar Alkholy, Fidji Gendron, Tanya Dahms Maria Pontes Ferreira, All Rights Reserved. Source

Morgan D.G.,University of Saskatchewan | Crossley M.,University of Saskatchewan | Kirk A.,University of Saskatchewan | McBain L.,First Nations University of Canada | And 6 more authors.
Journal of Applied Gerontology | Year: 2011

Using data from a sample of 169 patients, this study evaluates the acceptability and feasibility of telehealth videoconferencing for preclinic assessment and follow-up in an interprofessional memory clinic for rural and remote seniors. Patients and caregivers are seen via telehealth prior to the in-person clinic and followed up at 6 weeks, 12 weeks, 6 months, 1 year, and yearly. Patients are randomly assigned to in-person (standard care) or telehealth for the first follow-up, then alternating between the two modes of treatment, prior to 1-year follow-up. On average, telehealth appointments reduce participants' travel by 426 km per round trip. Findings show that telehealth coordinators rated 85% of patients and 92% of caregivers as comfortable or very comfortable during telehealth. Satisfaction scales completed by patient-caregiver dyads show high satisfaction with telehealth. Follow-up questionnaires reveal similar satisfaction with telehealth and in-person appointments, but telehealth is rated as significantly more convenient. Predictors of discontinuing follow-up are greater distance to telehealth, old-age patient, lower telehealth satisfaction, and lower caregiver burden. © The Author(s) 2011. Source

Greer S.,First Nations University of Canada | Strand D.,Champagne and Aishihik First Nations
Arctic | Year: 2012

South Yukon First Nations governments are partners in the Yukon Ice Patch Project investigating the mountaintop snow and ice patches where ancient hunting artifacts are being recovered. Heritage programs operated by these governments, which coordinate their citizens' engagement in these activities, emphasize intangible cultural heritage. They view the project as an opportunity to strengthen culture, enhance citizens' understanding of their history, and express First Nations values regarding cultural resources. As the primary mammal subsistence species for south Yukon Indian people is now moose, the ice patch discoveries highlight the historical role of caribou in their culture and increase awareness of the environmental history of their homelands. The cultural landscape concept is used to frame the present indigenous involvement in the Yukon ice patch investigations, as well as the past use of these unique landscape features and ancient land-use patterns. The Yukon Ice Patch Project reflects the contemporary context of the territory, where indigenous governments are actively involved in managing and interpreting their cultural heritage. © The Arctic Institute of North America. Source

Morgan D.,University of Saskatchewan | Crossley M.,University of Saskatchewan | Stewart N.,University of Saskatchewan | Kirk A.,University of Saskatchewan | And 8 more authors.
Progress in Community Health Partnerships: Research, Education, and Action | Year: 2014

Background: Community-based participatory research (CBPR) approaches are valuable strategies for addressing complex health and social problems and powerful tools to support effective transformation of social and health policy to better meet the needs of diverse stakeholders.Objectives: Since 1997, our team has utilized CBPR approaches to improve health service delivery for persons with dementia and their caregivers in rural and remote settings. We describe the evolution of our approach, including benefits, challenges, and lessons learned over the last 15 years.Methods: A multistage approach initiated an ongoing CBPR research program in rural dementia care and shaped its direction based on stakeholders’ recommendation to prioritize both community and facility-based care. Strategies to develop and foster collaborative partnerships have included travel to rural and remote regions, province-wide community meetings, stakeholder workshops, creation of a Decision-Maker Advisory Council to provide ongoing direction to the overall program, development of diverse project-specific advisory groups, and a highly successful and much anticipated annual knowledge exchange and team-building event.Lessons Learned: Partnering with stakeholders in the full research process has enhanced the research quality, relevance, application, and sustainability. These benefits have supported the team’s evolution from a relatively traditional focus to an integrated approach guiding all aspects of our research.Conclusions: Developing and sustaining the full range of stakeholder and decision-maker partnerships is resourceand time-intensive, but our experience shows that community-based participatory strategies are highly suited to health services research that is designed to support sustainable service delivery improvements. © 2014 The Johns Hopkins University Press. Source

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