Transferred to the university archives by the Office of the Academic Dean in December 2014.
From the minutes of the June 1, 2012 meeting of the university Senate:
In accord with the University’s special mission to cultivate cross-cultural learning between aboriginal communities and other communities and the University’s institutional commitment to engage in a special partnership with Shingwauk Kinoomaage Gamig, the Curriculum Committee of Senate recommends the following mechanism for consultation on indigenous course content in the curriculum:
1. All new courses/programs will be assessed for indigenous content
2. If the indigenous course content is a core component of the course (e.g., indigenous language, culture, history – that is, the course/program could not be taught otherwise – then a two-fold consultation is required:
a. Initial (i.e., during course/program development) consultation with the Indigenous Learning Committee (of Senate), whose mandate is to examine current programmes with regard to their Indigenous content, propose changes to improve those programmes, and provide input for new academic initiatives. The Committee serves as a vehicle for consulting with Indigenous communities and organizations about existing programmes and new/proposed ones. While in its earlier incarnation, the Committee reported to APPCOM, this Committee going forward would report to CURCOM. Important here is that AU faculty developing courses with core indigenous content receive counsel during the course/program development, not afterward.
b. Consultation with academic members of Shingwauk Kinoomaage Gamig, who would provide advice/counsel on course content
3. Following confirmation of the two-fold consultation and the incorporation of any recommended content that the instructor deems appropriate, the Curriculum Committee would receive and consider the course/program. CURCOM consideration will employ the same standards and guidelines for approvals as with other courses/programs under its review.
Recognizing the mutual autonomy of both the Indigenous communities and the University, the mechanism outlined above recommends a collaborative process of curriculum development that meets our special mission to cultivate cross-cultural learning amongst our communities.
