UBC Single Mothers Support Group

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Are you a single mother attending UBC? Are you looking to connect with other single mothers on campus who share your experience of balancing work, studying and parenting schedules? A new group was created for single mothers on campus with the support of the YWCA, UNA and UTown@UBC.

Please see the tentative schedule below and please contact Aurelia Kinslow with any questions:

Thank you,

Aurelia Kinslow


Tentative Schedule

Place: Old Barn Community Centre (attached to Bean Around the World)

Date (Friday 5:30-7:30pm) notes
Jan meetings Jan 6
Jan 27
Feb meetings Feb 10
Feb 24
March meetings Mar 17 (spring break week)
Mar 31
April Meetings Apr 14 Good Friday
Apr 28
May meetings May 12
May 26

CFP – ab-Original Journal of Indigenous Studies and First Nations’ and First Peoples’ Cultures

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ab-Original Journal Cover


Journal of Indigenous Studies and First Nations’ and First Peoples’ Cultures
    • Jakelin Troy, Editor in Chief
      Lorena Fontaine, Editor
      Adam Geczy, Editor
    • Forthcoming 2017
    • Biannual Publication
    • ISSN 2471-0938
    • E-ISSN 2470-6221

ab-Original: Journal of Indigenous Studies and First Nations’ and First Peoples’ Cultures is a journal devoted to issues of indigeneity in the new millennium. It is a multi-disciplinary journal embracing themes such as art, history, literature, politics, linguistics, health sciences and law. It is a portal for new knowledge and contemporary debate whose audience is not only that of academics and students but professionals involved in shaping policies with regard to concern relating to indigenous peoples.

Each issue will consist of 40-50,000 words. All academic articles should be approximately 6-10,000 words long. An abstract of approximately 150 words must accompany each manuscript. All articles and comprehensive review essays will be peer-reviewed. Opinion pieces or short research reports, which are not peer reviewed, should be approximately 1,500 to 3,000 words in length.

To submit an article, please visit The online system will guide you through the steps to upload your article to the editorial office.

Open Dialogues: How to make education more accessible

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Screen grab from Neuroanatomy video series

SSHERC’s New Guidelines for Merit Review of Aboriginal Research

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SSHRC has developed these guidelines to ensure that the merit review of Aboriginal research upholds SSHRC’s principles for merit review. These guidelines are intended to supplement the SSHRC Manual for Adjudication Committee Members, but might also be used by applicants, external reviewers and the postsecondary institutions and partnering organizations that support Aboriginal research.


Aboriginal research is defined under the Definitions of Terms on SSHRC’s website.

Since the early 2000s, SSHRC has promoted research by and with Aboriginal Peoples, having recognized its potential to increase knowledge and understanding about human thought and behaviour, past and present, and to help create a better future.

The Guidelines for the Merit Review of Aboriginal Research further ensure that Aboriginal research incorporating Aboriginal knowledge systems (including ontologies, epistemologies and methodologies) is recognized as a scholarly contribution and meets SSHRC’s standards of excellence. The guidelines are also designed to encourage that Aboriginal research be conducted with sensitivity, and only after consideration about who conducts the research and why and how it is conducted. The guidelines complement information contained in the second edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2), and, in particular, Chapter 9: Research Involving the First Nations, Inuit and Métis Peoples of Canada.

These guidelines are relevant for Aboriginal and non-Aboriginal researchers who conduct Aboriginal research.

Merit Review Measures in Place

For applications related to Aboriginal research, SSHRC ensures that:

  • external assessors, either Aboriginal or non-Aboriginal, have experience and expertise in Aboriginal research; and
  • when the volume of applications warrants it, adjudication committees are in part or entirely composed of members having community research experience and expertise in Aboriginal research.

SSHRC may solicit external assessments from experts in fields of inquiry relevant to the applications, to aid the adjudication committee in making its decisions.

Key Concepts for the Merit Review of Aboriginal Research

Indigenous or traditional knowledge, according to Chapter 9 of the TCPS2, “is usually described by Aboriginal Peoples as holistic, involving body, mind, feelings and spirit” (p.108). Indigenous knowledge is rarely acquired through written documents, but, rather, a worldview adopted through living, listening and learning in the ancestral languages and within the contexts of living on the land. Engagement with elders and other knowledge holders is acknowledged as valued and vital to knowledge transmission within the context of Aboriginal Peoples living in place. Both Aboriginal knowledge content and processes of knowledge transmission are, thus, embedded in the performance of living, including storytelling, ceremonies, living on the land, the use of natural resources and medicine plants, arts and crafts, singing and dancing, as well as engagement with the more than human world.

Reciprocity is considered an important value in Aboriginal ways of knowing, in that it emphasizes the mutuality of knowledge giving and receiving. In the context of research, and, more specifically, SSHRC’s evaluation criteria, the emphasis on a co-creation model should result in reciprocity in the form of partnerships and collaborative practices, which can include: identification of research objectives and methods; conduct of the research; ethical research protocols; data analysis and presentation; and transmission of knowledge. It also recognizes that access and benefits are, thus, integrally connected.

Community, in the context of Aboriginal research, can refer to places or land-based communities, as well as thematic communities and communities of practice. Furthermore, community-based, community-initiated and community-driven research can involve varying degrees of community engagement; the research outputs will be negotiated taking into account the interests of relevant Aboriginal community members.

Respect, relevance and contributions are important considerations in the merit review of Aboriginal research. Applications should demonstrate that the proposed research identifies and respects relevant community research protocols and current goals, as well as the contributions to and from the community that are likely to emerge or are in place. A respectful research relationship necessitates a deep level of collaboration and ethical engagement. This may include engaging with existing, distinctive research processes and protocols for conducting ethical research reviews in the community; learning within language and/or traditional knowledge systems; collaboratively rebuilding or revitalizing processes that have been displaced or replaced; and/or codeveloping new processes, based on the community’s expressed interests. Finally, this level of collaboration and engagement may also require additional, targeted consultative or review processes.

The following points are intended to assist committee members when reviewing Aboriginal research proposals.

Committee members evaluating research grant applications should use the following list of considerations in relation to the specific evaluation criteria used in assessing grant proposals (i.e., Challenge, Feasibility and Capability).

Committee members evaluating applications for fellowships and scholarships should use the following list of considerations in their review of proposed programs of study or programs of work, as well as in their general assessment of a candidate’s academic capability. While some of these considerations relate more strongly to aspects of SSHRC’s grants programming, they also offer relevant guidance for the review of proposals for doctoral and postdoctoral support.

1. Challenge—The aim and importance of the endeavour:

  • Given the emphasis placed on lived experience, both written and oral literature are appropriate forms of knowledge for consideration. Examples of oral literature can include interviews or personal encounters, or traditional teaching with elders.
  • Theoretical framework and methodology may be combined. For example, in storytelling, the stories represent in some instances both theory and method, a way of explaining phenomena or illustrating how behaviour or actions contribute to living in a good way.
  • Community involvement and the co-creation of knowledge, as appropriate, are considered essential, especially in data interpretation. In this context, the co-creation of knowledge could include interpretative approaches that are jointly developed, reviewed and confirmed by and with community members or their community-delegated organization.
  • Where appropriate, priority should be given to Aboriginal students and postdoctoral researchers when training opportunities are offered.

2. Feasibility—The plan to achieve excellence:

  • The research should address the needs of each partner, if applicable, and demonstrate how the research meets these identified needs.
  • The application should demonstrate how outputs will be made available to, and potentially used by, Aboriginal Peoples and other stakeholders, with community benefits configured into the research outputs. Examples of outreach may include: websites, videos, presentations, artistic or community exhibits, performances, or festivals.
  • The availability and nature of organizational or administrative infrastructure varies from community to community. This aspect should be considered in the structuring of the research in ways that acknowledge and maximize the contributions of a community partner organization.
  • Where required by the funding opportunity, the leveraging of cash and/or in-kind support from host institutions and partners can include social capital, an asset that may emphasize social and familial relationships and networks and may affect the cost of research. Furthermore, linguistic capital, the ability to engage in the community with the ancestral language(s) of the community and a national language of Canada, can also be considered as a contribution.
  • Expectations about the management and governance of the coproduction and outputs of knowledge and related support, during and beyond the award, should be outlined.

3. Capability—The expertise to succeed:

  • The career and academic stages, as well as the rates of research and publication contributions, of applicants and team members need to be reviewed with respect to the following considerations:
    • Aboriginal scholars may have had to start their academic path later in life, or have had interruptions.
    • For some scholars, there are expectations that they significantly contribute to and engage with their home community.
    • Applicants’ accountability to their postsecondary community is also important, as demonstrated by Aboriginal scholars providing support that could include providing student support, teacher training, committee work, and cultural sensitivity training to non-Aboriginal scholars; and contributing to the incorporation of Aboriginal knowledge systems, language, culture and experiences into their postsecondary institutions, including through the creation of associated programs.
    • In the Special Circumstances section, reviewers should take into account the degree of difficulty in an applicant’s career as a useful measure of merit, especially where they have succeeded in overcoming career obstacles.
    • The relevant experience of Aboriginal scholars should take into account the life/knowledge journey of individuals.
  • Collaborators who are considered to have a strong role and community connection should be regarded favourably in the review of Aboriginal research. In particular, elders and community-based partners need to be recognized and respected in terms of their contribution of knowledge assets.

Source: Social Sciences and Humanities Research Council. Guidelines for Merit Review of Aboriginal Research Retrieved from: on August 1, 2016

[in education] CASIE Guest-Edited Special Issue on Indigenous Education

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[in education] has just published its latest issue at This is a CASIE Guest-Edited Special
Issue on Indigenous Education. We invite you to review the Table of Contents
here and then visit our web site to review articles and items of interest.

Thanks for the continuing interest in our work,

Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education

in education
Vol 22, No 1 (2016): Spring 2016 [Indigenous Education] in education
Table of Contents


Editorial (1)
Frank Deer


Culturally Relevant Physical Education: Educative Conversations with
Mi’kmaw Elders and Community Leaders (2-21)
Daniel B. Robinson,     Joe Barrett,    Ingrid Robinson
The Community Strength Model: A Proposal to Invest in Existing Aboriginal
Intellectual Capital (22-41)
Michelle J. Eady
Digital Technology Innovations in Education in Remote First Nations (42-60)
Brian Beaton,   Penny Carpenter
Culture in Schooling in the Inuvialuit Settlement Region (61-76)
Paul Berger,    Jennifer Johnston,      Melissa Oskineegish
Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative
Re-Storying (77-90)
Dawn Burleigh
Filling in the Gaps: Lessons Learned From Preservice Teachers’
Partnerships With First Nations Students (91-109)
Lynne V. Wiltse
An Investigation of the Role of Legends and Storytelling in Early Childhood
Practices in a Kanien’kehá:ka (Mohawk) Early Childhood Facility (110-126)
Sandra Deer
Fostering Remembrance and Reconciliation Through an Arts-Based Response
Jenny Kay Dupuis,       Kristen Ferguson
Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the
Foreign Language, Let us Teach our Children not to be Ashamed of Being
Mi’kmaq) (148-160)
Ashley Julian,  Ida Denny
Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM
Success (161-172)
Michelle M. Hogue

in education

Upcoming Graduate Pathways to Success sessions

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Graduate Pathways to Success sessions:

Masters/PhD Career Skills

Are you wondering how your UBC graduate degree (Masters/PhD) will help get you a job? Learn what key skills you need to develop to maximize the effectiveness of your job search. Understand what employers are actually looking for in the hiring process, and how you can decode job postings to better inform your resumes, CV’s and cover letters. This workshop is only open to UBC graduate students or graduate alumni, and is hosted by our resident Graduate Career Advisor.

Location: Brock Hall – East wing

Date: April 28, 2016 Time: 1 – 2 PM

Register: RSVP on CareersOnline

Further information at:  or contact the UBC Centre for Student Involvement & Careers at


Writing Week and Thesis Boot Camp 2016

April 25 – 28, Sessions Available 10AM – 3PM Daily at various locations

We’ve teamed up with UBC’s writing wizzes to bring you a week full of writing-focused programming. Whether you’re just starting your thesis, are in the midst, or are working on non-thesis assignments, these workshops will give your writing a boost. Join us for one session or attend all!


Thesis Boot Camp

When: 10 AM-12 PM Tuesday, April 26th | 1-3 PM Wednesday, April 27th | 1-3 PM Thursday, April 28th

Get some serious writing done. Each session offers 2 hours of distraction-free writing with fellow graduate students and a writing consultant who will be on hand to answer any questions.


How to Get your Thesis Written

Date: Monday, April 25, 2016  Time: 10 AM-12 PM

A panel discussion with UBC graduate students and staff. Get tips from former students, and learn about the resources on campus that can help you in writing your thesis.


Little Things Mean a Lot: Tips and Tricks for Formatting Your Thesis

Date: Tuesday April 26th, Time: 1-3 PM

Research Commons staff will help you use Microsoft Word to format your page layout, numbering, headings, front matter, and more as required for submission.


Writing with Integrity | Drs. Susan Porter and Beth Haverkamp

Date: Wednesday, April 27th  Time: 1-3 PM: Ensure that your research is meeting the highest ethical standard. Learn about the principles and practices around plagiarism, citation, and accurate representation of ideas and findings.


Grammar and Style | Dr. Gisèle M. Baxter

Date: Thursday, April 28th  Time: 10 AM-12 PM:

Worried about your grammar? Build your confidence in writing and editing your own work and learn about the difference between grammar and style.


Teaching Succinct and Accurate Science Writing | Shannon Obradovich

Date: April 18, 2016 Time 10 AM-12 PM:

Grow your instructing toolbox in this hands-on workshop addressing concise writing, clear sentence structure, and the appropriate use of technical jargon.


For information on upcoming Graduate Pathways to Success Events, please visit:

Visit for other graduate student workshops and events.


Graduate Pathways to Success Sessions: Submitting your Thesis, Doctoral Exam Preparation and Copyright

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There is still space in this week’s series:

Submitting your Thesis

In-person: April 7 | 9:00 AM – 10:15 AM:

Webinar: April 7 | 1:00 PM – 2:15 PM:


Doctoral Exam Preparation

In-person: April 7 | 10:30 AM – 11:45 AM:

Webinar: April 7 | 2:30 PM – 3:45 PM:


Copyright for your Thesis: how to use images and other material

April 7 | 12:30 – 2:00 PM:


See the community event calendar for upcoming events by the GSS, Enrolment Services Professionals and Career Services, including:

Program Completion + Finances, April 5th, 2 – 3 PM,

US Student Loans & Budgeting for Graduate Students (webinar), April 6th, 4 – 5 PM PST

Masters/PhD Career Skills, April 28th 1 – 2 PM


Check out the community forum for events such as Ecoscope’s R series:

Special Topics in R Statistics Workshop Series

Truth and Reconciliation Commission Final Report

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TRC Findings

TRC final report

Honouring the Truth, Reconciling for the Future
What We Have Learned
The Survivors Speak
The History, Part 1 – Origins to 1939
The History, Part 2 – The History, Part 2 | 1939 to 2000
The Inuit and Northern Experience
The Métis Experience
Missing Children and Unmarked Burials
The Legacy

Please click on the reports below:


Truth and Reconciliation Commission of Canada,
1500-360 Main Street, Winnipeg, Manitoba R3C 3Z3

Toll Free: 1-888-872-5554 (1-888-TRC-5554) Telephone: (204) 984-5885 Fax: (204) 984-5915 Email:

Truth and Reconciliation Commission of Canada. TRC FIndings. Retrieved from: on February  20, 2016.

Final Program – 2016 Indigenous Graduate Student Symposium, March 4 & 5

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Please check out the full program for IGSS!

Complete booklet: Program IGSS 2016 (PDF)


Please note the following changes to the program.

Cancelled: “Métis Nations, Relations, and Mixed-bloods: Understanding Dominant Discourses of Métis Identification in British Columbia, Canada” (Poster Session)

Graduate Pathways to Success Workshops: Getting the Interview, Interacting with the Media and Strategies for Presenting your Research

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3MT 2016@UBC is on! Find yourself stumbling through explanations of your research? Want to engage a broader audience in your work? The challenge of explaining your research to a non-specialist audience in just three minutes will give you clarity on the central components and impact of your work. Heats start this week, so visit for further information on coaching sessions, heats, previous presenters, and resources.

Registration is now open for:

How to Own the First and Final Interviews to Secure your Dream Job (in partnership with the Centre for Student Involvement & Careers)

Brief description: Building upon his popular “Getting the Interview: How to Make Your Application Stand Out” workshop, Matthew Heiydt will provide you with his top tips for excelling in your next interview. Joined by a professional panel, you will receive expert advice on securing your dream job.
February 22nd, 2:30 – 4:30 PM: For further information and to register, visit

Introduction to Interacting with the Media (in partnership with UBC Public Affairs)

Do you want to see your work in the news? Learn two simple tools of the trade for successful interactions with the media. In anticipation of 3MT 2016@UBC, this session will also help you make your ideas accessible to a general audience.
February 18th, 9:30 – 11:30 AM: For further information and to register, visit

Strategies for Presenting your Thesis in 3 Minutes (repeat)

Thinking about participating in 3MT 2016 @UBC? Need to get your presentation butterflies flying in formation? Learn how to prepare for the competition and create a winning entry!
February 18th, 1:00 – 2:30 PM: For further information and to register, visit


Please let me know if you have questions.


Jacqui Brinkman

Manager, Graduate Pathways to Success Program | Office of the Dean | Graduate and Postdoctoral Studies

The University of British Columbia | Vancouver Campus

Phone 604 827 4578 | Fax 604 822 5802

170 – 6371 Crescent Road | Vancouver, BC  Canada V6T 1Z2 |