Indigenous Voices
Needs Assessment: Findings for the College of Education, the
University Learning Centre, and the Gwenna Moss Centre for
Teaching Effectiveness
Artist: Kevin Wesequate*
Summer, 2013
*This painting is a visual depiction of the story “niyanamis and
the Wooden Boat People,” as told by Barry Ahenakew. The entire
story can be read in the Indigenous Voices Program Foundations
document. Jeff Baker
Tereigh Ewert-Bauer
Stan Yu
Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Introduction1:
Indigenous Voices is a staff and faculty development initiative that aims to create a shared space
for dialogue, learning, and collaborative action to catalyze individual and systemic change at the
University of Saskatchewan (www.usask.ca/indigenousvoices). Programming has been designed
to engage, enlighten, and support faculty and staff to explore four layers of themed knowledge:
1. Aboriginal peoples in Saskatchewan, including languages, cultures, histories, and
relationships with governments;
2. The Indigenous renaissance of reclaiming and restoring Indigenous knowledges,
languages, cultures, and governance;
3. Aboriginal learners and the role of professional identities in creating in a postcolonial
Canada; and;
4. Decolonizing pedagogies and the inclusion of Indigenous knowledge and ways of
knowing in curricula and assessment.
In 2011, Indigenous Voices conducted a Needs Assessment with all active staff and faculty in the
College of Education, the University Learning Centre (ULC) and Gwenna Moss Centre for
Teaching Effectiveness (GMCTE). The Needs Assessment was designed to gauge existing levels
of knowledge regarding Aboriginal peoples and Aboriginal education, assess the desire for
Indigenous Voices programming in the College of Education and ULC/GMCTE, and inform the
program development for the 2012-2013 pilot. Data from the Needs Assessment also provided an
important baseline for evaluating the program’s effectiveness.
This report summarizes the results from the Indigenous Voices Needs Assessment for the
College of Education and ULC/GMCTE. The results are presented in three sections:
I.
II.
III.
IV.
Descriptive Results: Average scores for Likert scale items on the Needs Assessment are
presented for each unit alongside the overall means for all respondents.
Reliability of Needs Assessment: Reliability tests were conducted on the Likert scale
items asked in the Needs Assessment to gauge the internal consistency of responses.
Correlations Table: A correlations table was conducted to assess and examine
relationships among responses to Likert scale items on the Needs Assessment.
Programmatic Information: A summary of the feedback that was collected on preferred
delivery, formats, and topics for Indigenous Voices programming.
1
Also
available are the “Indigenous Voices Program Foundations” and “The Indigenous Voices
Participant Feedback Summary” http://www.usask.ca/indigenousvoices/summary-reports. 2 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 I. Descriptive Results:
The following items were asked on a six-point Likert scale (from 0–5), where 0 represented
“novice,” 2 -3 represented “intermediate,” and 5 represented “advanced.” The means and
standard deviations of respondents from Education, and the ULC/GMCTE are presented
alongside the overall means and standard deviations for each item.
Indigenous Voices
Needs Assessment
Results
Education
Mean
Education
S.D.
ULC/GMCTE
Mean
ULC/GMCTE
S.D.
Overall
Mean
Overall
S.D.
My knowledge of
First Nations
peoples' histories
2.39
(n = 66)
1.24
2.17
(n = 23)
0.94
2.34
(n = 89)
1.17
My knowledge of
First Nations
peoples' cultural
practices
2.21
(n = 67)
1.29
2.22
(n = 23)
0.85
2.21
(n = 90)
1.18
My knowledge of
First Nations
peoples'
worldviews
2.26
(n = 65)
1.3
2.09
(n = 23)
0.9
2.22
(n = 88)
1.21
My knowledge of
Métis peoples'
histories
2.09
(n = 64)
1.15
1.95
(n = 20)
1.05
2.06
(n = 84)
1.12
My knowledge of
Métis peoples'
cultural practices
1.83
(n = 65)
1.19
1.75
(n = 20)
1.02
1.81
(n = 85)
1.15
My knowledge of
Métis peoples'
worldviews
1.78
(n = 64)
1.12
1.7
(n = 20)
1.08
1.76
(n = 84)
1.1
My knowledge of
Inuit peoples'
histories
1.32
(n = 65)
1.03
0.85
(n = 20)
0.93
1.21
(n = 85)
1.02
My knowledge of
Inuit peoples'
cultural practices
1.23
(n = 64)
1.16
0.65
(n = 20)
0.81
1.10
(n = 84)
1.11
My knowledge of
Inuit peoples'
worldviews
1.28
(n = 64)
1.12
0.70
(n = 20)
0.8
1.14
(n = 84)
1.08
3 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Based on the table above, similar trends emerged for respondents in the College of Education
and ULC/GMCTE. Specifically, respondents rated their knowledge of First Nations peoples’
histories, cultural practices, and worldviews highest, though the average response across the two
units remained below intermediate. Respondents considered their knowledge of Métis and Inuit
peoples’ histories, cultural practices, and worldviews to be at a novice level. Overall, these
reported levels of knowledge indicate that there is room for ongoing improvement.
The following set of items gauged knowledge related to the workplace. All items were asked on
a six-point Likert scale (from 0–5) but a range of descriptors was employed. For the following
items: My knowledge of ways to challenge racism and oppression in formal education; My
knowledge of campus support for Aboriginal students; and My knowledge of educational
approaches and strategies for improving outcomes among First Nations, Inuit, and Métis
students; 0 represented “novice,” 2-3 represented “intermediate,” and 5 represented “advanced.”
For The importance of professional development in Aboriginal Education, 0–1 represented “not
important,” 2–3 represented “somewhat important,” and 4–5 represented “very important.” For
the respondents’ Level of interaction with Aboriginal people, 0 represented “low,” 2–3
represented “medium,” and 5 represented “high.” Finally, for, My comfort level when including
First Nations, Inuit, and Métis content in my classes, 0–1 represented “not comfortable,” 2–3
represented “somewhat comfortable,” and 4–5 represented “very comfortable.”
Indigenous Voices
Needs Assessment
Results
Education
Mean
Education
S.D.
ULC/GMCTE
Mean
ULC/GMCTE
S.D.
Overall
Mean
Overall
S.D.
The importance of
professional
development in
Aboriginal
education
4.15
(n = 65)
0.97
4.48
(n = 23)
0.73
4.24
(n = 88)
0.92
My knowledge of
ways to challenge
racism and
oppression in
formal education
2.81
(n = 67)
1.21
2.52
(n = 23)
1.08
2.74
(n = 90)
1.18
My knowledge of
campus support
services for
Aboriginal
students
2.41
(n = 67)
1.2
3.17
(n = 23)
1.07
2.61
(n = 90)
1.21
My level of
interaction with
Aboriginal people
3.14
(n = 66)
1.31
2.48
(n = 23)
1.12
2.97
(n = 89)
1.29
4 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 The following items were intended for those in teaching positions only
My knowledge of
educational
approaches and
strategies for
improving learning
outcomes among First
Nations, Inuit, and
Métis students
2.54
(n = 56)
1.17
2.80
(n = 15)
0.77
2.59
(n = 71)
1.1
My comfort level
when including First
Nations, Inuit, and
Métis content in my
classes
3.46
(n = 48)
1.27
2.42
(n = 12)
0.79
3.25
(n = 60)
1.26
Overall, respondents from Education and ULC/GMC expressed that professional development in
Aboriginal education is important. Concurrently, respondents rated their knowledge of ways to
challenge racism and oppression in formal education, and campus support services for
Aboriginal students as intermediate, with respondents from ULC/GMCTE rating their
knowledge of campus support services for Aboriginal students as being slightly above
intermediate. Both sets of respondents further reported a medium level of interaction with
Aboriginal people. Faculty respondents from the College of Education rated their comfort level
with including Aboriginal content in their classes above somewhat comfortable, while faculty
respondents from the ULC/GMCTE felt somewhat comfortable. Meanwhile, both sets of
respondents rated their knowledge of educational approaches and strategies for improving
learning outcomes among Aboriginal students as intermediate. Again, these results indicate there
is room for improvement.
II. Reliability of Needs Assessment:
To ensure that the responses to items in the Needs Assessment are internally consistent, a
reliability analysis was conducted. First, a reliability analysis was conducted on the items to
which all respondents from both the College of Education and ULC/GMCTE could reply (i.e.,
excluding items intended only for those in teaching positions):
Reliability Statistics
Cronbach's
Alpha
N of Items
.93
13
n = 79, 11 missing cases
5 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 The analysis produced a Cronbach’s Alpha of 0.93. The strength of Alphas range from 0–1,
where the closer the Alpha is to 1, the more internally consistent responses are. Thus, a 0.93
indicates strong reliability within the responses from all respondents. A further reliability
analysis was conducted for all of the items, including items intended only for those in teaching
positions:
Reliability Statistics
Cronbach's
Alpha
N of Items
.89
15
n = 50, 40 missing cases
A Cronbach’s Alpha of approximately 0.89 was found. Again, this denotes very strong reliability
and we can be confident in the consistency of the responses.
III. Correlations Table:
Finally, a correlations table between the Likert scale items was conducted. For this table, items
gauging respondents’ knowledge of First Nations peoples’ histories, cultural practices, and
worldviews were combined into a single variable. The same was done for the Métis and Inuit
items.
Correlations
Spearman's rho
1. My knowledge of
First Nations peoples'
histories, cultural
practices and
worldviews
1
2
4
3
5
6
7
8
X
.865***
.558***
.582***
.657***
.527***
.727***
.643***
.865***
X
.621***
.568***
.644***
.609***
.732***
.528***
.558***
.621***
X
.492***
.430***
.343**
.472***
.414**
4. My level of
interaction with
Aboriginal People
.582***
.568***
.492***
X
.379***
.380***
.609***
.649***
5. My knowledge of
ways to challenge
racism and oppression
in formal education:
.657***
.644***
.430***
.379***
X
.449***
.685***
.444***
2. My knowledge of
Métis peoples'
histories, cultural
practices and
worldviews
3. My knowledge of
Inuit peoples'
histories, cultural
practices and
worldviews
6 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 6. My knowledge of
campus support
services for Aboriginal
students
.527***
.609***
.343**
.380***
.449***
X
.545***
.314**
7. My knowledge of
educational
approaches and
strategies for
improving learning
outcomes among First
Nations, Inuit, and
Métis students
.727***
.732***
.472***
.609***
.685***
.545***
X
.650***
8. My comfort level
when including First
Nations, Inuit, and
Métis content in my
classes:
.643***
.528***
.414**
.649***
.444***
.314**
.650***
X
***Correlation is significant at the 0.001 level (1-tailed), **Correlation is significant at the 0.01 level (1-tailed), *Correlation is
significant at the 0.05 level (1-tailed).
The correlations table revealed positive correlations, ranging from moderate to strong, for nearly
every relationship within the table. For example, the strength of correlation between items 1 and
7 (.727) indicates that one’s level of knowledge of First Nations peoples is likely to be similar to
one’s level of knowledge of educational approaches and strategies for improving learning
outcomes among First Nations, Inuit, and Métis students. This finding is consistent amongst both
cohorts and supports the hypothesis that increasing respondents’ knowledge in one area can
contribute to gains in another.
IV. Programmatic Information:
Feedback was also gathered from staff and faculty on preferences for programming in terms of
delivery, format, optimal times, and topics of greatest interest.
For program delivery and format, respondents were asked to rank their preferences from 1 to 5,
with 1 being their first preference, 2 being their second, etc. For program delivery, programming
led by an Elder or Knowledge Keeper was found to be respondents’ primary preference. This
was followed by land-based learning, and then community-based learning. The full ranking is
displayed below.
1.
2.
3.
4.
5.
Elder/Knowledge Keeper (average score: 2.24)
Land-based Learning (average score: 2.92)
Community-based Learning (average score: 2.97)
Classroom Seminar/Workshop (average score: 3.18)
Cohort-based Learning (average score: 3.60)
7 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 For program format, respondents primarily preferred the option of attending monthly workshops.
One workshop per term constituted the second preference, and weekly workshops was the third
preference. The full ranking is displayed below.
1.
2.
3.
4.
5.
Monthly workshops (average score: 2.31)
One workshop per term (average score: 2.89)
Weekly workshops (average score: 2.94)
Short Course(s) (average score: 3.14)
Online Module(s) (average score: 3.79)
The question “For my personal and professional development in Aboriginal education I am most
interested in learning…”2 generated 51 responses from the sample (n = 90). The open-ended
comments were analyzed using NVivo 10 qualitative data analysis software. As a result, it was
found that respondents’ interests clustered into two major themes. The first theme that emerged
was a desire to increase respondents’ own general knowledge of Aboriginal peoples, including
Aboriginal peoples’ cultural worldviews (i.e., ways of knowing, beliefs), practices, history
(especially treaty education), and current issues related to Aboriginal peoples. In particular, there
was an emphasis on the desire to participate in experiential learning opportunities, such as
sweats, ceremonies and engaging with Elders. Concurrently, the second theme expressed by
respondents is the hope that their participation in Indigenous Voices will equip them with
information, strategies and resources they can apply in their teaching to support Aboriginal
students and enhance the understanding of Aboriginal peoples for teacher candidates. In addition,
learning how to incorporate anti-racist pedagogy and Aboriginal content that draws directly from
sources of Aboriginal knowledge into current teaching practices were salient themes. For a
complete list of responses please see Appendix 1.
2
This is only reflective of the responses from the College of Education 8 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Conclusion:
This Needs Assessment was conducted with the College of Education, the University Learning
Centre and the Gwenna Moss Centre for Teaching Effectiveness to gauge existing levels of
knowledge regarding Aboriginal peoples and education, assess the desire for Indigenous Voices
programming amongst faculty and staff, and inform program development. Data collected helped
determine the level of learning and necessary program content for the Indigenous Voices pilot for
the College of Education and ULC/GMCTE, Data from this Needs Assessment also provided a
baseline for evaluating the effectiveness of the program.
Importantly, results from the Needs Assessment indicate that there is a tangible desire for
Indigenous Voices programming in the units.3 Present levels of knowledge about Aboriginal
peoples, cultural practices, worldviews, and histories within the College of Education and
ULC/GMC fall between ‘Novice’ and ‘Intermediate,’ and much of the existing programming in
this area (the first nine gatherings) should be appropriate for the needs of both units in this area.
With regard to application of this knowledge in the workplace, specifically in Aboriginal
education, two areas of greatest need were identified: 1) “knowledge of educational approaches
and strategies for improving learning outcomes among Indigenous students,” and 2) “knowledge
of ways to challenge racism and oppression in formal education.” Again, existing programming
aims to address this area (two gatherings on anti-oppressive theory and practice, and four daylong gatherings on pedagogy).
We would like to congratulate the College of Education, the University Learning Centre and the
Gwenna Moss Centre for Teaching Effectiveness for showing the desire to improve the capacity
of its faculty and staff to meet the needs of Aboriginal students. This work is essential to the
University of Saskatchewan’s commitment to Aboriginal Engagement, one of the “Areas of
Focus” identified in the Third Integrated Plan. Completing the Needs Assessment lays an
important foundation that will guide the adaptation of existing programming for the College of
Education and ULC/GMCTE. Staff and faculty from the two units who have attended Indigenous
Voices gatherings presently being piloted are also an important resource. These participants’
experiences at Indigenous Voices gatherings, combined with their knowledge of the needs and
interests of the College of Education and ULC/GMCTE, will be of great benefit when making
adaptations to existing gatherings. This group will also be useful in helping to decide whether the
development of new gatherings may also be necessary, which we are not ruling out. We look
forward to continuing to work with the College of Education and ULC/GMCTE to develop and
offer a full complement of programming that will meet the needs of your faculty and staff.
3
A mean of 4.24 out of 5 was recorded in response to the statement: “The importance of professional development in Aboriginal Education” 9 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Appendix 1
Responses to Question B-8 (reproduced exactly as written):
For my personal and professional development in Aboriginal education I am most
interested in learning…
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Practical information to share with my students. Opportunity to participate in a sweat
Learning context that support U of S pre-service student. Learning context that will
support Aboriginal students in school. Understanding of worldview and cultural
practices
How to bring anti-racist pedagogy in a class which mainly comprises those with privilege
but also has ITEP students. I am about to try this. I will let you know how often I
stumble.
Different and successful programs actually working and not just trying something new.
Appropriate content and language. Useful pedagogical approaches.
Expanding my understanding of various worldviews and how that relates to social justice.
Effective teaching methods. Community resources.
Experiential learning. Learning with/working with kids – volunteer/service programs.
Family/spouse included in PD. As I feel that there is a barrier against such PD because of
reverse racism I would like PD in the area of multicultural education, how does this PD
incorporate and value multiple cultures, new Canadian immigrants (large numbers of new
Canadians coming to Saskatchewan) I am newcomer to Canada yet not recognized.
Strategies for addressing Aboriginal student reluctance to learn Aboriginal content as
well as how to address credibility. Certificates for CV evidence.
Ways of improving and engaging First Nation Aboriginal communities and learners in
authentic learning
Cultural events. Powwows. Sweats.
The treaties.
My question is why has it taken 25 years here in the college for this to happen. For 25
years I have asked my students to answer these words, Tansi, Awas, Ustum,, Kookum,
Mushum. At most 6 students can answer my question. How come Saskatchewan SD is
highlighting First Nation education for twenty years, and the brightest of the system are
so cultural ignorant about Indian and Métis people.
Aboriginal worldviews. Communities. Learning style and strategies of First Nation
students. Perspectives on lifelong learning education.
About new educational resources that are written by First Nations, Inuit, and Métis
people.
Aboriginal worldviews and connection to undergrad and grad classes that I teach. Antiracism. Adapting teaching practices to accommodates needs of aboriginal students.
The medicine wheel é sacred circle
Aboriginal philosophy and worldview
Approaches to engaging teachers é with FN in I
More ways to include community – service learning in my courses
Academic discussions
10 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Summer, 2013 How to support Aboriginal students academically. How to reconcile integration of
religious é spiritual practices with an academic environment; and reconcile feminist
sensibilities with practices based on gender as important distinguish
Culture and history of Aboriginal
How to interact with and in front of elders so I feel more comfortable. Knowledge of
band systems to better understand the ins and outs of our off campus programs and
funding arrangements. Participation and Ceremonies.
Multiculturalism given up number of diverse population. Racism toward other cultures.
Strategies for addressing Aboriginal students reluctance to learning Aboriginal contents.
Ways to up students motivation and instructor credibility. Written documentation of
completion
Land – Based Learning
PD needs to be respectful of individual needs. This is a very sensitive area with many
areas of pitfalls and diplomacy is of essential importance. I also know that development
of methodology really needs to be transparent.
Practical examples of success stories. Pan-Canadian views of methods of historical and
cultural practices. Indigenous ways of knowing applied to (unreadable)
I would like to learn about the history of Aboriginal – White relations in Saskatchewan,
perhaps the other two Prairie Provinces too. I would like to know about the history of
TREATIES and amendments to the INDIAN ACT since the 1870s. I would also like to
learn more about the prairie Métis people, and how provincial and federal governments
respected (or disrespected) land deals with them. ( I know about Louie Riel and Gabriel
Dumont)
Educational approaches. Aboriginal worldviews.
More about how to work with teacher candidates to enhance their learning about
approaches and strategies for improving learning outcomes for First Nation, Inuit and
Métis students and their engagement in é with anti-oppressive decolonizing approaches to
education.
More individual approaches (individual consulting, guest observers etc.) versus group
training which seems somewhat forced and inauthentic.
Balancing my knowledge about FN, Métis and Inuit peoples filling gaps in knowledge.
Understanding what we as educators need to know about Aboriginal learners to offer
appropriate integration of Aboriginal content in Saskatchewan education. Learn about
non-Aboriginal learners in Antiracist education and how to make Aboriginal and Non
Aboriginal learners experiences a valuable experience for all. How to decolonize
curriculum.
Protocols of Ceremonies
Specific approaches to pedagogy, that enhance the learners experience, improve quality
of learning etc, that draw directly from aboriginal knowledge, worldviews etc. Similar
request re: approaches to research.
Ancestry
Traditions an Customs, Treaties
Cultural practices
Factual Statistics
11 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE •
•
•
•
•
•
•
•
•
•
•
•
•
Summer, 2013 Understanding Aboriginal Knowledge and how these can be used within classrooms.
Further cultural practices. Hearing stories from elders. Challenging racism in education.
History. Worldviews. Cultural practices. Current initiatives.
Hands on – suggest history – residential school, spiritual and cultural.
Worldviews. Experiential learning resources.
I have lived and worked with both First Nation and Métis People. I would be pleased to
learn more about university services to support Aboriginal engagement and to visit places
in Saskatoon of importance.
Not knowledgeable enough to be able to judge. I am interested in learning anything.
I am interested in improving my general knowledge of First Nation Métis and Inuit
cultures.
Treaties. Ways of knowing / learning / teaching. Band governments. Spiritual.
Approaching elders for counseling and have their direction in supporting students from
various communities that attend our college. Greater understanding of how First Nation
Schools work administratively to help students prepare to work within them.
Each of the above 7.
About life on reserves and challenges students face moving to live in the city. Dream
catchers (what they are all about). Traditional medicines (use of herbs and various plants
for health purposes).
History. Teaching strategies.
About diversity within aboriginal populations; and how to respectfully integrate
aboriginal content into current teaching practices interested in diversity within diversity.
12 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Appendix 2
Needs Assessment Forms
Needs Assessment: Staff and Faculty Development in Aboriginal Education
University of Saskatchewan
College of Education
A. Participant Profile
1. Please mark the appropriate boxes and fill in the blank:
Position:
Faculty ☐
Staff ☐
Age:
20-29 ☐
30-39 ☐
Gender:
______________________
Do you have Indigenous ancestry?
40-49 ☐
Yes ☐
50-59 ☐
60-69 ☐
70+ ☐
No ☐
2. Circle the number that corresponds with your view on the importance of professional development in
Aboriginal education:
Not important
0
1
Somewhat important
2
3
Very important
4
5
3. Circle the number that best describes your level of interaction with Aboriginal people:
Low
0
Medium
1
2
High
3
4
5
B. Content and Focus of Professional Development
Please circle the number that best corresponds with your response.
*Questions 6 and 7 pertain to teaching practices, and are intended for faculty only.
1. My knowledge of Aboriginal peoples’ histories:
First Nations
Novice
0
Intermediate
Expert
1
2
3
4
5
Métis
0
1
2
3
4
5
Inuit
0
1
2
3
4
5
2. My knowledge of Aboriginal peoples’ cultural practices:
First Nations
Novice
0
1
2
Intermediate
3
4
Expert
5
Métis
0
1
2
3
4
5
Inuit
0
1
2
3
4
5
13 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 3. My knowledge of Aboriginal peoples’ worldviews (i.e., ways of knowing, epistemologies)
First Nations
Novice
0
1
2
Intermediate
3
4
Expert
5
Métis
0
1
2
3
4
5
Inuit
0
1
2
3
4
5
4. My knowledge of ways to challenge racism and oppression in formal education:
Novice
0
Intermediate
1
2
3
4
Expert
5
4
Expert
5
5. My knowledge of campus support services for Aboriginal students:
Novice
0
Intermediate
1
2
3
6. *My knowledge of educational approaches and strategies for improving learning outcomes among
First Nations, Inuit, and Métis students:
Novice
0
Intermediate
1
2
Expert
3
4
5
7. *My comfort level when including First Nations, Inuit, and Métis content in my classes:
Not comfortable
Somewhat comfortable
0
1
2
Very comfortable
3
4
5
8. Please complete the following: For my personal and professional development in Aboriginal
education I am most interested in learning…
C. Program Format and Delivery:
1. Please number the following options for Program Format and Delivery from 1 – 5 (or 6) in order of
your preference (with 1 indicating your first choice).
Format: (from 1 – 5/6)
Short course (e.g., 4 ½ day workshops)
_____
Delivery: (from 1 – 5/6)
Classroom seminar/workshops
_____
14 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Weekly workshops (e.g., 1 hour)
_____
Elder/Knowledge keeper
Monthly workshops (e.g., ½ day)
_____
_____
Land-based learning
One workshop per term (e.g., 1 day)
Online module
_____
Summer, 2013 Community-based learning
_____
Other:________________________________ _____
_____
Cohort-based learning
_____
_____
_____
Other:____________________________
2. Which days of the week, times of day, and times of year, would best fit your schedule?
Term 1 Term 2 Nanaskomitin! Wopida! Miigwech! Mahseecho! Marsee! Qanuitpii! Merci! Thank you!
15 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Summer, 2013 Needs Assessment: Staff and Faculty Development in Aboriginal Education
University of Saskatchewan
The Gwenna Moss Centre For Teaching Effectiveness/University Learning Centre
A. Participant Profile
1. Please mark the appropriate boxes and fill in the blank:
Age:
20-29 ☐
30-39 ☐
Gender:
______________________
Do you have Indigenous ancestry?
40-49 ☐
Yes ☐
50-59 ☐
60-69 ☐
70+ ☐
No ☐
2. Circle the number that corresponds with your view on the importance of professional development in
Aboriginal education:
Not important
0
1
Somewhat important
2
3
Very important
4
5
3. Circle the number that best describes your level of interaction with Aboriginal people:
Low
0
Medium
1
2
High
3
4
5
B. Content and Focus of Professional Development
Please circle the number that best corresponds with your response.
*Questions 6 and 7 pertain to teaching practices, and are intended for faculty only.
1. My knowledge of Aboriginal peoples’ histories:
First Nations
Novice
0
1
2
Intermediate
3
4
Expert
5
Métis
0
1
2
3
4
5
Inuit
0
1
2
3
4
5
2. My knowledge of Aboriginal peoples’ cultural practices:
First Nations
Novice
0
Intermediate
Expert
1
2
3
4
5
Métis
0
1
2
3
4
5
Inuit
0
1
2
3
4
5
3. My knowledge of Aboriginal peoples’ worldviews (i.e., ways of knowing, epistemologies)
First Nations
Novice
0
1
2
Intermediate
3
4
Expert
5
Métis
0
1
2
3
4
5
16 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE Inuit
0
1
2
3
Summer, 2013 4
5
7. My knowledge of ways to challenge racism and oppression in formal education:
Novice
0
Intermediate
1
2
3
4
Expert
5
4
Expert
5
8. My knowledge of campus support services for Aboriginal students:
Novice
0
Intermediate
1
2
3
9. *My knowledge of educational approaches and strategies for improving learning outcomes among
First Nations, Inuit, and Métis students:
Novice
0
Intermediate
1
2
Expert
3
4
5
7. *My comfort level when including First Nations, Inuit, and Métis content in my courses:
Not comfortable
Somewhat comfortable
0
1
2
Very comfortable
3
4
5
8. Please complete the following: For my personal and professional development in Aboriginal
education I am most interested in learning…
C. Program Format and Delivery:
1. Please number the following options for Program Format and Delivery from 1 – 5 (or 6) in order of
your preference (with 1 indicating your first choice).
Format: (from 1 – 5/6)
Short course (e.g., 4 ½ day workshops)
_____
Delivery: (from 1 – 5/6)
Classroom seminar/workshops
Weekly workshops (e.g., 1 hour)
_____
Elder/Knowledge keeper
Monthly workshops (e.g., ½ day)
_____
_____
Land-based learning
_____
_____
17 Indigenous Voices Needs Assessment: Findings for the College of Education and ULC/GMCTE One workshop per term (e.g., 1 day)
Online module
_____
Summer, 2013 Community-based learning
_____
Other:________________________________ _____
_____
Cohort-based learning
_____
_____
Other:____________________________
2. Which days of the week, times of day, and times of year, would best fit your schedule?
Term 1 Term 2 Nanaskomitin! Wopida! Miigwech! Mahseecho! Marsee! Qanuitpii! Merci! Thank you!
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