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Documentation:Open UBC/Guide/OER Accessibility Toolkit

2020-06-11T22:32:43Z

AndreaHan: added missing )

==Accessibility for Open Education==

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The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the ''OER Accessibility Toolkit'' is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

As you work through the content of the ''OER Accessibility Toolkit'', you will find that the suggestions provided are intended for the non-technical user. If you are looking for more technical descriptions of how to make your work accessible, we suggest you review the [https://www.w3.org/TR/WCAG20/ WCAG (Web Content Accessibility Guidelines)].

==Key Concepts: Universal Design and Personas==

Universal Design is the process of creating products (devices, environments, systems, and processes) that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations (environments, conditions, and circumstances). Universal Design emerged from the slightly earlier concept of being barrier-free, the broader accessibility movement, and adaptive and assistive technology. It also seeks to blend aesthetics into these core considerations.

Let’s review some common definitions of Universal Design.

===Definition 1===

Universal Design or Universal Instructional Design (UID)
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"is an approach to teaching that consists of the proactive design and use of inclusive instructional and evaluation strategies. This approach provides academic access to a broad range of learners, including students with disabilities, while:
*maintaining academic standards […]
*reducing the need to having to retrofit after a course is already underway<ref>FAIR ([http://web2.uvcs.uvic.ca/fair/ Facilitating Accessible Instruction & Resources]). University of Victoria </ref>"

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===Definition 2===
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Universal Instructional Design (UID)

is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. UID provides equal access to learning, not simply equal access to information. UID allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. …It should be noted that UID does not remove academic challenges; it removes barriers to access.<ref>Universal Design for Learning. Ohio State University</ref>
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===Why Universal Design?===

For our purposes, we frame the practice of using Universal Design in a holistic and manageable way, and begin by addressing the barriers that are easy to anticipate and proactively re-mediate. This toolkit, therefore, will provide guidance to you if the answers to any of the following questions is “yes”:

*Do I have visual materials that present core concepts that not all students may be able to see or understand?
*Do I have multimedia (audio, video) materials that present core concepts that not all students may be able to be hear, see, or access?
*Do I have documents that present core concepts in a format that not all students may be able to access?

For the purpose of the ''OER Accessibility Toolkit'', we focus on an adjunct to Universal Design, that being Universal Design for Learning (UDL), which is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. Rather than a single, one-size-fits-all solution, it offers a flexible approach that can be customized and adjusted for individual needs.<ref>http://www.udlcenter.org/aboutudl/whatisudl ↵</ref>

The principles of Universal Design for Learning can be summarized by the following points.

*Present information and content in various ways.
*Provide more than one way for learners to express what they know.
*Stimulate interest and motivation for learning.

OER creators can apply these principles in course design by following several guidelines:

*Design resources and activities that can be accessed by learners in a variety of ways. For example, if there is a text component, provide the ability to enlarge the font size or change the text color. For images and diagrams, always provide an equivalent text description. For video, include text captions.
*Provide multiple ways for learners to engage with information and demonstrate their knowledge. This is particularly important to keep in mind as you design activities and assessments.
*Identify activities that require specific sensory or physical capability and for which it might be difficult or impossible to accommodate the accessibility needs of learners. For example, an activity that requires learners to identify objects by color might cause difficulties for learners with visual impairments. In these cases, consider whether there is a pedagogical justification for the activity being designed in that way. If there is a justification, communicate these requirements to prospective learners in the course description and establish a plan for responding to learners who encounter barriers.

===Persona===
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This video shows a demonstration of students using accessibility softwares (ZoomText, JAWs and TextDragon) .

Designers use personas to represent the different types of people who may be accessing a website or product. Using a persona can be a helpful when you are designing an accessible open resources. Take a look at the personals from [http://uxmag.com/articles/book-excerpt-a-web-for-everyone Book Excerpt: A Web for Everyone] to get an idea on how your audiences navigate your course/resources.

==Best Practices 1: Online Content Organization and Weblinks==

HTML is a good format for creating accessible content. It is well supported and adaptable across browsers and devices. Also, the information in HTML markup helps assistive technologies, such as screen reader software, to provide information and functionality to people with vision impairments.

Organizing your html and online content so it has a logical flow just makes sense. Using headings, and subheadings to organize content allows students to clearly see how the main concepts are related. Headings are one of the main ways that students using a screen reader navigate through a webpage or online resource.

A weblink is a link from a file or document to another location (such as a website address) or file, typically activated by clicking on a highlighted word or image on the screen. Generally weblinks are included within content to provide the user with additional information that is available at a another location.

'''File types''': .html, .pdf, .doc, .xls

===Who Are You Doing This For?===

Everyone benefits from having content that’s clearly organized. In addition, well-organized content and descriptive weblinks support students who:

*Have a learning disability (For a example, a student with ADHD) - Having an organized content allow them to easily go back and find the important points.
*Are blind or have low vision - It gives them more control in navigating through different chapters.
*Have a form of cognitive disability
*Have a physical disability,
*Are deaf or hard of hearing

===What Do You Need to Do?===

====Content Organization====
Headings help to identify the hierarchical structure of a document (e.g., sections, sub-sections). Headings provide a visual cue that helps sighted readers quickly navigate through sections of a document, skimming through content until they find a section they are looking for. Similarly, headings create logical divisions in the content and allow a non-sighted user to navigate a page or document easily using a screen reader.

When it comes to using visual references to indicate the hierarchy and structure of a document, you may be accustomed to just changing the font, enlarging the type size, making it bold or underlined or italicized, creating the impression of a heading. This approach presents problems when creating material with accessibility in mind because screen readers won’t identify the text as a heading. Instead, a screen reader will just “read” through the text of a heading as if it were part of another paragraph of content, missing your intended cues about structure and organization.

[[File:Headings in wordpress.png|thumb|center|Headings in WordPress(UBC Blogs)]]
Keep the following guidelines in mind when you create online content.

*Use HTML tags to describe the meaning of content, rather than changing its appearance. For example, you should tag a section title with the appropriate heading level (such as <nowiki><h3></nowiki>) rather than making the text appear like a heading by applying visual elements such as bold text and a larger font size. Format list items into a list rather than using images of bullets or indents. Using HTML to describe your content’s meaning is valuable for learners who use screen readers, which, for example, can read through all headings of a specific level or announce the number of items in a list.
*Use HTML heading levels in sequential order to represent the structure of a document. Well-structured headings help learners and screen reader users to navigate a page and efficiently find what they are looking for.
*Use HTML list elements to group related items and make content easier to skim and read.

====Content Organization How tos====
*[https://en.support.wordpress.com/visual-editor/#styles How to create headings in WordPress(UBC Blogs)]
*[[Help:Formatting#Headers_.26_Lines|How to create headings in UBC Wiki]]
*[https://ccs.instructure.com/courses/1181412/pages/accessibility-basics-on-canvas-pages-headers-colors-and-tables?module_item_id=21897445 How to create headings in Canvas]
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/course_components/create_html_component.html#the-visual-editor How to create headings in EdX]

====Link Descriptions====

Ensure that all web pages and weblinks have titles that describe a topic or purpose. The purpose of the link can be determined by the text alone. That is, you don’t need to include additional information justifying the use of the link. You want the link to be meaningful in context. For example, do not use generic text such as “click here” or “read more” unless the purpose of the link can be determined by meaning in the surrounding content.<ref>https://www.webaccessibility.com/best_practices.php?best_practice_id=1301</ref>

Consider the following examples.

'''Example 1''' — unclear:

Click [http://open.ubc.ca here] for information on open at UBC.

'''Example 2''' — clear and accessible:

Information on [http://open.ubc.ca UBC Open education projects and resources] is available online.

====New Tabs/Windows====

In general, it is better if weblinks do not open new windows and tabs since they can be disorienting for people, especially people who have difficulty perceiving visual content.<ref>http://www.w3.org/TR/2014/NOTE-WCAG20-TECHS-20140916/G200</ref>. However, if a link must open in a new window, it is best practice to include a textual reference. For example, IInformation on [http://open.ubc.ca UBC Open education projects and resources (New Window)] is available online.<ref>http://accessibility.psu.edu/linkshtml</ref>

==Best Practices 2: Images==
In this section, we provide recommendations to guide your inclusion of accessible, image-based content.

===What Are Images?===

'''Images include''': photographs, diagrams, pictures, charts, graphs, maps

'''File types''': .gif, .jpg, .png

===Before You Begin===

====Why Are You Including the Images You Have Selected?====

Before you can determine what you need to do to make an image accessible, you first need to identify its purpose or value to your open resources. Consider the following questions:

#Does your image serve a functional purpose? In other words, is it conveying non-text content to students? If so, you should:
#*Provide a text alternative that serves the equivalent purpose of the non-text material<ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.1 Text Alternatives. Accessed from: http://www.w3.org/TR/WCAG20/#text-equiv </ref>
#*Not use colour as the only visual means of conveying information <ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>
#Does your image serve more of a decorative purpose? In other words, is it primarily a design element that does not convey content? If so, you should:
#*Avoid unnecessary text descriptions

====Who Are You Doing This For?====

This work supports students who:

*Are blind or have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display
*Have a form of cognitive disability

===What do you need to do? ===
====Functional Images and Alternative Text Description====
Consider what your content page would look like if the images didn’t load. Now try writing alternative text for each image that would work as a replacement and provide the same service as the image.

As you work on developing your alternative text descriptions, keep the following recommendations and guidelines in mind:
*Remember that alternative text must convey the content and functionality of an image and is rarely a literal description of the image (e.g., “photo of cat”). Rather than providing what the image looks like, alternative text should convey what the content of the image is and what it does. <ref>webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>
*For relatively simple images (e.g., photographs, illustrations), try to keep your text descriptions short. You should aim to create a brief alternative (one or two short sentences) that is an accurate and concise equivalent to the information in the image.
*For more complex images (e.g., detailed charts, graphs, maps), you will need to provide more than a one- to two-sentence description to ensure all users will benefit from the content or context you intended to provide. In these cases, you should either provide the details in the text surrounding the image or write a longer text description that students can link to on a separate page. You should still include a short text description (one to two sentences) that tells students where they can find the details you have provided in the longer description.
*Leave out any unnecessary information. For example, you do not need to include information like “image of…” or “photo of…”; assistive technologies will automatically identify the material as an image, so including that detail in your alternative description is superfluous.

Avoid redundancy of content in your alternative description. Don’t repeat the same information that already appears in text adjacent to the image.

=====Example 1: [https://opentextbc.ca/introductiontosociology/chapter/chapter20-population-urbanization-and-the-environment/ (from Introduction to Sociology)] =====

[[File:Rio-de-janeiro-and-london.png|thumb|center|Figure 20.11. The slum city and the global city: the Favéla Morro do Prazères in Rio de Janeiro and the London financial district show two sides of global urbanization (Photos courtesy of dany13/Flickr and Peter Pearson/Flickr). |alt="Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."]]

This photograph could be described in this way:

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"Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."
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|}

=====Example 2 (Figure 18.1. Two-Atom, Double-Flask Diagram from [http://opentextbc.ca/introductorychemistry/chapter/entropy-and-the-second-law-of-thermodynamics/ Introductory Chemistry]): =====
[[File:Double flask gas atom diagram.png|center|thumb|(Figure 18.1. Two-Atom, Double-Flask Diagram from Introductory Chemistry) ]]
When the stopcock is opened between the flasks, the two atoms can distribute in four possible ways.

Figure 18.1 could be described as follows:
{| class="ambox ambox-notice"
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"Figure 18.1 shows a diagram with five pairs of circles. All of these circles are open. The left one opens on the right and the right one opens on the left. They are connected with lines at their open points. One pair is located on the left and between their two connecting lines is a black dot with a red vertical line going across. The other four pairs arranged in a column are located on the right and between the connecting lines of each pair is a a small circle with a red horizontal line going through. A right arrow labelled Open Stopcock links the pair sitting on the left to the four pairs on the right. Each of these five pairs has two dots (green and blue) arranged in different patterns. For the pair on the left, the two dots, sitting obliquely, appear only in left circle. The green dot is at the left upper part of the circle and following it the blue dot is close to the bottom right. The first pair on the right has the similar situation. The only difference is that the green dot is at the right upper part of the circle and the blue dot is close the middle left. The second pair has a green dot in the centre of the left circle and a blue dot in the centre of the right circle. The third pair has a blue dot sitting at the left upper part of the left circle and a green dot sitting close to bottom right of the right circle. For the last pair, the two dots appear in oblique direction only in the right circle. A green dot is at the right upper part of the circle and a blue dot is close to bottom left.
"
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====Using Colour====
Consider what your images would look like if they only displayed in black and white. Would any necessary context or content be lost if the colour was “turned off”? Images should not rely on colour to convey information; if the point you are making depends on colour to be understood, you may need to edit your image or formatting so that concepts presented are not lost to those who are colour blind or who require high contrast between colours.

[[File:Colour-depend-1.jpg|thumb|center|In this example of a bar chart, colour is the sole means of communicating the data.]]

'''Example 1 - not accessible''':
In this basic bar chart, colour is the only means by which information is conveyed.

[[File:Colour-depend-2.jpg|thumb|center|This view of the same bar chart displays how the chart might appear to a student who is colour blind, or whose device does not display colour. All of the meaningful data is lost.]]

'''Example 2 — not accessible: '''
For a student who is colour blind or who has poor contrast vision, all of the relevant information is lost in a colour chart.

'''Example 3 — accessible:'''
Students who are colour blind can distinguish between high-contrast shades. In this example, contextual labels have been added to each bar at the bottom of the chart. Note that the chart will still require an [https://opentextbc.ca/accessibilitytoolkit/chapter/imageschartsgraphsmaps/#AltText alternative text description].
[[File:Colour-depend-3.jpg|thumb|center|In this view of the bar chart, high-contrast colours have been used so that shading differences will still display in grey scale. Text labels have also been added so that the data is not just being communicated with colour.]]

====Decorative Images====
If your image does not add meaning and is included for decorative or design purposes only, the space for the alternative text description should still be included with your image, but it should be left empty or blank. Assistive technologies will detect the image, and by leaving the alternative text description blank, you will signal to the student that there isn’t any contextual content embedded. Including alternative text descriptions for decorative images “simply slows the process down with no benefit because the screen-reading software vocalizes the content of the [alternative text description], whether that alternative text adds value or not.”<ref> webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>

====Complex Visuals====
Complex images refer to substantial information that may be challenging to describe in a short phrase or sentence. Learners may not
understand the images without a long description. Making complex images accessible for everyone can be challenging. It involves understanding the purpose, the content itself, the audiences, and the technology to create and access alternative formats.

{| class="ambox ambox-notice"
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For strategies on how to make complex visuals such as graphs, tables, charts, and more accessible, see the following resource created by Supada Amornchat (CC BY-NC-SA): [https://www.lsu.edu/accessibility/training/complex-images.pdf Complex Images for All Learners: A Guide to Making Visual Content Accessible]</div>
|}

====How tos====
*[[Help:Adding_Media/Images_and_Pictures#Other_specific_options:|adding alt text on UBC Wiki]]
*[https://codex.wordpress.org/Inserting_Images_into_Posts_and_Pages#Step_4_.E2.80.93_Attachment_Details Adding image description in WordPress]
*[http://edx.readthedocs.io/projects/edx-developer-guide/en/latest/conventions/accessibility.html#make-images-accessible Edx Accessibility Guidelines - Make Images Accessible]
*[https://community.canvaslms.com/docs/DOC-2060#jive_content_id_Images Canvas General Accessibility Guidelines - Images]

==Best Practices 3: Tables==
In this section, we provide guidelines and recommendations for formatting tables.

===What Are Tables?===

'''Tables:''' In this context, we are referring to data tables, which are tables that include row and/or column header information to categorize content)

'''File types:''' .doc, .html, .pdf

===Are Your Tables Simple or Complex?===

A simple table includes a maximum of one header column and/or one header row. A complex table includes more than one header column and/or header row, and may include merged or split cells. <ref>AccessAbility: Accessibility and Usability at Penn State. Table Headers and Captions. Accessed from: http://accessibility.psu.edu/tables</ref>

We recommend you make every effort to keep data tables as simple in structure as possible. The more complex the design of a data table, the less accessible it will be for some students using screen-reading technology to access their textbook materials. Screen readers move left-to-right, top-to-bottom, one cell at a time, and because a screen reader does not repeat a cell, merging or splitting cells may affect the reading order of a table.

===Who Are You Doing This For?===

This work supports students who:
*Are blind or have low vision.
*Have a form of cognitive disability.

===What Do You Need To Do?===

In the same way that your [http://opentextbc.ca/accessibilitytoolkit/chapter/organizing-content/ content hierarchy needs true headings and structure], tables need a properly defined structure to be accessible. This means that you must add row and column headers to define the different sections of data. Screen readers read tables horizontally – cell by cell, row by row – and row and column headers help give the context of the data in each cell to students who are blind, have low vision, or have a cognitive disability.

===Creating Simple Tables===

A simple table includes:

#A table title or caption
#Maximum of one row of column headers and/or maximum of one column of row headers
#No merged or split cells
#Adequate cell padding for visual learners.

'''Example:'''

The table below is a simple table. Reviewed against the preceding requirements list, this table:

#Includes a '''title''' (Spring Blossoms)
#Has one row in which cells are tagged as '''column headers''' (Colour Family, Bulbs, Shrubs, Trees), and one column (beginning on the second row) in which the cells are tagged as '''row headers''' (Pink, Yellow)
#Contains no merged or split cells
#Has adequate '''cell padding''' to provide space buffering around the data in each cell. (Cell padding in this table is set at “3”).

{| border="1" cellspacing="0" cellpadding="3"
|-
!scope="col"| Colour Family
!scope="col"| Bulbs
!scope="col"| Shrubs
!scope="col"| Trees
|-
!scope="row"| Pink
| Tulips
| Flowering currant
|Ornamental plum
|-
!scope="row"| Yellow
| Daffodils
| Forsythia
|Star magnolia
|-
|}

For a student accessing the table through a screen reader, the first row of data will be presented along the lines of:
*Pink, Bulbs: Tulips
*Pink, Shrubs: Flowering currant
*Pink, Trees: Ornamental plum

===How tos===
*WordPress (UBC Blogs) - In order to add tables in UBC Blogs through visual editor, activate [http://support.cms.ubc.ca/cms-manual/adding-functionality/plugins/list-of-available-plugins/#MCE_Table_Buttons MCE Table Buttons]
*[[Help:Tables|Adding tables in UBC Wiki]]
*[https://community.canvaslms.com/docs/DOC-10346 Adding Tables in Canvas]

==Best Practices 4: Video and Multimedia==
Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content.

===What Is Multimedia?===

'''Multimedia includes:''' videos, audio, animations, slideshows

'''File types:''' .mp3, .mp4, ppt., etc.

===Before You Begin===
'''What Type of Multimedia Are You Including?'''

Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:

1. Does your multimedia resource include audio narration or instruction? If so, you should: Provide a complete transcript of all speech content and relevant non-speech content in the resource.

2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should: Provide captions of all speech content and relevant non-speech content in the resource.

3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should: Provide audio descriptions of relevant visual materials in the resource.

===Who Are You Doing This For?===

This work supports students who:
*Are deaf or hard of hearing
*Are blind or have low vision
*Have a form of cognitive disability
*Are in a location where they cannot play or hear audio
*Are not native-English speakers and need written-word formats to support understanding

===What Do You Need To Do?===
====Transcripts====

Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding your spoken word. A text transcript provides students with equivalent information to the audio content in a multimedia resource.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2 Time-based Media: Provide alternatives for time-based media. Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref>

As you work on developing your text transcript, keep in mind the following recommendations about what to include:

#'''Speaker’s name'''
#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: “[A & B chatted while slides were loading].”'''
#'''Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: “Don’t touch that! [shouted].”
#Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor].” Background noise that isn’t relevant can be left out.
#'''Headings and sub-headings:''' Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [I

====Transcripts and third-party videos====

If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*

*''Copyright note:'' Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should contact the copyright holder of that material to obtain permission to do so.

====Captions====

Timed text captions are essential to opening up a world of information for persons with hearing loss or literacy needs by making the readable equivalent of audio content available to them in a synchronized manner. Globally hearing loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who have cognitive conditions that benefit from visual.Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what’s happening in the video and get the audio information in text at the same time.

The work you put into creating a text transcript for a video resource can be repurposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:

#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: “[A & B chatted while slides were loading].”
#'''Descriptions of relevant non-speech audio:''' These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor]”; “[background music by XXX plays].” Background noise that isn’t relevant can be left out.

Text captions can be uploaded to YouTube and other platforms along with the video to create a timed text file in SubRip (SRT) format. Additional best practices for timed captions include:

*Each caption frame should not be on screen for less than three seconds.
*Each caption frame must not be on screen for less than two seconds.
*Each caption frame should not exceed more than 2 lines.
*Each caption frame must not exceed more than 3 lines.
*Each line should not exceed more than 32 characters
*All caption frames should be precisely time synched to the audio.
*When multiple speakers are present, it is sometimes helpful to identify who is speaking, especially when the video does not make this clear.
*Non-speech sounds like [MUSIC] or [LAUGHTER] should be added in square brackets.

====Downloadable Transcripts====
For both audio and video transcripts, consider including a text file that learners can download and review using tools such as word processing, screen reader, or literacy software. All learners can use transcripts of media-based learning materials for study and review.

====Audio Descriptions====

Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2.3 Audio Description or Media Alternative (Prerecorded). Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref> Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.

When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.

1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element. ''Example:''

:::To help students fully grasp a concept that you are trying to convey in your video, you have included some contextual visual references (e.g., maps, charts, physical demonstrations of a process). However, you realize after making the video that the audio portion does not describe these visuals in enough detail for a student with visual impairments to be able to access all of the concepts you intended to convey.

::In this case, you would need to record an audio description of the visual material that provides enough detail to provide students like Jacob with the same content available to visual learners.

2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact. ''Example:''

::You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:

:::“As you can see, metallurgical coal projection increased by 3 million tonnes over these two years.“

::In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:

:::“This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,”

::the visual content is conveyed through the audio and no audio description will be necessary.

====Accessible Media Resources====

*[http://ncam.wgbh.org/invent_build/web_multimedia/accessible-digital-media-guide Accessible Digital Media Guidelines] provides detailed advice on creating online video and audio with accessibility in mind.
*[https://dcmp.org/public_content/ai/captioningkey/index.html Captioning Key by the National Association for the Deaf] provides excellent guidance on creating described and captioned media.

==Best Practices 5: Font size==

In this section, we review the two main concerns of font size on the web.

===What Is Font Size?===

'''Font size:''' The size of text visible on the screen.

===Who Are You Doing This For?===

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability
*Are deaf or hard of hearing
*Have a physical disability

===What Do You Need To Do?===

There are two main concerns when working with font sizes.

# Ensuring that default font sizes are not too small.
# Ensuring that text can be expanded to 200% on websites<ref>http://sites.psu.edu/accessibility/fontsizehtml/ </ref>.

Keep in mind these recommendations and guidelines:

*'''12 point for body text''': For most documents, body text should be around 12 points. Small fonts may be illegible for some audiences.

*'''9 point for footnotes''': If a document contains footnotes or endnotes, the minimum size should be about 9 points

* '''200% zoom''': The Web Content Accessibility Guidelines (WCAG 2.0) recommend ensuring that text can be zoomed to 200%. As well, we recommend using liquid layouts that can accommodate 200% text. Liquid layout are layouts that are based on percentages of the current browser window's size. They flex with the size of the window, even if the current viewer changes their browser size as they're viewing the site. Liquid width layouts allow a very efficient use of the space provided by any given Web browser window or screen resolution.

==Best Practices 6: Colour Contrast==
In this section, we provide guidelines and recommendations about colour contrast in your open educational materials.

===What is Colour Contrast?===

'''Colour contrast includes''': hue, lightness and saturation of text, images, and background
'''File types''': .doc, .html, .pdf, .jpg, .gif

===What What Role Does Colour Play in the Delivery of Your Content?===

When documents or web pages do not provide enough contrast between foreground elements (e.g., text, images) and background elements (e.g., colour, watermark images), some students will have difficulty reading the content. Consider the following questions:

1. Have you presented text- or image-based content on a coloured or textured background? If so, you should:
*Confirm that there is sufficient contrast between your foreground content and the chosen background colour or texture.

2. Have you included links in your content? If so, you should:
*Confirm that the colour of your web links is distinct from both your background colour and the colour of the surrounding text.

3. Have you used colour to convey concepts or information? If so, you should:
*Confirm that you are not using colour alone to convey this information.

===Who Are You Doing This For?===

This work supports students who:

*Have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display

===What Do You Need To Do?===

====Contrast====

Students with low vision and/or a form of colour blindness may have difficulty reading text that does not contrast enough with the background colour you have selected. If the colour palette you have adopted is too subtle (e.g., white text on a pastel background; medium-grey text on a light-grey background), the contrast between your foreground and background is probably insufficient for some students.

Web Content Accessibility Guidelines (WCAG 2.0) require that “the visual presentation of text and images of text has a contrast ratio of at least 7:1.”<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.6 Contrast (Enhanced). Accessed from: http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast7.html</ref> The image below presents four different foreground/background colour-contrast examples to illustrate insufficient and sufficient colour contrast ratios.
 
[[File:Colour_Contrast.png|thumb|center|500px|Image displays four examples of foreground (text) colour against background colours; only the example on the far right presents combinations with sufficient colour contrast.]]
 
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your materials for colour contrast ratios?'''

There are many online and downloadable tools available to help you evaluate colour contrast ratios. Here are a few we have tried and like:
*'''WebAIM’s [http://webaim.org/resources/contrastchecker/ Color Contrast Checker]''': This web-based tool allows you to select or enter colour values to test and provides you with a “pass” or “fail” on your contrast ratio.
*'''ACART’s [http://www.contrastchecker.com/ Contrast Checker]''': This is a straightforward, web-based tool you can use to both check colour contrast and view your selections in grey scale. This tool also allows you to keep a history of the colour combinations you have tested.
*'''Giacomo Mazzocato’s [http://gmazzocato.altervista.org/colorwheel/wheel.php Accessibility Color Wheel]''': This web-based tool includes several options for testing your colour selections, including simulations of three types of colour blindness. You can also opt to test what your contrast ratio is when the foreground and background colour selections are inverted.
</div>
|}

====Weblink Colours====

Weblinks must be visually distinct from both the surrounding, non-linked text and background colour. If you do not underline your links (or provide some other non-colour cue), you must ensure that you provide both sufficient contrast between the link and background colours and between the link colour and that of the surrounding text.

Web Content Accessibility Guidelines (WCAG 2.0) require a:
*4.5:1 contrast between the link text color and the background
*3:1 contrast between the link text color and the surrounding non-link text color<ref>WebAIM (2015), WCAG 2.0 and Link Colors. Accessed from: http://webaim.org/blog/wcag-2-0-and-link-colors/ </ref>

====High-Contrast Mode====

Some students need to see light text on a dark background for it to be readable, while others require dark text on a light background. Students with low vision must be able to see content when it is displayed in high-contrast mode. This can be a subjective experience, based on individual student needs. We recommend that you try testing your text and image-based content as you go by using high-contrast mode on your own computer and making adjustments as needed.

All content items such as text, images, bullets, and table borders must be visible in both regular and high-contrast modes.

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your content in high-contrast mode?
'''
To test the visibility of your content in this mode, turn on high contrast by simultaneously pressing the following keys on your (PC) keyboard:
::'''Left ALT + Left SHIFT + Print Screen.'''
To turn off high contrast mode, repeat this step.
</div>
|}

====Use of Colour====

You should not rely on colour as the sole means of conveying information and instruction. If the point you are making depends on colour to be understood, you will need to edit your materials so that concepts presented in the visuals are not lost to those who are colour blind or who require high contrast between colours.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>

==Best Practices 7: Formulas==

Math or Science formulas in open educational resources can be challenging to deliver in a way that is accessible to people with vision impairments. Non-scalable images of mathematical content cannot be sufficiently enlarged or navigated by low-vision users and are not accessible to blind users at all.

===What Are Formulas?===

'''Formulas include:''' Math equations or science formulas

'''File types:''' LaTex or MathType

===Before You Begin===
'''Who Are You Doing This For?'''

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability,
*Have a physical disability

The following content is a derivative of Equations: Images vs. MathML from Accessibility and Usability at Penn State, http://accessibility.psu.edu/equations.

===What Do You Need to Do?===

There are several ways to handle equations from images with ALT tags to MathML. Having access to an equation editor such as MathType or MathMagic can streamline processing and converting equations considerably. These tools are similar to equation editors found in the ANGEL HTML Editor and Microsoft Office.

====MathML====

[http://accessibility.psu.edu/math/mathml/ Math ML] is a text-based XML markup language designed for math equations. Browsers that support MathML are able to translate the XML into a formatted equation. Since MathML with MathJax can be rendered in many systems, including HTML, Sites at Penn State, ANGEL and Drupal, it is considered the best choice for accessibility.

Information about [http://accessibility.psu.edu/math/mathml/ creating and viewing MathML] is available on that page.

MathML may vary from system to system and the content can change rapidly.

====Image with ALT tag====

A safe option to create an image of an equation (or export it from an equation editor) and then insert the image into a document with an ALT tag.

''Note:'' ALT tags can be written in Nemeth MathSpeak for students who have learned that system.

<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>

View the ALT Tag

ALT= “m equals begin fraction m sub 0 over begin square root 1 minus begin fraction v sup 2 over c sup 2 end fraction end square root end fraction”

====LaTex====

LaTeX is a math markup language familiar to many in the science and math community, but unfortunately it is not currently supported by screen reader technology. However, it is fairly simple to convert LaTeX to an image or MathML in most equation editors.

For example, in the [http://wiki.ubc.ca UBC Wiki] you can insert a piece of LaTeX code using the <nowiki><math></nowiki> tag:
<pre>
<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>
</pre>
The equation should appear fully formatted. Make minor adjustments as needed.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.
=====Example — equation with audio=====
[[File:MM0over.png|200px|center|math formular]]
[https://soundcloud.com/user-262382099-529580848/equation Listen to the audio file of this equation]:

===Additional Resources===

*In 2012, Portland Community College departments took a closer look at making math accessible to blind students. Read more about the math accessibility study on our website: http://www.pcc.edu/access.
*The [http://www.washington.edu/doit/are-there-guidelines-creating-accessible-math?465= DO-IT project from the University of Washington] provides guidance on creating accessible math content.
*The [http://www.washington.edu/doit/programs/accessstem/overview AccessSTEM] website provides guidance on creating accessible science, technology, engineering and math educational content.

==Best Practices 8: PDFs, Word Docs and Excel Files==
This section describes guidelines for creating accessible content in PDFs, Word documents, and Excel spreadsheets. Many of the same accessibility techniques and principles that apply to authoring in HTML also apply to creating document based OERs.

===PDFs===
Converting or publishing open resources as PDF documents can create accessibility barriers, particularly for learners with visual impairments. Accessibility issues are very common in PDF files that were scanned from printed sources or exported from a non-PDF document format. Scanned documents are simply images of text. To make scanned documents accessible, you must perform Optical Character Recognition (OCR) on these documents, and proofread the resulting text for accuracy before embedding it within the PDF file. You must also add semantic structure and other metadata (headings, links, alternative content for images, and so on) to the embedded text.

When you export documents to PDF from other formats, it is important to ensure that the source document contains all the required semantic structure and metadata before exporting. Unfortunately, some applications do not include this information when exporting and require the author to add or “tag” the document manually using PDF editing software. You should carefully consider whether exporting to PDF is necessary at all.

====Best Practices for Authoring Accessible PDF Documents====

*Explicitly define the language of the document so that screen readers know what language they should use to parse the document.
*Explicitly set the document title. When you export a file to PDF format, the document title usually defaults to the file name, not a human readable title.
*Verify that all images have alternative content defined or are marked as decorative only.
*Verify that the PDF file is “tagged”. Make sure the semantic structure from the source document has been correctly imported to the PDF file.
*Verify that a logical reading order is defined. This is especially important for documents that have atypical page layouts or structure.
*If your document includes tables, verify that table headers for rows and columns are properly defined.

====Accessible PDF Resources====
*[http://webaim.org/techniques/acrobat/ WebAIM's PDF Accessibility site] provides a detailed and illustrated guide on creating accessible PDFs.
*The [http://ncdae.org/resources/cheatsheets/ National Center of Disability and Access to Education has a collection of one-page “cheat sheets”] on accessible document authoring.
*Microsoft provides detailed [https://support.office.com/en-gb/article/Create-accessible-PDFs-064625e0-56ea-4e16-ad71-3aa33bb4b7ed?CorrelationId=9b8d28cf-aa96-4816-9536-b4aea195b51c&ui=en-US&rs=en-GB&ad=GB&ocmsassetID=HA102478227 guidance on generating accessible PDFs from Microsoft Office applications], including Word, Excel, and PowerPoint.
*Adobe provides [https://helpx.adobe.com/acrobat/using/create-verify-pdf-accessibility.html documentation on how to create and verify PDF accessibility].

===Word Documents===
Many of the same accessibility techniques and principles that apply to authoring one content also apply to creating Word documents. Keep formatting simple. Use headings, paragraphs, lists, images, and captions. Use tables for tabular data. Do not add unnecessary indents, rules, columns, blank lines, or typographic variation. Use standardized styles for formatting your text, such as Normal, Heading 1, and Heading 2, rather than manually formatting text using text styles and indents. Formatting text for its semantic meaning and not for its visual appearance allows users of assistive technology to consume and navigate documents effectively and efficiently.

Additional best practices include;

*Images must have descriptive text associated with them.
*Documents should be well structured.
*Hyperlinks should be meaningful and describe the destination.
*Tables should include properly defined column and row headers.
*Color combinations should be high contrast.
*Verify the accessibility of your document using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Excel Spreadsheets===
Many of the same accessibility techniques and principles that apply to authoring data tables in HTML also apply to creating Excel spreadsheets. Microsoft has a [https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US guide to creating accessible Excel workbooks].

*Images must have descriptive text associated with them.
*Column and row headings should be programmatically identified.
*Hyperlinks in spreadsheets should be meaningful and describe the destination.
*Use a unique and informative title for each worksheet tab.
*Do not use blank cells for formatting.
*Colour combinations should be high contrast.
*Verify the accessibility of your workbook using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Additional Microsoft Accessibility Resources===
*[https://support.office.com/en-us/article/Make-your-Word-documents-accessible-D9BF3683-87AC-47EA-B91A-78DCACB3C66D?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Word documents.]
*[https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft tool that allows you to check Word documents for accessibility issues.]
*Microsoft guide to creating [https://support.office.com/en-us/article/Make-your-PowerPoint-presentations-accessible-6F7772B2-2F33-4BD2-8CA7-DAE3B2B3EF25?ui=en-US&rs=en-US&ad=US accessible PowerPoint presentations].
*[https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Excel workbooks].
*Microsoft tool that allows you to check [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Excel workbooks for accessibility issues].
*Microsoft guide to creating [http://webaim.org/techniques/powerpoint/ accessible PowerPoint presentations].
*[http://webaim.org/techniques/powerpoint/ WebAIM’s guide to PowerPoint accessibility].

==UBC Platform Specific Accessibility Guidelines==

===Canvas===
*[https://community.canvaslms.com/docs/DOC-2061 Accessibility within Canvs]
*[https://community.canvaslms.com/groups/accessibility Canvas Accessibility Group]
*[https://community.canvaslms.com/groups/accessibility/blog/2018/05/08/how-to-fix-and-prevent-accessibility-issues-in-your-canvas-course How to Fix and Prevent Accessibility Issues in Your Canvas ]

===Edx===
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html Accessibility Best Practices Guidance for Content Providers]

===WordPress===
*[https://en.support.wordpress.com/accessibility/ Accessibility in WordPress]
*[http://khan.github.io/tota11y/ Tota11y] - a tool to check if your site is accessible or not. There is also a [https://chrome.google.com/webstore/detail/tota11y-plugin-from-khan/oedofneiplgibimfkccchnimiadcmhpe?hl=en chrome extension] available

===MediaWiki/UBC Wiki===
*[https://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Accessibility Manual of Style- Accessibility]

===UBC Centre for Accessibility===
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] provides leadership on issues of accessibility for people with disabilities at UBC Vancouver, working in partnership with faculties to foster inclusive learning, living and working environments for students, faculty and staff. The Centre for Accessibility provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.

==Appendix: Checklist for OER Accessibility==

===Organizing Content===

☐ Contents is organized under headings and subheadings

☐ Headings and subheadings are used sequentially (e.g. Heading 1, heading 2, etc)

===Images===

☐ Images that convey information include Alternative Text (alt-text) descriptions of the image’s content or function.

☐ Graphs, Charts, and Maps also include contextual or supporting details in the text surrounding the image.

☐ Images do not rely on colour to convey information.

☐ Images that are purely decorative contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information).

===Tables===

☐ Tables include row and column headers.

☐ Table includes title or caption.

☐ Table does not have merged or split cells.

☐ Table has adequate cell padding.

===Weblinks===

☐ The weblink is meaningful in context, does not use generic text such as “click here” or “read more”.

☐ Weblinks do not open new windows or tabs.

☐ If weblink must open in a new window, a textual reference is included in the link information.

===Multimedia===

☐ A transcript has been made available for a multimedia resource that includes audio narration or instruction. Transcript includes:
:Speaker’s name
:All speech content
:Relevant descriptions of speech
:Descriptions of relevant non-speech audio

===Headings and subheadings===

☐ Captions of all speech content and relevant non-speech content are included in the multimedia resource that includes audio synchronized with a video presentation.

☐ Audio descriptions of contextual visuals (graphs, charts, etc) are included in the multimedia resource.

===Formulas===

☐ Formulas have been created using MathML.

☐ Formulas are images with alternative text descriptions, if MathML is not an option.

===Font Size===

☐ Font size is 12 point or higher for body text.

☐ Font size is 9 point for footnotes or end notes.

☐ Font size can be zoomed to 200%.

==Appendix: Accessibility 2-Page Handout==

[[File:Accessibility Handout Thumbnail.png|thumb|centre|400px|link=http://wiki.ubc.ca/images/5/5b/UBC_Accessibility_Handout.pdf|Click to Download PDF ]]

==Appendix: Additional OER Accessibility Resources==
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] provides leadership on issues of accessibility for people with disabilities at UBC Vancouver, working in partnership with faculties to foster inclusive learning, living and working environments for students, faculty and staff. The Centre for Accessibility provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.
*[https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] - (also in [https://opentextbc.ca/troussedoutildaccessibilite/ French])
*Inclusive Design Research Centre’s [http://floeproject.org/ Flexible Learning for Open Education]
*[http://www.udlcenter.org/implementation/postsecondary The National Center on Universal Design for Learning] provides a helpful overview on Universal Design for Learning.
*Portland Community College’s [http://www.pcc.edu/resources/instructional-support/access/ Accessibility for Online Course Content: A Guide for Instructors]
*[https://www.microsoft.com/en-us/design/inclusive Inclusive Design at Microsoft]
*[https://www.jisc.ac.uk/guides/supporting-an-inclusive-learner-experience-in-higher-education JISC guide to supporting an inclusive learner experience in higher education]

==References==
<references/>

==About this Toolkit==
[[File:CC-SA_button.png|left|CC by|100px]] The OER Accessibility Toolkit is licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License], except where otherwise noted. Source files for this resource may be found on the [http://wiki.ubc.ca/Documentation:Open_UBC/Guide/OER_Accessibility_Toolkit UBC Wiki].

Content for this toolkit was adapted from the [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] by Amanda Coolidge, Sue Doner, and Tara Robertson. The [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted. Additional material has been adapted from the [http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html edX Accessibility Best Practices for Developing Course Content] guidelines under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution Share Alike 4.0 International License].

[[Category:Open UBC]][[Category:Accessibility]] [[Category:Accessibility Toolkits]] [[Category:OER]] [[Category:Open Education]] [[Category:Universal Design]]

Documentation:Distance Learning Support/Using the Technology for Learners

2015-12-12T00:19:42Z

AndreaHan:

Before you start, make sure that your computer meets all of the technical requirements for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all. Should you need technical assistance, refer to the section below to find out who you should contact.

==Technical Assistance==

Please refer to the following table for technical assistance:

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* CWL/Login/Password
* Performance issues
| width="200pt" | IT Services
604-822-2008
[http://www.it.ubc.ca/contact/helpdesk.html http://www.it.ubc.ca/contact/helpdesk.html]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Course related issues (i.e. browser set-up)
* Online exams release/submission
* Course content issues
* '''''Connect''''' tools
| width="200pt" | Helpdesk
[mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]
[https://support.ctlt.ubc.ca/de https://support.ctlt.ubc.ca/de]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Library access
* Proxy server authentication
* Access to library resources
| width="200pt" | Library
[mailto:library.systems@ubc.ca library.systems@ubc.ca]
[http://services.library.ubc.ca/off-campus-access/connect-from-home/ http://services.library.ubc.ca/off-campus-access/connect-from-home]
|-
|}

==Technical Requirements==

It’s very important to prepare your computer for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all.

Please refer to the e-learning website, where you will see the [http://elearning.ubc.ca/connect/get-started-with-connect/recommended-system-requirements/ recommended system requirements to run '''''Connect'''''].

Still need help? Check out the [http://elearning.ubc.ca/connect/student-resources/ Student Resources] on the e-learning website.

==Accessibility and Assistive Technologies==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the [http://students.ubc.ca/about/access Access and Diversity] office well in advance of your anticipated start date to discuss your requirements. Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

For more information about online tools that can aid students with a disability, please read this article about [http://www.teacherswithapps.com/8-online-tools-help-educate-students-disability/ 8 Online Tools To Help Educate Students With Disability].

Documentation:Distance Learning Support/Course Participation

2015-12-12T00:17:23Z

AndreaHan:

In this section, you will find some useful information on how you can participate in your distance learning course.

==How do I Contact my Instructor?==

If you need to contact your instructor by phone, please follow these directions:

* If the call is local, just proceed as usual. If the call is long distance, you may call your instructor directly and ask her or him to return your call.
* If you are having difficulty reaching your instructor and don’t know why, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall for assistance.

==Estimated Weekly Time Commitment of a Distance Course==

To be successful in a distance learning course, it is estimated that readings, hands-on assignments, and online work will take an average of 10-12 hours per week to complete. Keep in mind this is just an estimate which can vary with each course.

If you are taking a distance learning course, you will likely be required to participate in online discussions. Distance learning courses often require much more student involvement than traditional lecture-driven courses where you might come to class, take notes, write a paper, and then take a test. Many online courses require interaction with faculty and peers on a weekly or even daily basis. Therefore, you will need to schedule time for working on required activities just as you would schedule time each week to attend classes. The major benefit to students in a distance learning course is the flexibility it affords you to participate in discussions and complete most learning activities around your own schedule.

==Participation Requirements for a Distance Learning Course==

The requirements for participation are outlined in the course objectives and can be accessed when you log into your course site. If you have any questions concerning the requirements, contact the instructor of the course for clarification.

==How Long do I Have to Complete my Course?==

It is your responsibility as a student to ensure you complete your course within the allotted time frame. You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

'''''Please note: distance learning courses should be completed within the time allowed as websites are closed after the course end date, in order to revise for subsequent offerings.'''''

In some cases, acceleration through the course is possible. Check with the course instructor, before registering, to see if he or she can accommodate your wish to finish the course earlier than scheduled. If you have permission from the instructor to move ahead at a faster pace, you must apply to write your exam early.

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date. Academic concessions, such as course extensions, are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

See the [http://ctlt.ubc.ca/distance-learning/learner-support/policies-and-procedures-2/ Policies and Procedures] section for more information about course accelerations and course extensions.

==What Should I Expect from my Instructor?==

Your instructor is your guide through the course content. He or she may contact you at the beginning of the course as an introduction.

'''At any point in the course, if you are struggling with the material or are concerned that you are not keeping up for whatever reason, it is important to contact your instructor.''' He or she may assist you in determining the best course of action. Sometimes your instructor will consult with Learner Support and/or Academic Advisors offering assistance to you in the distance education process.

You can contact your instructor by telephone, mail, and/or email. If your course is online, you will likely use email, however most instructors are available by telephone as well. Contact information for your instructor will be included in the course package or posted on the course website (if applicable). If you are having difficulties reaching your instructor and don’t know why, contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall.

==How do I Submit Assignments?==

Guidelines for assignment submission will be posted on your course website or included in your course manual. If you are unclear about the requirements ask your instructor.

Documentation:Distance Learning Support/Course Participation

2015-12-12T00:15:42Z

AndreaHan:

Documentation:Distance Learning Support/Before You Start for Learners

2015-12-12T00:09:29Z

AndreaHan:

Here are some useful resources that you should consult before you start a distance learning course.

==Financial Assistance and Awards==

If you are taking online learning courses as part of your academic program, you may be eligible for government student loans to help pay for educational and living expenses. Depending on your financial need, you may also be eligible for other sources of funding such as grants, bursaries, work study, and/or emergency loans.

Please visit the [http://students.ubc.ca/enrolment/finances/funding-your-studies Finances section on the Student Services website] for more information about financial assistance and awards.

==Access: CWL, Email, Internet, UBC Card==

'''NOTE''': All UBC students are issued a CWL‘s account. Campus-Wide Login (CWL) is UBC custom single sign-on application designed to give you access privileges to many secure applications on campus, using the same login id and password. As campus applications begin the switch to CWL’s authentication service, your CWL account and password will replace the many different ones in use. For technical assistance with your CWL – contact IT Services at 604.822.2008.

UBC IT offers email accounts, Internet access, and web hosting to UBC students, faculty, staff, and the community. For more information, visit the [http://it.ubc.ca/ UBC IT website].

The UBCcard is the official University of British Columbia identification card for registered students and may be obtained from the Carding Office located within the UBC Bookstore at 6200 University Boulevard, Vancouver, BC. For more information, visit the [http://www.ubccard.ubc.ca/ UBCcard website].

Once you have your UBCcard and a Campus Wide Login (CWL), you will be able to access the Library’s licensed databases, indexes, and e-journals from home using the EZproxy login service. For more information about EZproxy and connecting to library resources from home, visit the [http://services.library.ubc.ca/off-campus-access/connect-from-home/ UBC Library website].

==Academic Support==

Check out the [http://learningcommons.ubc.ca UBC Learning Commons] for academic support resources. For information about study and time management skills go to the [http://students.ubc.ca/success/get-better-grades Student Services website].

Also, check out this resource for [http://www.dartmouth.edu/~acskills/videos/index.html Online Academic Success Videos] from Dartmouth College.

==Resources for Learning with Disabilities==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. You will be required to provide suitable medical documentation to support your request for assistance.

[http://students.ubc.ca/about/access Access and Diversity] staff may provide the following services:

* Arranging for adaptation of course materials to meet your needs.
* Lending specialized equipment.
* Arranging for suitable accommodation for examinations.
* Providing student aides.

If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the Access and Diversity office well in advance of your anticipated start date to discuss your requirements. See the [http://ctlt.ubc.ca/distance-learning/learner-support/key-contacts-2/ Key Contacts] section for contact information for [http://students.ubc.ca/about/access Access and Diversity]. Contact their advisors to find out if you are eligible for services.

Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

==Academic Advising==

Faculty and departmental websites are very useful tools when planning your program as they are specifically designed to answer many of the questions prospective students have.

Faculty based, academic advisors are available to distance education students by email. If you are not sure who your academic advisors are, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] and they will assist you in locating someone who can answer your questions.

The online course outlines indicate any prerequisites for our courses. If you have doubts as to whether you have fulfilled the course prerequisites, contact the course instructor.

If you are taking courses as an Access Studies student, contact [mailto:non.degree@ubc.ca non.degree@ubc.ca] with your questions. The Non-Degree Studies office ([http://students.ubc.ca/enrolment/courses/non-degree Enrolment Services]) will serve as your academic advisor.

Academic Advisors can help you with:

* Approval to take an online learning course
* Program planning and course selection
* Advising with regard to your course load
* Increasing your per term credit limit (in certain circumstances) to accommodate extra credits
* Assessing pre-requisites
* Approving academic concessions such as late withdrawal from a course

UBC faculties and academic departments are responsible for setting program curriculum and academic credit requirements for all degree-granting programs. Students interested in pursuing the online learning option as a means of meeting some of these requirements are advised to consult their faculty advisors or [http://students.ubc.ca/enrolment/courses/non-degree Non-Degree Studies] before choosing their courses.

You should be aware that some faculties have specific guidelines and policies with regard to online learning. Please check with your Faculty for more information. Other faculties have developed online learning courses for which students can obtain credits toward their degree or professional certification. Students in such faculties as Agricultural Sciences, Dentistry, Education, Forestry, Nursing, and Rehab Sciences should consult with a faculty advisor prior to enroling in a distance education course.

Always identify yourself as an online learning student when contacting an advisor by email. Please refer to the list of [http://students.ubc.ca/enrolment/courses/academic-planning/advising Academic Advising offices] for contact information, or check out the relevant department or faculty website.

==Frequently Asked Questions==

'''''I don't see my online learning course on my Connect list?'''''

There are a few possible reasons for this. Here’s what to do:

* Check to make sure your course is an online course. The [https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=0 courses] listing on the Student Service Centre should clear this up.
* Once you are sure the course is online, check to be sure the course is listed on your registration. If it is not there and you know you registered contact [mailto:distance.education@ubc.ca Enrolment Services].
* If all of the above have been checked out and you are still having a problem, it may be technical. Contact the [mailto:dl.helpdesk@ubc.ca Helpdesk] with a description of your problem.

'''''I haven’t received any course materials in the mail yet and it is the second week of class!'''''

You need to order your materials from the Bookstore directly. To find out what you need, check the [http://ctlt.ubc.ca/distance-learning/courses/ course catalogue] on this site. Click on the link for the textbook order form for your course. It will contain all of the information you need.

'''''I haven’t heard from my instructor yet. What should I do?'''''

Most instructors won’t contact students until after the add/drop period. If you still haven’t heard from your instructor after that, send him or her an email to introduce yourself. Instructors in online courses will typically post their welcome message to all students in the discussions area.

'''''I haven’t heard anything about my online learning course and don’t know where to start. What now?'''''

A welcome message is sent to you from our [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of each term. If you did not receive this message, it could be that your email program treated it as spam and moved it to junk. What you may need to do is adjust your email preferences to always allow messages from UBC. Check your junk folder for messages that may have been placed there in error.

Please ensure your email address entry on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre] (SSC) is correct as otherwise you might miss important information. Also, make sure that you are actively using the email account you have listed in the SSC.

Documentation:Distance Learning Support/Policies and Procedures

2015-12-12T00:04:35Z

AndreaHan:

Here are some policies and procedures of which you should be aware when you are taking distance learning courses

==Exams==

Enrolment Services manages examinations for most distance learning courses. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please view the list of final exam deadlines on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Student Services] website.

You may also want to review a list of exam periods, guidelines, policies, and FAQ on the [http://students.ubc.ca/enrolment/courses-registration/exams Student Services] website.

==Course Completions / Accelerations==

You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination.

You may appeal your final grade through a review of assigned standing. Requests for formal appeal must be made through Enrolment Services. Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing review of assigned standing] section on the Enrolment Services website for information about appealing your final grade.

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices]. Visit the [http://students.ubc.ca/enrolment/grades Student Services website] to learn more about grades.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

To learn more about academic misconduct, visit the [http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,0 academic misconduct] section of the Academic Calendar.

UBC subscribes to the Turnitin Suite that includes a set of tools to improve the student writing cycle by preventing plagiarism and providing rich feedback to students. Learn more about [http://elearning.ubc.ca/toolkit/turnitin/ Turnitin] on the e-learning website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

All UBC courses are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

Distance Education Learning Resources

2015-12-12T00:00:33Z

AndreaHan:

These are learning resources that may be helpful to participants registered in distance learning courses. These links are all available through [http://learningcommons.ubc.ca/ UBC's Learning Commons].

== Academic Support ==

UBC's Learning Commons is your online resource for academic support. Here you will find what you need to help develop your academic skills – everything from tutoring to online librarians. The Learning Commons has resources and opportunities for students all across the spectrum of learning. Whether you’re looking for skill development or a unique academic challenge, you’ll find it here. You may also need to talk to an academic advisor about your studies. The following resource may help:

* [http://learningcommons.ubc.ca/tutoring-studying/academic-advising/ Academic Advising]

'''Academic Integrity'''

Academic misconduct is a serious issue and cause for harsh academic discipline – including expulsion from the University. Here are some resources to familiarize yourself with policies and processes around plagiarism as well as how to avoid it.

* [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Academic Integrity]

== Exam Preparation and Support ==

Anyone who has ever taken an important test or exam knows how stressful it can be. One way you can alleviate some of the stress is to be prepared and plan enough time in your schedule for study. The following resources offer some practical and usable suggestions for exam preparation.

* [http://learningcommons.ubc.ca/tutoring-studying/tutoring-2/ Tutoring]
* [http://learningcommons.ubc.ca/student-toolkits-2/preparing-for-exams/ Preparing for Exams Toolkit]

For more information about Exams in distance learning, check out the Centre for Teaching, Learning and Technology's [http://ctlt.ubc.ca/distance-learning/learner-support/policies-and-procedures-2/ Learner Support - Policies and Procedures] section or the list of final exam deadlines on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Student Services] website.

== Distance Online ==

Distance learning is a rewarding and challenging experience for many. It is different from most other distance learning modes of instruction in that you become part of a community of learners in a particular subject. Different from the traditional “independent study”, you will be logging on to your course website with fellow learners and your instructor, participating in asynchronous online discussion, and perhaps working in collaboration with others on group assignments.

If you haven’t tried an online course yet, you may want to browse through some of the resources below to help you get a feel for it.

If you are enrolled in an distance learning course, you will want to check out the '''Student Orientation to ''Connect''''' course. The workshop is not led by an instructor – instead, you can browse through various modules, selecting those which meet your learning needs.

You will also want to visit the [http://elearning.ubc.ca/ e-learning website] to learn more about ''Connect'' and other online learning tools.

To learn more about how to be successful in an online course, view the resource link below.

* [http://learningcommons.ubc.ca/resource-guides/online-learners/ Resources for Distance/Online Learners]

'''Communicating Online'''

Netiquette is all about the code of behavior established for communicating online. The rules for netiquette will vary, depending on the context (formal/informal); the people (known/unknown to each other) and the activity. The following resource will help you be aware and communicate effectively online.

* [http://ctlt.ubc.ca/distance-learning/learner-support/communicating-online-netiquette/ Communicating Online]

== Library ==

For information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section of the UBC Library website].

You can access research help, library databases, and distance library services all from home simply by logging in using the Library's [http://services.library.ubc.ca/personal-computers/connect-from-home/ EZproxy Login]. All you need is a valid [http://it.ubc.ca/services/accounts-passwords/campus-wide-login-cwl Campus-Wide Login (CWL)] or [http://ubccard.ubc.ca/ UBC Card].

'''Research Help'''

Start your research by using the Library’s new search tool: [http://www.library.ubc.ca/ Summon]. Summon is a one-stop search tool that allows you to search for print and e-books, journal articles, statistical data, government documents, theses/dissertations, and much more all at once.
*Every branch of the Library has staff members who can help you find what you need. Can’t find an article for your term paper? Don’t hesitate to [http://help.library.ubc.ca/ask-colorbox '''Ask Us'''] for assistance via email, online chat, or by phone.
*The library also has tailor-made research guides designed to help you find the best sources for your research. You can find a guide for every discipline taught at UBC as well as multidisciplinary topics like Grey Literature, Sustainability, and Portfolio creation.

''' Borrowing Books'''

As a [http://services.library.ubc.ca/user-guides/distance-education-students/registering-for-distance-learning-library-services/ registered] Distance Education student your loan period for UBC books is 28 days (undergraduate) or 56 days (graduate). Both are subject to recall by another borrower. You can renew library materials online through [http://services.library.ubc.ca/borrowing-services/library-account/ My Library Account] except for items recalled by another borrower. Books and other materials are delivered by mail free of charge within Canada and the US and take from 10 days to 2 weeks for processing and delivery. Please allow adequate time.

To register for home delivery of library materials, please complete the Library’s [http://services.library.ubc.ca/user-guides/distance-education-students/registering-for-distance-learning-library-services/ online registration form].

== Keys to Success ==

Learning by distance can be a great way to accomplish your educational goals. There are a few things you need to know before you get started. We’re sure that this will help you to get things off to a smooth start.

'''Time Management'''

Time management begins to take on a somewhat mythical quality with learners at university. There never seems to be enough time and what there is seems to become unmanageable quickly! Following are some resources which may serve as useful reminders about planning and managing your life so that you have some time to enjoy.

* [http://learningcommons.ubc.ca/student-toolkits-2/managing-your-time/ Time Management Toolkit]
* [http://learningcommons.ubc.ca/tutoring-studying/assignment-calculator/ The Assignment Calculator]

== Motivation ==

You are more likely to achieve your academic goals if you are clear about what those goals are. For some people, a university degree is a goal in itself. For others, completing courses, degrees or programs of study will help them to reach career goals or acquire knowledge needed in their current jobs. Preparing yourself for learning often begins with a process of reflection. Here is a resource to get you stared:

* [http://learningcommons.ubc.ca/tutoring-studying/selfassessment/the-reflection-process/ The Reflection Process]

== Reading & Writing ==

'''Reading'''

Reading for university requires you to move beyond reading for information towards reading for understanding. In order to do your own research and synthesize ideas from several sources, you will need to read critically – asking questions and checking your understanding as you go.

The following resources may be useful to you in developing and refining your reading skills:

* [http://learningcommons.ubc.ca/student-toolkits-2/reading-textbooks/ Textbook Reading Toolkit]

'''Writing'''

The UBC Writing Centre offers non-credit courses designed to help UBC students, faculty, and staff, as well as members of the general public, improve their command of English for general interest as well as academic, technical, or research purposes. There are additional resources that can help as well:

* [http://learningcommons.ubc.ca/student-toolkits-2/writing/ Writing]
* [http://learningcommons.ubc.ca/student-toolkits-2/library-research/ Library Research]

[[Category:DE Resources]][[Category:Teaching and Learning]]

Sandbox:CTLT Cookie Exchange

2013-12-10T23:41:36Z

AndreaHan:

'''''Calling all CTLT bakers and chefs!!''
'''

The holidays are just around the corner and many of us will be entertaining guests and family.

Wouldn't it be nice to have a diverse assortment of goodies to share and enjoy?

If you are interested please sign up to the wiki.

Here is how it works:

Each person will be asked to bake 3 dozen of their favourite recipe and supply the recipe card for others to share and enjoy.

We will then share our cookies with each other to create an assortment of yummy goodies.

Bring your decorative tins and other items you would like to package your cookies in.

We will have music and refreshments for this festive gathering.

Logistics

When: Monday December 9th
3:00-4:00

Where: Fraser River Room

{| class="wikitable sortable"
|-
! Who !! What !! Comments
|-
| Amy|| chocolate noodle cookies || Delish!!
|-
| Andrea Han|| Buckeyes|| not actually cookies, like reese's peanut butter cups
|-
| Judy Chan || Lemon Bars || This tangy sweet will go well with...
|-
| Gillian Gerhard || Not sure yet ||
|-
| Zack || Cookie Butter, Peanut Butter Cookies || I hope it'll be delicious
|-
| Anna || TBD || " "
|-
| Nicole || Chai Shortbread || a classic... with a twist!
|-
| Jarrad || Nanaimo bars (maybe?) || I'm not a great baker but will bring whatever turns out!
|-
| Juanitta || cranberry, pistachio biscotti ??? || http://www.marthastewart.com/329049/cranberry-pistachio-biscotti
|-
| Sarah Ling || Mocha Chocolate Crackles ||
|-
| Audrey || Sugar Cookies! || http://allrecipes.com/recipe/easy-sugar-cookies/
|-
| Ronald || (Semi) Guilt-free Oatmeal Cookies || Contains Chocolate Chips and fruit, but no butter or oil!
|-
|}

'''Amy's Chocolate Noodle Cookies'''

Ingredients:
3 packages of semi-sweet chocolate chips
1 package of crispy fried Chow Mein noodles
1 package of salted peanuts

Melt chocolate chips in microwave slowly- low heat. I did 30-45 second increments stirring each time until completely melted.
Add chow mein noodle and peanuts.
Mix well so all are covered
With a teaspoon scoop and place on "wax" paper covered cookie sheets
Chill cookies in fridge or outside on your patio for about 20 minutes.

These freeze well and are served best at room temperature.

'''Andrea's Ohio State Buckeyes'''

Combine:
2 cups creamy peanut butter
1 cup finely ground graham cracker crumbs
1.5-2 cups confectioners' sugar (depending on how sticky your peanut butter is)

Once well mixed place in freezer (this makes the mixture easier to work with). Roll mixture into balls (whatever size you want) and then place back in freezer.

In small crock pot melt 1 bag semisweet chocolate chips (You can use a microwave or stove, but the crock pot makes it much easier and keeps the chocolate melted without burning!).

Using a toothpick, pick up a ball and dip in chocolate. You may want to move the ball back and forth to get more chocolate on it. Don't twist the toothpick and don't move it around too much or you'll drop the ball in the chocolate. This is a good tactic when you need an excuse to start eating the buckeyes.

Put the chocolate covered buckeyes on a tray covered with parchment or wax paper and place back in the freezer to harden.

Buckeyes can be left out for about a week, but the chocolate may get melty if you heat your house. I recommend keeping them in the fridge and labelling the container "research specimen" to prevent others from eating them. They will last longer than one week if kept in the freezer or fridge and no one knows where they are.

Sandbox:CTLT Cookie Exchange

2013-11-15T16:27:25Z

AndreaHan:

Talk:Teaching Evaluation

2013-10-11T19:52:19Z

AndreaHan:

'''<big>Teaching Evaluation - Strategies that have worked for me:</big>'''

'''Karen Gardner'''
* In-class midway evaluation - at the beginning of the next class discuss the points that were raised and discuss solutions with the students. If an answer cannot be reached ask the students to have a meeting discussing both sides of the issue to determine what would be the best solution. Also ask students what has worked well in the course saying that you will ensure that is not removed and think of ways to possibly make it even better

* In-class midway evaluation - if a suggestion has not been thought out by the students discuss this with them explaining the rationale for why this subject/procedure is being taught in this manner

* End of term evaluations - let the incoming class know you have read the previous class's suggestions and are implementing the following changes based on that feedback. Let them know you will be asking for their feedback on these changes to see how successful they have been

'''Simon Bates'''
* The first day of class is a great opportunity to set out the rationale and expectations that you have for the course, the students and what they can expect of you in return. This, plus modelling the sorts of activities you will do in subsequent lectures, is tremendously important and can set the tone for subsequent interactions. The CWSEI produced a really good 2-pager on the first day of class: http://www.cwsei.ubc.ca/resources/files/First_Day_of_Class.pdf

'''Luisa Canuto'''
* I organize my students’ comments in two groups: ideas/possible changes & things I cannot change. Then I bring the comments back to class to talk about them to my students and explain which changes I am planning to make and which ones I will not make and why. I do encourage to ‘keeping an eye on me’ and helping me make sure I do implement the changes in the desired way.
* I also take the opportunity to further ask for feedback when my students come for their interviews, twice each term — I teach a language course and students are expected to come for an oral interview as part of their course. I invite students to discuss — and agree on — strategies to help them learn better.

'''Pam Kalas'''
* To encourage and increase participation in both midway and end-of-term evaluations, I try to take every possible opportunity to highlight course activities and "policies" that were originally suggested by students, especially when such activities and policies seem appreciated. If students make useful suggestions that I can only implement in subsequent iterations of the course, I contact them when I get to implement "their" changes to let them know that their ideas do make a difference.

'''Roselynn Verwoord'''
* Whenever I ask students for feedback on the class and on my teaching, I always ask them the following question: "Why I am asking you for feedback?" The reason that I ask them to think about this question is to help them practice metacognition and to help them think about another tool (asking for feedback) for their teaching toolboxes as pre-service teachers.

'''Amrit Mundy'''
* Being explicit about your rationale for what you’re doing, how you’re doing it, and how it might help.

Talk:Teaching Evaluation

2013-10-11T15:44:11Z

AndreaHan:

'''Strategies that have worked for me:'''

* In-class midway evaluation - at the beginning of the next class discuss the points that were raised and discuss solutions with the students. If an answer cannot be reached ask the students to have a meeting discussing both sides of the issue to determine what would be the best solution. Also ask students what has worked well in the course saying that you will ensure that is not removed and think of ways to possibly make it even better

* In-class midway evaluation - if a suggestion has not been thought out by the students discuss this with them explaining the rationale for why this subject/procedure is being taught in this manner

* End of term evaluations - let the incoming class know you have read the previous class's suggestions and are implementing the following changes based on that feedback. Let them know you will be asking for their feedback on these changes to see how successful they have been

'''Karen Gardner'''

The first day of class is a great opportunity to set out the rationale and expectations that you have for the course, the students and what they can expect of you in return. This, plus modelling the sorts of activities you will do in subsequent lectures, is tremendously important and can set the tone for subsequent interactions. The CWSEI produced a really good 2-pager on the first day of class: http://www.cwsei.ubc.ca/resources/files/First_Day_of_Class.pdf
'''Simon Bates'''

First I organize my students’ comments in two groups:
* Ideas/possible changes
* Things I cannot change
And then I bring the comments back to class to talk about them to my students and explain which changes I am planning to make and which ones I will not make and why. I do encourage to ‘keeping an eye on me’ and helping me make sure I do implement the changes in the desired way.
Moreover, I take the opportunity to further ask for feedback when my students come for their interviews, twice each term — I teach a language course and students are expected to come for an oral interview as part of their course. I invite students to discuss — and agree on — strategies to help them learn better.

'''Luisa Canuto
'''

To encourage and increase participation in both midway and end-of-term evaluations, I try to take every possible opportunity to highlight course activities and "policies" that were originally suggested by students, especially when such activities and policies seem appreciated. If students make useful suggestions that I can only implement in subsequent iterations of the course, I contact them when I get to implement "their" changes to let them know that their ideas do make a difference.

'''Pam Kalas
'''

Whenever I ask students for feedback on the class and on my teaching, I always ask them the following question: "Why I am asking you for feedback?" The reason that I ask them to think about this question is to help them practice metacognition and to help them think about another tool (asking for feedback) for their teaching toolboxes as pre-service teachers.

'''Roselynn Verwoord'''

Being explicit about your rationale for what you’re doing, and how you’re doing it, might help.

'''Amrit Mundy'''

Sandbox:Trc nextsteps goingforward

2013-08-20T15:33:06Z

AndreaHan:

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards developing your personal understanding of '''truth''' and '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Read [http://www.vancouversun.com/opinion/op-ed/Walking+together+will+help+rebuild+relationships/8567720/story.html Walking together will help rebuild relationships] by Chief Robert Joseph, the ambassador for Reconciliation Canada.
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: http://www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' http://www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada
* Share the UBC TRC brochure with friends and colleagues [[File:2013-08-19 1140.png|right|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-20T15:29:27Z

AndreaHan:

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards developing your personal understanding of '''truth''' and '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Read [http://www.vancouversun.com/opinion/op-ed/Walking+together+will+help+rebuild+relationships/8567720/story.html Walking together will help rebuild relationships] by Chief Robert Joseph, the ambassador for Reconciliation Canada.
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: http://www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada
* Share the UBC TRC brochure with friends and colleagues [[File:2013-08-19 1140.png|right|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-20T15:28:42Z

AndreaHan:

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards developing your personal understanding of '''truth''' and '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Read [http://www.vancouversun.com/opinion/op-ed/Walking+together+will+help+rebuild+relationships/8567720/story.html Walking together will help rebuild relationships] by Chief Robert Joseph, the ambassador for Reconciliation Canada.
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: http://www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada
* Share the UBC TRC brochure with friends and colleagues [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-20T15:25:52Z

AndreaHan:

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards developing your personal understanding of '''truth''' and '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Read [http://www.vancouversun.com/opinion/op-ed/Walking+together+will+help+rebuild+relationships/8567720/story.html Walking together will help rebuild relationships] by Chief Robert Joseph, the ambassador for Reconciliation Canada.
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:43:26Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Read [http://www.vancouversun.com/opinion/op-ed/Walking+together+will+help+rebuild+relationships/8567720/story.html Walking together will help rebuild relationships] by Chief Robert Joseph, the ambassador for Reconciliation Canada.
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:42:07Z

AndreaHan: /* 2 watch */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] - This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] - A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State] - With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour] - A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:38:07Z

AndreaHan: /* 2 watch */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

*[http://www.cbc.ca/doczone/8thfire/aboriginal101.html The 8th Fire] This program from CBC draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the '8TH Fire' of justice and harmony. Click TV to view full length episodes online.

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the 2 locations suggested below and reflect on some the following questions:
* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
* What does it mean to be on unceded territory?
* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
* How have political and social structures evolved from past and present government policies?
* What does this mean to your personally?

1. [http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
:'''Admission:''' Free for students, staff and faculty.

2. [http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC!
:'''Contribute''' with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:26:35Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)
# [http://moa.ubc.ca/experience/online_sourcebooks.php MOA Sources books] - Each sourcebook focuses on an object, artist, or area of cultural significance, and serves as an important introduction to the work of the Museum and its community partners.

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the locations suggested below and reflect on the following questions:
:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?


[http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.


[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

* [http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

* [http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

* '''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to to taking steps to learn and teach about Aboriginal peoples.
* '''Commit''' to gaining an increased appreciation of the histories and cultural diversity of Aboriginal students.
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: '''Register''' for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the '''September 18th Truth and Reconciliation Events''' at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:22:07Z

AndreaHan: /* 3 reflect */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the locations suggested below and reflect on the following questions:
:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?


[http://moa.ubc.ca The Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.


[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.
* '''Commit''' to listening to and learning from Indigenous peoples.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:21:35Z

AndreaHan: /* 3 reflect */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''
Visit the locations suggested below and reflect on the following questions:
:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?


Visit the [http://moa.ubc.ca Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.


[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.
* '''Commit''' to listening to and learning from Indigenous peoples.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:20:24Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What do you think is the difference between reconciliation and resolution?
:* Why is there a need for reconciliation?
:* How might reconciliation lead to healing?
:* What steps can you take to lead toward reconciliation?
:* What is preventing you from taking these steps?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below.

Visit the [http://moa.ubc.ca Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.


[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
: Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to listening to and learning from Indigenous peoples.
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:19:54Z

AndreaHan: /* 3 reflect */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below.

Visit the [http://moa.ubc.ca Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.


[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
* Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to listening to and learning from Indigenous peoples.
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:19:00Z

AndreaHan: /* 3 reflect */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

Visit the [http://moa.ubc.ca Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

'''Location:''' UBC Campus, 6393 N.W. Marine Drive, Vancouver, B.C., V6T 1Z2
'''Admission:''' Free for students, staff and faculty.

[http://www.musqueam.bc.ca/facilities Musqueam Cultural Education Resource Centre Gallery] features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
* Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to integrating Indigenous content into your teaching and learning environments.
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:17:16Z

AndreaHan: /* 3 reflect */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[File:2013-08-19 1140.png|left|175px|http://sandbox-er.sites.olt.ubc.ca/files/2013/08/UBC-TRC-Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

Visit the [http://moa.ubc.ca Museum of Anthropology (MOA)] at UBC to learn about a wide array of local and global Indigenous cultures.

:Location:
:UBC Campus
:6393 N.W. Marine Drive
:Vancouver, B.C.
:V6T 1Z2
:
:Admission: Free for students, staff and faculty.

[http://www.musqueam.bc.ca/facilities The Musqueam Cultural Education Resource Centre]

:Musqueam Cultural Education Resource Centre Gallery, a stunning 1300 sq. ft. space, features historical cultural objects, contemporary art and an open space where the Musqueam people can share their history and culture, from their perspective. As with many First Nations, many of Musqueam’s cultural treasures have been lost or removed; over time the Musqueam people have been reacquiring and reconnecting with these objects. The gallery serves to put these pieces on display in a proper cultural context and show the continuation of Musqueam culture through time.
:
:'''Location:''' On the Musqueam Reserve at 4000 Musqueam Avenue, across from the Musqueam Indian Band Administration office. You can take the 41 bus to Crown St and 41st avenue, then walk to the centre
:
:'''Admission:''' Enjoy self-guided tours on Fridays and Saturdays, with the assistance of the Reciprocal Research Network (RRN) mobile app, from 10 a.m. to 4 p.m. Admission is $5 per person and open to the public. Group tours and guided tours are by appointment Monday to Thursday. Contact Mary Point, Facilities Manager for group tour inquiries at facilities@musqueam.bc.ca.
:

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
* '''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
* Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
* '''Commit''' to integrating Indigenous content into your teaching and learning environments.
* '''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:05:42Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::#Musqueam: www.musqueam.bc.ca
::#Squamish Nation: http://www.squamish.net
::#Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:05:14Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Read the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
# ::Musqueam: www.musqueam.bc.ca
# ::Squamish Nation: http://www.squamish.net
# ::Tsleil-Waututh Nation: http://www.twnation.ca
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:04:14Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
::* Musqueam: www.musqueam.bc.ca
::* Squamish Nation: http://www.squamish.net
::* Tsleil-Waututh Nation: http://www.twnation.ca
# Read the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T19:03:50Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# Inform yourself about local Indigenous communities. The unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations make up Greater Vancouver. UBC is located on Musqueam territory, and the Musqueam reserve, a portion of their territory where much of the Musqueam community resides, is located 8km from campus.
:* Musqueam: www.musqueam.bc.ca
:* Squamish Nation: http://www.squamish.net
:* Tsleil-Waututh Nation: http://www.twnation.ca
# The [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc whatdoyouknow

2013-08-19T19:01:27Z

AndreaHan:

The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in Indian Residential Schools. The Commission has a five year mandate and is supported by a TRC Secretariat, which is a federal government department.

UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event. 

--[[User:AndreaHan|AndreaHan]] ([[User talk:AndreaHan|talk]]) 12:01, 19 August 2013 (PDT)ADD LINKS TO THE PAGES BELOW ONCE THEY ARE ON THE IRSI SITE.
This page and the "How are you engaging with the day and beyond?" page are designed as resources for faculty to provide more information about the TRC and how to integrate the TRC into teaching and learning. The "The TRC and You" page has extended resources and has been designed as a resource to use with students. Instructions on how to easily embed the page in your course web site can be found [http://www.screencast.com/t/g7dV7bJI here].

===What does the TRC hope to achieve?===
The TRC hopes to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renew ed relationships that are based on mutual understanding and respect.

===What will the TRC do?===
The TRC will prepare a comprehensive historical record on the policies and operations of the schools and produce a report that will include recommendations to the Government of Canada concerning the IRS system and its legacy. The Commission is hosting seven national events in different regions across Canada to promote awareness and public education
about the IRS system and its impacts. A national research centre will be established by the end of TRC mandate that will be a permanent resource for all Canadians.

===What does this mean for you as an Instructor?===
In preparation for the West Coast National Event of the '''Truth and Reconciliation Commission''' in Vancouver from '''September 18-21''', UBC has made a significant move to “'''suspend'''” classes on '''September 18 so that students, faculty, and staff may meaningfully participate in events regarding this commission'''. 
This day should not be treated as a suspension of learning, but a '''restructuring and relocation of learning'''. Several events will be taking place at the Pacific National Exhibition (the central location), on campus, and across the city (see [http://irsi.aboriginal.ubc.ca/events/ events] here). This is a refreshing opportunity for learners and educators at UBC from all nations and disciplines to learn about and think through the colonial structuring of this land and the communities we work within. 

===How can you learn more?===
Do you need to read more about the TRC? Would you like to know how you can integrate TRC material into your teaching and learning environment? Consider the following resources:
1. '''Review the UBC Faculty TRC Guide''' (click the image below and a PDF of the '''Guide''' will open):
This PDF details the many ways that UBC Faculty can get involved including attending the September 18th TRC event at the Pacific Coliseum, incorporating materials about Indian Residential Schools into class teachings, and encouraging students to engage with the day!
[[File:Trc.png|thumb|250px|left|link=http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf]]
2. '''Register for a CTLT Workshop:
:'''''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''''':
This September 5th CTLT workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. Register here: http://www.events.ctlt.ubc.ca/events/view/2759
3. Read '''"Truth and Reconciliation at UBC: Confronting Our Legacies''''''':
Sarah Ling shares her reflection on the UBC Truth and Reconciliation Commission Student Conference held on April 5, 2013 as a student and presenter. Please visit the [http://irsi.aboriginal.ubc.ca/ Indian Residential School Initiative] website for more information and a list of events associated with the [http://www.trc.ca/websites/trcinstitution/index.php?p=3 Truth and Reconciliation Commission]. (source: http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/)

[[Category:trc_ctlt]]

Sandbox:Trc whatdoyouknow

2013-08-19T19:00:52Z

AndreaHan:

The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in Indian Residential Schools. The Commission has a five year mandate and is supported by a TRC Secretariat, which is a federal government department.

UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event. 

ADD LINKS TO THE PAGES BELOW ONCE THEY ARE ON THE IRSI SITE.
This page and the "How are you engaging with the day and beyond?" page are designed as resources for faculty to provide more information about the TRC and how to integrate the TRC into teaching and learning. The "The TRC and You" page has extended resources and has been designed as a resource to use with students. Instructions on how to easily embed the page in your course web site can be found [http://www.screencast.com/t/g7dV7bJI here].

===What does the TRC hope to achieve?===
The TRC hopes to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renew ed relationships that are based on mutual understanding and respect.

===What will the TRC do?===
The TRC will prepare a comprehensive historical record on the policies and operations of the schools and produce a report that will include recommendations to the Government of Canada concerning the IRS system and its legacy. The Commission is hosting seven national events in different regions across Canada to promote awareness and public education
about the IRS system and its impacts. A national research centre will be established by the end of TRC mandate that will be a permanent resource for all Canadians.

===What does this mean for you as an Instructor?===
In preparation for the West Coast National Event of the '''Truth and Reconciliation Commission''' in Vancouver from '''September 18-21''', UBC has made a significant move to “'''suspend'''” classes on '''September 18 so that students, faculty, and staff may meaningfully participate in events regarding this commission'''. 
This day should not be treated as a suspension of learning, but a '''restructuring and relocation of learning'''. Several events will be taking place at the Pacific National Exhibition (the central location), on campus, and across the city (see [http://irsi.aboriginal.ubc.ca/events/ events] here). This is a refreshing opportunity for learners and educators at UBC from all nations and disciplines to learn about and think through the colonial structuring of this land and the communities we work within. 

===How can you learn more?===
Do you need to read more about the TRC? Would you like to know how you can integrate TRC material into your teaching and learning environment? Consider the following resources:
1. '''Review the UBC Faculty TRC Guide''' (click the image below and a PDF of the '''Guide''' will open):
This PDF details the many ways that UBC Faculty can get involved including attending the September 18th TRC event at the Pacific Coliseum, incorporating materials about Indian Residential Schools into class teachings, and encouraging students to engage with the day!
[[File:Trc.png|thumb|250px|left|link=http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf]]
2. '''Register for a CTLT Workshop:
:'''''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''''':
This September 5th CTLT workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. Register here: http://www.events.ctlt.ubc.ca/events/view/2759
3. Read '''"Truth and Reconciliation at UBC: Confronting Our Legacies''''''':
Sarah Ling shares her reflection on the UBC Truth and Reconciliation Commission Student Conference held on April 5, 2013 as a student and presenter. Please visit the [http://irsi.aboriginal.ubc.ca/ Indian Residential School Initiative] website for more information and a list of events associated with the [http://www.trc.ca/websites/trcinstitution/index.php?p=3 Truth and Reconciliation Commission]. (source: http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/)

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:54:00Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
'''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# The [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:51:53Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# The [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:51:00Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|right|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

* [http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

* [http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

* [http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues/Peers'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:49:43Z

AndreaHan: /* 1 read */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. As you read the resources below, ask yourself:

:* What are the names, locations, histories and cultures of the Indigenous peoples at UBC?
:* What does it mean to be on unceded territory?
:* What Indian Residential Schools that were in your area. If there were schools, how long were they open? What were the experiences of the people who attended the schools?
:* How have political and social structures evolved from past and present government policies?
:* What does this mean to your personally?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|left|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure1.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

[http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

[http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

[http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:44:08Z

AndreaHan: /* 4 consult */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. Some things you may want to find out:
:Learn names, locations, histories and cultures of the Indigenous peoples at UBC:
:Find out about any Indian Residential Schools that were in your area. If there were schools, how long were they open?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|left|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

[http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

[http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

[http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ First Nations House of Learning]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ CTLT Coordinator of Aboriginal Initiatives]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:43:40Z

AndreaHan: /* 2 watch */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. Some things you may want to find out:
:Learn names, locations, histories and cultures of the Indigenous peoples at UBC:
:Find out about any Indian Residential Schools that were in your area. If there were schools, how long were they open?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|left|175px|http://wiki.ubc.ca/File:UBC_TRC_Brochure.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

[http://www.legacyofhope.ca/projects/where-are-the-children/video Where Are the Children] A film with online study guide based on experiences of several residential school survivors.

[http://docstudio.tvo.org/story/sorry-state Films: A Sorry State]
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

[http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 The Spirit Has No Colour]
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ "First Nations House of Learning"]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ "CTLT Coordinator of Aboriginal Initiatives"]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:42:42Z

AndreaHan: /* 2 watch */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. Some things you may want to find out:
:Learn names, locations, histories and cultures of the Indigenous peoples at UBC:
:Find out about any Indian Residential Schools that were in your area. If there were schools, how long were they open?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|left|175px|http://wiki.ubc.ca/images/4/43/UBC_TRC_Brochure.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

[http://www.legacyofhope.ca/projects/where-are-the-children/video '''Where Are the Children'''] A film with online study guide based on experiences of several residential school survivors.

[http://docstudio.tvo.org/story/sorry-state '''Films: A Sorry State''']
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

[http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 '''The Spirit Has No Colour''']
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ "First Nations House of Learning"]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ "CTLT Coordinator of Aboriginal Initiatives"]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc nextsteps goingforward

2013-08-19T18:42:17Z

AndreaHan: /* 2 watch */

Fully engaging with Indigenous people and issues is an '''ongoing process'''. It's not just a one-day involvement. What you do '''during''' September 18th and '''after''' matters, in terms of your continued involvement, and '''expresses a genuine desire for reconciliation.'''

Many  opportunities and  next  steps  towards your own process of '''reconciliation''' can  be  started  today! We  encourage  everyone  to begin  something ''' now'''.

Locating yourself on the '''continuum''' image below may help you develop your next steps or an action plan on your own journey towards reconciliation. Maybe you are at the start of your journey and need to inform yourself on the history of the Indigenous people at UBC and in the surrounding areas. Perhaps you have been moving through the continuum over the last year(s) and are already integrating Indigenous material into your teaching and learning environments. Wherever you are in the journey, remember, it is one step at a time.

'''''Where are you in the process?''''' Click the '''tabs''' below for information. 
 
[[File:TRCStagesFinal.png|525px|left| What stage are you in?]] 

==1 read==
* '''Read''' about the history of the Indigenous people at UBC and in the surrounding areas. In order to fully engage in a process of reconciliation, researching the local culture and language of Indigenous people is a vital part of the process. Some things you may want to find out:
:Learn names, locations, histories and cultures of the Indigenous peoples at UBC:
:Find out about any Indian Residential Schools that were in your area. If there were schools, how long were they open?

* '''Read''' the [[images/4/43/UBC_TRC_Brochure.pdf|UBC TRC Guide]] [[File:2013-08-19 1140.png|left|175px|http://wiki.ubc.ca/images/4/43/UBC_TRC_Brochure.pdf]]

'''Resources'''
There is an abundance of resources on the topic of Truth and Reconciliation. A few are highlighted below. For a more comprehensive list of Books and Articles, visit the [http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html Indigenous Foundations] website:
# A basic introduction to Indian Residential School history and other matter, videos of UBC events that add considerable depth, and information on a range of other core topics: http://indigenousfoundations.arts.ubc.ca/
#[http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/ Truth and Reconciliation at UBC: Confronting Our Legacies] by Sarah Ling
# [http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Canada. Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Volume 1: Looking Forward, Looking Back. Chapter 10, "Residential Schools." Ottawa: Supply and Services Canada, 1996.]
# Fournier, Suzanne and Ernie Crey. Stolen from our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1997.
# Haig-Brown, Celia. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Arsenal Pulp Press, 1998. First published by Tillicum Library, 1988.
# Manitoba. Public Inquiry into the Administration and Aboriginal People. “Aboriginal Women.” [http://www.ajic.mb.ca/volume.html Vol. 1, chap. 13, in Report of the Aboriginal Justice Inquiry of Manitoba.] Winnipeg: Public Inquiry into the Administration and Aboriginal People, 1999.
#[http://www.trc.ca/websites/trcinstitution/index.php?p=580 "The Truth and Reconciliation Commission of Canada: Interim Report"] and [http://www.trc.ca/websites/trcinstitution/index.php?p=580 "They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools. A plain language history."] (Truth and Reconciliation Commission of Canada, 2012)
#[http://speakingmytruth.ca "Speaking My Truth: Reflections on Reconciliation and Residential Schools. A plain-language reader."] (The Aboriginal Healing Foundation, 2012)

==2 watch==

[http://www.legacyofhope.ca/projects/where-are-the-children/video "'Where Are the Children."'] A film with online study guide based on experiences of several residential school survivors.

[http://docstudio.tvo.org/story/sorry-state '''Films: A Sorry State''']
With three Canadian government apologies to his parents and stepparents for past racist actions, filmmaker Mitch Miyagawa has the most apologized-to family in the country-maybe even the world. But what do they mean, to his parents, his young children and to his country? "A Sorry State" chronicles his life-changing journey of discovery. But is saying "sorry" enough? Can a word fix past atrocities and heal victims' pain, or is talk cheap?

[http://webcat2.library.ubc.ca/vwebv/holdingsInfo?bibId=4420973 '''The Spirit Has No Colour''']
A training film for B.C.'s municipal police recruits on the relationship between police and Aboriginal peoples. The film provides information on: the history of Aboriginal peoples, the role of police in the enforcement of laws of Canada that today are deemed to have been damaging to the Aboriginal peoples, the experience of the Aboriginal peoples through that lens both the powerfully positive and the profoundly negative, the consequence of generations of children being taken from families and entered into the residential schools of this country, and connecting issues of drug and alcohol abuse, family disintegration and loss of identity to the sexual, psychological, physical and other abuses common in the schools.

==3 reflect==

'''What does reconciliation mean to you?'''Reflect on the questions below. When you are ready, add your reflection and read through contributions from others.

* What do you think is the difference between reconciliation and resolution?
* Why is there a need for reconciliation?
* How might reconciliation lead to healing?
* What steps can you take to lead toward reconciliation?
* What is preventing you from taking these steps?

==4 consult==

There are many resources at UBC to help support faculty, staff and students in their personal journal of reconciliation. Want to develop a better understanding of what reconciliation at UBC looks like? Want more information on how to meaningfully address reconciliation and indigenous knowledge into your course? Try these resources:

[http://www.longhouse.ubc.ca/ "First Nations House of Learning"]
:The mandate of the First Nations House of Learning is to make the University's vast resources more accessible to Aboriginal Peoples, and to improve the University's ability to meet the needs of First Nations, Métis, and Inuit.
:
:To this end, the First Nations House of Learning is dedicated to providing a positive environment for First Nations, Métis, and Inuit students, staff, and faculty. Following the "voices of our ancestors", the spirit of the Longhouse is guided by the Longhouse Teachings of Respect, Relationships, Responsibility, and Reverence.

[http://ctlt.ubc.ca/about/people/aboriginal-initiatives/ "CTLT Coordinator of Aboriginal Initiatives"]
:Amy Perreault, Coordinator of Aboriginal Initiatives, works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to better understand the dynamics of classroom discussions of Aboriginal issues in a multicultural environment.

'''Your Colleagues'''
:Some questions you might ask:
:* What are you doing on September 18?
:* How are you encouraging students to engage?
:* How are you recognizing the Year of Recognition in your classes?
:* How are you integrating reconciliation and a recognition of Indigenous knowledge in your courses?

==5 commit==
'''Commit''' to attending CTLT's workshops on how to prepare for the September 18th TRC event and how to integrate TRC resources into your teaching and learning materials.
Register for both here: [http://www.events.ctlt.ubc.ca/events/view/2727 "Sep 18th - How to Prepare, Engage, & Continue Learning"] and [http://www.events.ctlt.ubc.ca/events/view/2759 "Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning"]
'''Commit''' to integrating Indigenous content into your teaching and learning environments.
'''Commit''' to attending the September 18th Truth and Reconciliation Events at UBC and around Vancouver.

==6 volunteer==
'''For Faculty and Students:'''
Look for opportunities to support local TRC events. You can volunteer at both the [http://reconciliationcanada.ca/participate/volunteer/ "national"] and [http://www.myrobust.com/websites/vancouver/index.php?p=753# "local"] level. You may also want to show your support by joining the [http://reconciliationcanada.ca/participate/walk-for-reconciliation/ "Walk for Reconciliation"] on Sunday, Sept. 22, 2013.

==7 share==
* '''LIKE''' and '''SHARE''' www.facebook.com/OurTruthUBC
* '''FOLLOW''' @OurTruthUBC! 
:Contribute with hashtags #TRC, #UBC, #ReconciliationCanada

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:27:44Z

AndreaHan: /* What's your part? (or What can you do?) */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., share the [http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf '''UBC Faculty TRC Guide'''] with your colleagues, like [https://www.facebook.com/OurTruthUBC '''Our Truth UBC'''] on Facebook or Follow @OurTruthUBC on Twitter.

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:

::''Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester.''

:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:26:14Z

AndreaHan: /* What's your part? (or What can you do?) */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., share the [http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf '''UBC Faculty TRC Guide'''] with your colleagues, like [https://www.facebook.com/OurTruthUBC '''Our Truth UBC''' on Facebook or Follow @OurTruthUBC on Twitter.

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:

::''Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester.''

:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:21:41Z

AndreaHan: /* Bridging into a course activity */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:

::''Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester.''

:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:21:08Z

AndreaHan: /* Bridging into a course activity */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:

::Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester.''Italic text''

:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:20:39Z

AndreaHan: /* Bridging into a course activity */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:

:"Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester."

:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:20:10Z

AndreaHan: /* Bridging into a course activity */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:
:
:"Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester."
:
:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:19:33Z

AndreaHan: /* Bridging into a course activity */

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:
:"Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester."
:You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc whatdoyouknow

2013-08-19T18:17:29Z

AndreaHan:

The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in Indian Residential Schools. The Commission has a five year mandate and is supported by a TRC Secretariat, which is a federal government department.

UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event. 

This page and the "How are you engaging with the day and beyond?" page are designed as resources for faculty to provide more information about the TRC and how to integrate the TRC into teaching and learning. The "What are your next steps?" page has extended resources and has been designed as a resource to use with students. Instructions on how to easily embed the page in your course web site can be found [http://www.screencast.com/t/g7dV7bJI here].

===What does the TRC hope to achieve?===
The TRC hopes to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renew ed relationships that are based on mutual understanding and respect.

===What will the TRC do?===
The TRC will prepare a comprehensive historical record on the policies and operations of the schools and produce a report that will include recommendations to the Government of Canada concerning the IRS system and its legacy. The Commission is hosting seven national events in different regions across Canada to promote awareness and public education
about the IRS system and its impacts. A national research centre will be established by the end of TRC mandate that will be a permanent resource for all Canadians.

===What does this mean for you as an Instructor?===
In preparation for the West Coast National Event of the '''Truth and Reconciliation Commission''' in Vancouver from '''September 18-21''', UBC has made a significant move to “'''suspend'''” classes on '''September 18 so that students, faculty, and staff may meaningfully participate in events regarding this commission'''. 
This day should not be treated as a suspension of learning, but a '''restructuring and relocation of learning'''. Several events will be taking place at the Pacific National Exhibition (the central location), on campus, and across the city (see [http://irsi.aboriginal.ubc.ca/events/ events] here). This is a refreshing opportunity for learners and educators at UBC from all nations and disciplines to learn about and think through the colonial structuring of this land and the communities we work within. 

===How can you learn more?===
Do you need to read more about the TRC? Would you like to know how you can integrate TRC material into your teaching and learning environment? Consider the following resources:
1. '''Review the UBC Faculty TRC Guide''' (click the image below and a PDF of the '''Guide''' will open):
This PDF details the many ways that UBC Faculty can get involved including attending the September 18th TRC event at the Pacific Coliseum, incorporating materials about Indian Residential Schools into class teachings, and encouraging students to engage with the day!
[[File:Trc.png|thumb|250px|left|link=http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf]]
2. '''Register for a CTLT Workshop:
:'''''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''''':
This September 5th CTLT workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. Register here: http://www.events.ctlt.ubc.ca/events/view/2759
3. Read '''"Truth and Reconciliation at UBC: Confronting Our Legacies''''''':
Sarah Ling shares her reflection on the UBC Truth and Reconciliation Commission Student Conference held on April 5, 2013 as a student and presenter. Please visit the [http://irsi.aboriginal.ubc.ca/ Indian Residential School Initiative] website for more information and a list of events associated with the [http://www.trc.ca/websites/trcinstitution/index.php?p=3 Truth and Reconciliation Commission]. (source: http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/)

===What are your next steps? [ADD LINK TO IRSI SITE HERE]===

[[Category:trc_ctlt]]

Sandbox:Trc whatdoyouknow

2013-08-19T18:15:32Z

AndreaHan:

The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in Indian Residential Schools. The Commission has a five year mandate and is supported by a TRC Secretariat, which is a federal government department.

UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event. 

This page and the "How are you engaging with the day and beyond?" page are designed as resources for faculty to provide more information about the TRC and how to integrate the TRC into teaching and learning. The "What are your next steps?" page has extended resources and has been designed as a resource to use with students. Instructions on how to easily embed the page in your course web site can be found [http://www.screencast.com/t/g7dV7bJI "here"].

===What does the TRC hope to achieve?===
The TRC hopes to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renew ed relationships that are based on mutual understanding and respect.

===What will the TRC do?===
The TRC will prepare a comprehensive historical record on the policies and
operations of the schools and produce a report that will include recommendations to the
Government of Canada concerning the IRS system and its legacy. The Commission is hosting seven
national events in different regions across Canada to promote awareness and public education
about the IRS system and its impacts. A national research center will be established by the end of
TRC mandate that will be a permanent resource for all Canadians.

===What does this mean for you as an Instructor?===
In preparation for the West Coast National Event of the '''Truth and Reconciliation Commission''' in Vancouver from '''September 18-21''', UBC has made a significant move to “'''suspend'''” classes on '''September 18 so that students, faculty, and staff may meaningfully participate in events regarding this commission'''. 
This day should not be treated as a suspension of learning, but a '''restructuring and relocation of learning'''. Several events will be taking place at the Pacific National Exhibition (the central location), on campus, and across the city (see [http://irsi.aboriginal.ubc.ca/events/ "events"] here). This is a refreshing opportunity for learners and educators at UBC from all nations and disciplines to learn about and think through the colonial structuring of this land and the communities we work within. 

===How can you learn more?===
Do you need to read more about the TRC? Would you like to know how you can integrate TRC material into your teaching and learning environment? Consider the following resources:
1. '''Review the UBC Faculty TRC Guide''' (click the image below and a PDF of the '''Guide''' will open):
This PDF details the many ways that UBC Faculty can get involved including attending the September 18th TRC event at the Pacific Coliseum, incorporating materials about Indian Residential Schools into class teachings, and encouraging students to engage with the day!
[[File:Trc.png|thumb|250px|left|link=http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf]]
2. '''Register for a CTLT Workshop:
:'''''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''''':
This September 5th CTLT workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. Register here: http://www.events.ctlt.ubc.ca/events/view/2759
3. Read '''"Truth and Reconciliation at UBC: Confronting Our Legacies''''''':
Sarah Ling shares her reflection on the UBC Truth and Reconciliation Commission Student Conference held on April 5, 2013 as a student and presenter. Please visit the [http://irsi.aboriginal.ubc.ca/ Indian Residential School Initiative] website for more information and a list of events associated with the [http://www.trc.ca/websites/trcinstitution/index.php?p=3 Truth and Reconciliation Commission]. (source: http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/)

===What are your next steps? [ADD LINK TO IRSI SITE HERE]===

[[Category:trc_ctlt]]

Sandbox:Trc howareyouengaging

2013-08-19T18:08:03Z

AndreaHan:

'''Get Involved''' 
UBC is committed to developing a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

The Truth and Reconciliation Commission of Canada was established to gather testimony on survivors’ experiences of the Indian Residential Schools. From the 18th to the 21st of September 2013, the Commission will be conducting the last of its west coast National Events in Vancouver. UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic event and the other events around the city supporting it. Many initiatives are underway on campus prepare for our participation in this event. 
====The DAY====
'''TRC National Event: UBC suspension of classes'''
UBC has taken the extraordinary step of suspending classes on '''September 18th''' so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event and the other events around the city supporting it. '''You can find various ways to get involved with the Truth and Reconciliation around UBC and the province on September 18th at''' [http://irsi.aboriginal.ubc.ca/events/ Local and Provincial Events].


In addition, here are a few ways to engage in the Truth and Reconciliation '''beyond''' September 18th:

====The WEEK====
The Truth and Reconciliation Commission of Canada (TRC) and Reconciliation Canada announced today a week of reconciliation activities to take place in Vancouver from '''September 16 to 22, 2013'''. Some '''Reconciliation Week''' events are:
* '''The lighting of the Flame of Reconciliation, September 16:''' A sacred fire will be lit at Ambleside to symbolize the start of Reconciliation Week.
* '''The All Nations Canoe Gathering, September 17:''' People-powered crafts and beautiful cedar dugout canoes paddle into False Creek from Kits Point to Science World, and are welcomed in a traditional ceremony to the Coast Salish lands.
* '''The TRC’s British Columbia National Event, September 18-21:''' Bear witness to the experiences of Survivors of the Indian Residential Schools, and the schools’ continuing legacy. The TRC’s sixth National Event takes place at the Pacific National Exhibition. No registration is required. All activities are free.
* '''The Walk for Reconciliation, September 22:''' Bringing Canada’s many cultures to walk a path together in a shared commitment to reconciliation. (courtesy of http://reconciliationcanada.ca/events/)

====The YEAR====
The Mayor and City Council of Vancouver have proclaimed June 21, 2013 to June 20, 2014 as a Year of Reconciliation. Mayor's Proclamation: http://vancouver.ca/people-programs/year-of-reconciliation.aspx

* '''Reconciliation Walk Training - June 2013-September 2013'''
Reconciliation Walk Training will be available for Survivors and their supporters through coordinated walking programs. Participants will have an opportunity to create support networks in their communities through regular weekly walking groups that build capacity to participate in the Week of Reconciliation events hosted by Reconciliation Canada and the TRC.
(Courtesy of http://reconciliationcanada.ca)

===What's your part? (or What can you do?)===

How are you engaging in Truth and Reconciliation?

#'''ATTEND''' the September 18 event at the Pacific Coliseum.
# '''ENCOURAGE your students to attend'''the September 18 event at the Pacific Coliseum. This might entail informing students that you will be attending this eventand explaining why it is important for them to be doing so as well.
# '''INTEGRATE material about Indian Residential Schools into class teachings'''. This could include inviting in a speaker, showing a film, as well as including relevant readings/assignments in your course
# '''ASSIST with information dissemination about the event'''. Help us to get the word out (e.g., distribute this fly

===Bridging into a course activity===

You may want to bring awareness of '''Truth and Reconciliation''' in your classroom. Here are some suggestions:

'''Thank you'''
:Begin each semester and off-campus gathering by recognizing the Indigenous Nation within whose territory you are meeting. Express your thanks for the privilege of gathering on their territory and mention any personal connection you may have with that nation. You can also introduce yourself by sharing where you are from.
:An opening thank-you may include:
:"Thank you to the Musqueam people for welcoming UBC students, staff and faculty onto their territory and into their community. I am grateful for how they are sharing their culture, language and oral traditions. You are encouraged to engage with these aspects of Musqueam heritage throughout the semester."
You may also wish to include a similar statement in your syllabus.

'''Student reflections'''
:Ask students to read or watch the resources listed on the What are your nest steps? page. Ask them to reflect on the following questions:
:
:*'What?' What have your read?
:*'So what?' Does it matter to you? Why? Why not?
:*'Now what?' What is your next step?
:
:A short self-reflective writing to be kept by the student may be sufficient for your classroom. You may want to ask them to submit their reflection to you, post it on your course website (Connect), or conduct an online or in-class discussion as you wish.

'''Additional Ideas'''
:CTLT will be offering a workshop entitled '''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''' on September 5, 2013. This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. '''Register here:''' http://www.events.ctlt.ubc.ca/events/view/2759

[[Category:trc_ctlt]]

Sandbox:Trc whatdoyouknow

2013-08-19T18:03:46Z

AndreaHan: /* What are your next steps? [ADD LINK TO PAGE HERE] */

The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in Indian Residential Schools. The Commission has a five year mandate and is supported by a TRC Secretariat, which is a federal government department.

UBC has taken the extraordinary step of suspending classes on September 18th so that students, faculty, and other members of the UBC community might more fully participate in this historic Truth and Reconciliation event. 

===What does the TRC hope to achieve?===
The TRC hopes to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renew ed relationships that are based on mutual understanding and respect.

===What will the TRC do?===
The TRC will prepare a comprehensive historical record on the policies and
operations of the schools and produce a report that will include recommendations to the
Government of Canada concerning the IRS system and its legacy. The Commission is hosting seven
national events in different regions across Canada to promote awareness and public education
about the IRS system and its impacts. A national research center will be established by the end of
TRC mandate that will be a permanent resource for all Canadians.

===What does this mean for you as an Instructor?===
In preparation for the West Coast National Event of the '''Truth and Reconciliation Commission''' in Vancouver from '''September 18-21''', UBC has made a significant move to “'''suspend'''” classes on '''September 18 so that students, faculty, and staff may meaningfully participate in events regarding this commission'''. 
This day should not be treated as a suspension of learning, but a '''restructuring and relocation of learning'''. Several events will be taking place at the Pacific National Exhibition (the central location), on campus, and across the city (see [http://irsi.aboriginal.ubc.ca/events/ "events"] here). This is a refreshing opportunity for learners and educators at UBC from all nations and disciplines to learn about and think through the colonial structuring of this land and the communities we work within. 

===How can you learn more?===
Do you need to read more about the TRC? Would you like to know how you can integrate TRC material into your teaching and learning environment? Consider the following resources:
1. '''Review the UBC Faculty TRC Guide''' (click the image below and a PDF of the '''Guide''' will open):
This PDF details the many ways that UBC Faculty can get involved including attending the September 18th TRC event at the Pacific Coliseum, incorporating materials about Indian Residential Schools into class teachings, and encouraging students to engage with the day!
[[File:Trc.png|thumb|250px|left|link=http://irsi.aboriginal.ubc.ca/files/2013/06/TRC_Faculty-Handout.pdf]]
2. '''Register for a CTLT Workshop:
:'''''Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning''''':
This September 5th CTLT workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event. Register here: http://www.events.ctlt.ubc.ca/events/view/2759
3. Read '''"Truth and Reconciliation at UBC: Confronting Our Legacies''''''':
Sarah Ling shares her reflection on the UBC Truth and Reconciliation Commission Student Conference held on April 5, 2013 as a student and presenter. Please visit the [http://irsi.aboriginal.ubc.ca/ Indian Residential School Initiative] website for more information and a list of events associated with the [http://www.trc.ca/websites/trcinstitution/index.php?p=3 Truth and Reconciliation Commission]. (source: http://ctlt.ubc.ca/2013/07/25/truth-and-reconciliation-at-ubc-confronting-our-legacies-2/)

===What are your next steps? [ADD LINK TO IRSI SITE HERE]===

[[Category:trc_ctlt]]