CALLS TO ACTION

• Promoting system-wide learning for students, staff, faculty and leaders focused on embedding principles of anti-racism and anti-oppression across the University/community (e.g., through curricula, educational resources, anti-racism campaigns, cultural awareness, and unconscious bias training that is developed with and approved by Indigenous peoples).
  
  
• Developing and implementing systems (e.g., organizational models and frameworks, clear policies, procedures and practices) to confront and address racism and discrimination, and to do so in a safe, protective and constructive manner.
  
  
• Establishing standards (e.g., annual performance review measures) and support systems (e.g., wellness networks) that address the unique complexities of providing anti-racism and anti-oppression education.
  
  
• Creating and/or facilitating access to support services (e.g., Indigenous Ombudsman, Indigenous counselors, ‘caring’ and protective processes of disclosure) and safe spaces for Indigenous students, staff, faculty and leaders who have faced or are facing racism and discrimination.
  
  
• Creating mechanisms, processes, systems, and external partnerships to support Indigenous faculty in the identification of barriers and/or racism (e.g., by creating an Indigenous Observer role to represent faculty rights).

MARKERS

• A deep understanding of the challenging realities experienced by many Indigenous peoples as a result of discriminatory laws and policies by non-Indigenous peoples on campus.
• Growth in the relevance, breadth and number of student/staff/faculty support services focused on addressing racism and oppression.
• Increase in the number of educational/training resources and opportunities focused on racism and oppression.
• Increase in the number of allies—people that are supported by an Indigenous student, staff, faculty member and/or leader for demonstrated allyship.
• Greater comfort and confidence in the ability to report incidents of racism and oppression against Indigenous peoples.
• Increase in the number of policies and practices that are congruent with Universities Canada and the University of Saskatchewan’s Equity, Diversity and Inclusion (EDI) principles.

 CALLS TO ACTION

• Developing culturally appropriate/sensitive health and wellness resources and supports for Indigenous students, staff, faculty and leaders (i.e., access to Indigenous counselors, physicians, therapists, as well as traditional Indigenous approaches and the establishment of an Indigenous Wellness Team).
  
  
• Facilitating knowledge of and access to broader wholistic wellness resources and supports for Indigenous students, staff, faculty and leaders (e.g., partnering with the City of Saskatoon to familiarize individuals to the campus and city—childcare, counseling services, housing, recreation, transportation, financial resources and supports).
  
  
• Implementation of culturally sensitive and appropriate retention, induction, orientation, and mentorship experiences for Indigenous students, staff, faculty and leaders that are responsive to their unique experiences.
  
  
• Ensuring that Indigenous faculty members have opportunities to network, gather, and learn together and have access to Indigenous mentors and advocates.

MARKERS

• Greater integration of and access to diverse, culturally relevant, and alternative health and wellness resources and supports across the University.
• Improvement in the experiences and efficacy of new Indigenous students, staff, faculty and leaders—experiences that foster a strong sense of belonging.
• Collective Agreements that are inclusive of Indigenous peoples’ traditional forms of health and wellness.
• Increase in the number of Indigenous mentors for Indigenous faculty.

CALLS TO ACTION

• Embracing diversity through the approaches used to offer teachings on Indigenous cultures, languages and protocols (e.g., integrating practices in kinesthetic, multi-sensory, experiential teaching of Saskatchewan’s primary Indigenous languages; utilizing teachers who are fluent in these languages; teaching land-and place-based education physically out on the land and certifying students on the land).
  
  
• Establishing a Centre of Excellence for Indigenous Languages and Cultures, which will be a repository of Indigenous stories and languages and a space for Indigenous cultural and protocol learning and practice, and a space for gatherings connected to Indigenous teaching and research.
  
  
• Strengthening the integration of meaningful, Indigenous-led and developed content into University courses across programs, departments and colleges (e.g., on Indigenous laws about land).
• Establishing a dedicated multi-disciplinary degree program in Indigenous Sovereignty, Treaty and Inherent Rights.
  
  
• Supporting opportunities for multi-sensory and experiential education across the University and broader community (e.g., accredited land- and place-based learning; advocacy for Mother Earth; Indigenous oracy and storytelling approaches).
  
  
• Promoting capacity-building, skill and knowledge development in Indigenous histories and contemporary realities (challenges and successes) for non-Indigenous educators and leaders.
  
  
• Continuing to engage in processes that promote respect and reciprocity in partnerships and agreements (e.g., MOUs, research, program engagement and development) with Indigenous communities.

MARKERS

• Growth in the number of Indigenous policies, programs, curricula and initiatives that focus on strengthening and implementing Indigenous cultures, languages and protocols across campus.
• Increase in the number of public presentations, performances and experiential cultural and language learning opportunities promoting Indigenous histories, traditions, and knowledges—Indigenous ways of being, doing, and knowing.
• Growth in the breadth and number of training/educational opportunities incorporating Indigenous cultures, languages, traditions, protocols, practices, and histories.
• Growth in the number of Indigenous and non-Indigenous scholars fluent (or knowledgeable) in Indigenous languages, cultures and traditions.
• Growth in the number of Indigenous and non-Indigenous student graduates across all subjects/programs with an appreciation for, and understanding of, Indigenous histories and current Indigenous realities in Canada (‘growth attributes’ and competencies).
• Increase in the number of partnerships and agreements with Indigenous communities.

CALLS TO ACTION

• Championing respectful practices that support the participation of Indigenous students, staff and faculty in traditional ceremonies.
  
  
• Promoting Indigenous storytelling and celebrating the success of Indigenous peoples through respectful dedications, remembrances and events across the University and broader community (e.g., art/ architecture, imagery, naming of landmarks, streets, buildings and facilities, ceremonial spaces that pay homage to the land).
  
  
• Creating new Indigenous spaces for gatherings across the University and broader community (e.g., covered outdoor smudging bowl, sweat lodge, tipi ground).
  
  
• Allocating space and financial support to embedding local Indigenous artistry and cultural expressions across University spaces (e.g., dedicated funding envelope for the purchases of Indigenous art).
  
  
• Implementing focused efforts to recruit and retain Indigenous students, staff, faculty and leaders (including those who are known for their expertise of the land).
  
  
• Acknowledging the role of Indigenous faculty members’ research, body of work, and global reputation in benefiting the University in multiple and diverse ways (e.g., attracting Indigenous faculty, staff, and students).

MARKERS

• Increase in the number of physical spaces that recognize Indigenous peoples, cultures and practices, demonstrating an interconnected and respectful community.
• Success in attracting and retaining Indigenous students, staff, faculty and leaders.
• Increase in the number of Indigenous leadership positions across the University.

CALLS TO ACTION

• Committing to uplifting relationships through an engaging framework based on Right Relations and an active commitment to earn and nurture trust and faith in relationships, with Indigenous peoples, across the University.
  
  
• Adapting institutional protocols and foundational documents (e.g., those related to job promotion, academic tenureship) to recognize and reward work, service and merit that go beyond conventional job expectations and profiles (e.g., community and advocacy work).
  
  
• Establishing standards and guidelines for research ethics and intellectual properties that integrate Indigenous ways of knowing and research beyond OCAP® ⁵ and TCPS 2—Chapter 9⁶.
  
  
• Enabling the inclusion and engagement of kēhtēayak (Elders) and Knowledge Keepers in research studies (e.g., community-based/led and methodological research) through institutional policies and practices (student kēhtēayak (Elders) ambassadors, increased kēhtēayak (Elders) parking near doors); being cognizant that academics and researchers can work with kēhtēayak (Elders) and Knowledge Keepers, but that their knowledge needs to be earned.
  
  
• Instituting mechanisms that will provide an open, transparent and welcoming bridge for Indigenous peoples into the University’s ecosystem (e.g., single point of access for information such as an integrated website).
  
  
• Developing policies and processes to support and empower Indigenous membership and citizenship verification (e.g., when applying to programs, or for scholarships) as well as monitor access to confidential information by relevant groups. 
  
  
• Investing in short- and long-term resourcing (i.e., core support vs. soft financial commitments) to support Indigenization, decolonization and reconciliation initiatives.
  
  
• Ensuring that proper protocol training is a part of all research involving Indigenous peoples; respecting that traditional ceremony may be a part of the Indigenous research process.

MARKERS

• Increase in the number of Métis, First Nations, and Inuit agreements driven by Indigenous communities.
• Decolonized systems and structures—including those related to job promotion, academic tenure, and the recognition of work, service and merit—that support and recognize Indigenization, reconciliation, and Indigenous knowledges and scholarship.
• Increase in the integration of Indigenous content on traditional (e.g., print, film, television) and digital media.
• Increase in resource support (e.g., financial, accounting) and visible acts of appreciation towards Indigenous cultures, learnings, practices and protocols.
• Increase in the number of research studies respectfully conducted and published in collaboration with kēhtēayak (Elders) and Traditional Knowledge Keepers.
• Update approval processes to enable self-identified Indigenous students to choose to have their Indigenous identification information shared across campus (engage and communicate with Indigenous student groups more frequently).

5 Ownership, control, access, and possession.
6 Research Involving the First Nations, Inuit and Métis Peoples of Canada

CALLS TO ACTION

• Continued support for wise practices (e.g., Graduation Powwow, Indigenous programming [e.g., ITEP, SUNTEP, wîcêhtowin], Aboriginal Student Centre, Sharing Circles, Indigenous advisors, staff, faculty and leaders).
  
  
• Ongoing creative, innovative, culturally responsive forms of programming and evaluation for Indigenous students, staff, faculty and leaders.
  
  
• Adapting existing or creating new financial mechanisms to recognize and reward Indigenous research, scholarship and unique forms of engagement and dissemination by departments, colleges and units (e.g., adjusting the transparent, activity-based budget system [TABBS] model to include an Indigenization bin).

MARKERS

• The University of Saskatchewan is recognized by Indigenous students, faculty, staff and leaders at USask and other universities globally as an organization that shifts or changes age-old systems and structures to be responsive and strengthened by Indigenous knowledges through the weave metaphor.
• Increase in the number of Indigenous storytelling about activities and accomplishments across varied platforms (e.g., event presentations, print, digital).
• Implementation of University standards that are respectful of Indigenous knowledges, languages and scholarship.

CALLS TO ACTION

• Cultivating leadership experiences for Indigenous students and youth by developing and strengthening mentorship programming for Indigenous students on- and off-campus (e.g., in-person and virtual peer-mentorship for Indigenous students; College prep institutions and University mentorship programs for Indigenous high school students).
  
  
• Evaluating and adjusting institutional programs, policies and curricula (where appropriate) to be responsive, current and innovative for Indigenous students (e.g., elimination of registration fees, e-learning).
  
  
• Creating an environment for Indigenous students and youth to learn while retaining (or reconnecting with) their cultural identity through land- and place-based learning and interactions with kēhtēayak (Elders), such as student kēhtēayak (Elders) ambassadors.
  
  
• Examining, improving and evaluating systems of accessibility and pathways for post-secondary entrance for Indigenous youth.

MARKERS

• Growth in Indigenous student enrollment, retention, and graduation across diverse departments/ colleges at the University.
• Growth in the number of overall student applications to the University.
• Growth in Indigenous student enrolment and retention in graduate, postgraduate and professional programs.
• Growth in membership of the Indigenous Student Council.
• Growth in the number of partnerships/collaborations established between the Indigenous Student Council and other student bodies.