Appendix: Suggested Recommendations

Theme 1: Develop and Implement a Strategic Vision to Indigenize Toronto Metropolitan University

Establish a Centre for Indigenous Studies at TMU, which can champion curriculum reform focused on introducing Indigenous ways of knowing and learning at TMU; support existing and new academic programs with an Indigenous focus; and serve to attract Indigenous faculty and students to TMU.
Establish an Indigenous Teaching Chair in each faculty, to increase the Indigenous presence within the universitywide administrative structure, build cultural awareness and information sharing between the units and departments and champion the development of the work that has already been done.
Build on the Indigenous Education Council work and the Community Development Fund and inform the academic programs by hiring Indigenous curriculum consultants.
Commit multi-year financial resources to be able to continue the work that needs to be done at TMU to Indigenize the campus.
Commit to constructively address colonialism and its present-day legacy and Indigenous worldviews and their potential for positive impacts in all fields as part of required curriculum for students and professional development sessions for faculty, administrators and staff.
Where numbers allow, mandate TMU advisory and decision-making committees to have varied Indigenous representation.
Expand the number of Indigenous librarians.
Establish a specific Truth and Reconciliation website that provides information and resources for and between departments, students, to administration and outwards into the broader community.

Theme 2: Improve and Expand Support for Indigenous Learners

Relocate TMU Indigenous Student Services to the Student Learning Centre.
Create an Indigenous-only space within the Student Campus Centre that is student-run and student-operated.
Hire an Indigenous event planner to organize large events, so as not to strain TMU IndigenousStudent Services’ resources.
Establish Indigenous cultural competency amongst academic counsellors and recruitment staff.
Provide support services to Indigenous students to bridge the gap from high school and reserve high schools to postsecondary institutions.
Improve resources for students such as increased daycare spots.
Develop a program similar to Spanning the Gaps specifically for Indigenous learners.
Build on the Indigenous Foundations Program’s success to create a strong outreach effort for bridging and/or access related programs and courses.
Provide different types of funding to enable Indigenous students to come to TMU. These types of funding can come in the form of scholarships, work-study student positions, more funding for transitional services and student support services such as funding support to live in residence and scholarships for part-time students.
Build an alliance between the Tri-Mentoring Program and TMU Indigenous Student Services and establish an Indigenous specific group at the Tri-Mentoring Program.
Make employers more accountable to hire Indigenous students for student placements, internships and employment opportunities after graduation. Also ensure that cultural safety is put in place before the student arrives at their placement.
Build community events such as monthly Knowledge Symposiums and Gatherings similar to the successful Soup & Substance series, except based on Indigenous needs and interests.

Theme 3: Indigenize Teaching and Learning Practices

Develop a multi-pronged professional development strategy so faculty are informed about Indigenous knowledges, writing and communication and research methodologies; including establishing a university-wide process to include traditional knowledges and how to reference it within a paper.
Dedicate a section of the Library Indigenous Research Portal to the topic of Truth and Reconciliation.
Increase the integration of Indigenous content, resources and pedagogies in curricula across TMU including field experiences, service learning, practicums and work experiences.
Develop and promote culturally responsible and respectful curriculum that integrates Indigenous pedagogies and ways of knowing, with the long-term goal of requiring all undergraduate students to take a mandatory Indigenous course in their program.
Create a program within TMU that offers certificates or degrees in Indigenous languages. This could be achieved by collaborating with Indigenous communities and other post-secondary institutions that already have language programs.
Provide training courses for instructors on how to utilize Indigenous resources in their program and courses.
Provide support for students, faculty and staff who wish to invite Indigenous guest speakers within each field or department, faculty and campus-wide sessions as well as in-class sessions.
Collaborate with Journalists for Human Rights as they provide workshops for post-secondary journalism students.
Establish Indigenous Studies and Governance degrees with a focus on Indigenous governance and resistances, strengths and histories.
Establish a minor in Indigenous Studies with the expectation of basic foundational knowledge upon entry with a bridging program offered specifically for Indigenous Peoples – e.g. the Certificate in Indigenous Knowledges and Experiences, whose courses can then be applied to the minor itself.
Establish a certificate and minor specifically targeted to educating public servants on the history of Indigenous Peoples, including anti-colonial frameworks and Indigenous cultural competency training.
Incorporate concrete approaches to examining privilege and allyship training, especially in Faculty of Community Services courses.

Theme 4: Increase Indigenous Staff and Faculty and Recognize Other Ways of Knowing

Develop a multi-pronged recruitment and professional development strategy for staff and faculty that includes a process to recruit, retain and promote Indigenous employees with specific yearly targets to increase the numbers to a level that is representative of the provincial population and implement university-wide equivalency statements for both external and internal hires.
Develop training sessions with an Indigenous focus through the Indigenous Human Resources Consultant for members of the TMU Faculty Association, and in particular members of Departmental Hiring Committees.
Require training in the history of Egerton Ryerson’s colonial role and anti-colonial frameworks, as well as Indigenous cultural competency training, for all TMU staff and make this training also available to all faculty.
Train staff managers and apply accountability measures in the hiring of Indigenous employees. Encourage unions to assist in ensuring the retention of these employees.
Acknowledge that the current credentialing policies restrict opportunities to hire Traditional Knowledge Keepers. Change the policies to support traditional knowledge accreditation. The university can glean best practices from some British Columbia-based institutions, which recognize faculty accreditation for Traditional Knowledge Keepers.
Compensate Indigenous staff and faculty for additional responsibilities placed on them through the adjustment of job descriptions and salaries to make them comparable to their counterparts.
Put in place administrative mechanisms that ensure HR consultants are change agents, consulting regularly with the Indigenous Human Resources Consultant and opening doors to individuals with transferable skills and equivalent experience.

Theme 5: Deepen Community Engagement and Establish Partnerships

Partner with Indigenous communities to develop courses and distance learning and other initiatives. For instance, the University of British Columbia has a First Nations Satellite Bachelor of Social Work Program at a First Nation community.
Support faculty members to become change agents in their respective departments by encouraging the offering of their expertise in the community and within the broader university network. For instance, host a conference for daycare providers and early childhood educators on best practices for integrating Indigenous stories, methodologies and traditional ways of learning.

Theme 6: Increase the Indigenous Visibility at TMU and Honour the Indigenous History and Cultures

Follow through on plans to acknowledge the history of Egerton Ryerson’s role in the residential school system by placing a plaque next to the statue of Egerton Ryerson explaining his role in the system’s establishment.
Greater recognition of policies that allow time off for Indigenous religious and ceremonial holidays and observances.
Continue to increase Indigenous visibility on campus, by adding visual representations of the Canadian Indigenous community, such as Indigenous art, posters and messaging that conveys a welcoming, inclusive, knowledgeable environment for all students.
Make land acknowledgement, including an explanation of its importance, compulsory at the start of signature TMU events and meetings.
Host at least one pow-wow on campus a year.
Create campus-wide Indigenous events for National Indigenous Peoples Day, a Residential School Memorial Day and a campus-wide Orange Shirt Campaign with conferences, ceremonies and feasts to increase visibility, increase awareness and understanding and celebrate Indigenous culture.
Increase the celebration of and education about Indigenous issues, culture and history throughout the entire campus.
Establish an annual Indigenous History Week.

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