A few respondents emphasized the need for institutions to review how they do assessments and are seeking Aboriginal input into assessment practices and instruments. For example, North Island College has a First Nations Working Group on Assessment that reviews existing assessment processes, instruments and practices and provides a venue for Aboriginal agencies or individuals to express concerns about these services. NSCC raised some concerns with assessment instruments, such as the CAAT, which have been designed for euro-descent populations, are not necessarily always appropriate for Aboriginal learners, and do not take into account past learning experiences and styles. For example, NSCC student services staff is encouraged to use a more informal assessment approach which includes interviews and some testing of literacy and numeracy skills. This approach takes more time but NSCC views this as a more holistic process which takes into account Aboriginal learners’ learning history, educational challenges, their most and least favourite subjects in high school, and perceptions on practical and hands-on learning and work.
Colleges and institutes were asked to identify and describe the types of counselling services offered to Aboriginal learners including academic, personal, cultural, financial and anti discrimination counselling.
All respondent institutions provide academic counselling and advising services to assist with entry and transitions in college/institute programs or transfer to other post-secondary institutions upon completion of their college/institute program. For the most part, Aboriginal learners at mainstream institutions use institutions’ regular counselling services as most do not have services specifically for Aboriginal students. About one third of mainstream institutions which responded to the on-line survey indicated that they have Aboriginal-specific counselling services through Aboriginal counsellors or student services officers employed at the college or institute and Aboriginal centres. Some Aboriginal Centres, such as SAIT Polytechnic’s Chinook Lodge Aboriginal Resource Centre, provide walk-in students with academic counselling and advice on program requirements. Two institutions also indicated that faculty members also serve as academic counsellors and advisors for Aboriginal students. In some cases, instructors are assigned students and have the responsibility to follow them.
A few institutions indicated that counselling staff have or will be trained to work with Aboriginal learners, including perspectives on Aboriginal history, issues and cross-cultural training. This is in line with one of the recommendations made by the Assembly of First Nations on the need to promote awareness of Aboriginal cultures and provide cultural awareness and sensitivity training for faculty of post-secondary institutions, which should be extended to include counselling staff.
Personal counselling is aimed at helping students deal with issues involving their family lives, cultural disconnection, transition from a rural to an urban environment, addictions challenges, and racism and discrimination. The vast majority of mainstream institutions that participated in the study confirmed that they provide personal counselling for Aboriginal students either through regular services offered to all students and to some extent Aboriginal specific counselling. Personal counselling is offered by the two Aboriginal and Northern institutions interviewed.