UNews - Don McIntyre

New award honours Indigenous excellence and leadership

caroline.zentner — Mon, 11 Aug 2025 17:06:41 +0000

The Dhillon School of Business at the ��Ѹ��Դ��߿�Ƭ of Lethbridge has established a new award to be given annually to a graduating Indigenous student who exemplifies academic achievement, cultural integrity and outstanding character.

Braydon Day Chief, at left, receives the Poomaksin Pens Award from Don McIntyre.

Brayden Day Chief is the first recipient of the Poomaksin Pens Award, which consists of the pen set and $500, because of his academic success and his vision for leadership in business and governance.

Poomaksin is a Blackfoot word that means ‘to transfer,’ as with a sacred bundle or knowledge and skills. The name and the pens reflect the power of voice, leadership and the enduring strength of Indigenous knowledge and presence within academic and professional spaces.

“This award is not only about celebrating success; it’s about investing in the next generation of Indigenous leaders and honouring the traditions that guide them,” says Don McIntyre, a faculty member at the Dhillon School of Business.

McIntyre, a member of the Timiskaming Nation, was inspired to create the award based on personal experience. When he graduated from law school, a friend and mentor named Billy Mair, a citizen of the Tlingit Nation, gifted him a treasured set of pens.

“Billy had held onto those pens for many years, valuing them not only as tools but as a symbol,” says McIntyre. “To him, those pens represented the power of words, the responsibilities that come with knowledge and the tools needed for the fight ahead.”

Each year, the award will honour the journey of Indigenous students and celebrate the importance of carrying forward their voice, culture and contributions. It not only recognizes academic success but also celebrates Indigenous resilience and mentorship and affirms the commitment of the Dhillon School of Business to support Indigenous students.

Faculty expertise showcased in lineup of 2025-26 PUBlic Professor Series speakers

trevor.kenney — Thu, 27 Mar 2025 20:29:34 +0000

From legalized gambling to AI in the classroom, testing confidence in eye-witness testimony and more, the 2025-26 lineup of PUBlic Professor Series lecture topics have been finalized, with six intriguing and engaging talks planned for the season.

Initiated in 2014 by the ��Ѹ��Դ��߿�Ƭ of Lethbridge’s Faculty of Arts & Science, the PUBlic Professor Series lectures have grown to include the breadth of research expertise on campus, including representation from all its Faculties and Schools.

“The PUBlic Professor Series is one of our key opportunities to showcase the excellent work being done by our faculty members to the external community. It’s really an important example of the research activities taking place throughout campus and how impactful that work is on everyone’s daily lives,” says Dr. Dena McMartin, ULethbridge’s vice-president (research).

The 2025-26 season kicks off on Thursday, Sept. 25, 2025, when Faculty of Fine Arts professor Dr. Anne Dymond presents, From a Communist Doctor to Madonna’s Cone Bra: Museums and Cultural Diplomacy in Troubled Times. Her presentation will take place in a community location to be finalized as the PUBlic Professor Series continues to visit new venues to connect with more community members.

“We started moving the talks around this past year, using venues that opened the ��Ѹ��Դ��߿�Ƭ up to new audiences, and found it to be very successful,” adds McMartin. “PUBlic Professor is for the public, we want to meet them where they frequent, especially when topics lend themselves to specific locations.”

Ensuing talks will take place in October and November, and then January, February and March 2026 and include speakers from the Faculty of Arts & Science, Faculty of Education, Faculty of Health Sciences and Dhillon School of Business. As has always been the case, all PUBlic Professor Series events are free and open to the public and available for viewing on the ULethbridge YouTube channel the following week.

Working with local venues and bringing research activities into the community also creates partnership opportunities. Corporate sponsors and community partners seeking to support creating connections and promoting activities that benefit and inform society are encouraged to connect with External Relations at external.relations@uleth.ca to learn more.

This season’s PUBlic Professor Series talks conclude with Dr. Robin Bright’s presentation, Does Reading even Matter Anymore?, 7 p.m. at the Sandman Signature Lodge.

The PUBlic Professor Series is an example of the ��Ѹ��Դ��߿�Ƭ of Lethbridge’s Strategic Plan in action under the strategic direction to Challenge Boundaries and Inspire Curiosity. We value courageous conversation, learning from each other’s knowledge and experiences, and actively promote the safe, respectful, open and accessible exchange of ideas.

The series lineup is as follows:

2025-26 PUBlic Professor Series

From a Communist Doctor to Madonna’s Cone Bra: Museums and Cultural Diplomacy in Troubled Times — Dr. Anne Dymond, Thursday, Sept. 25, 2025

Cockwombles, Cornucopias and the Curious Task of Economics — Dr. Danny Le Roy — Thursday, Oct. 30, 2025

Has AI Made Teachers Obsolete? — Dr. Richelle Marynowski (BEd ’94) — Thursday, Nov. 27, 2025

Playing Telephone with Eyewitness Evidence — Dr. Jamal Mansour — Thursday, Jan. 29, 2026

Indigenous Childhood Stories Transform Worlds – Want Some? — Dr. Don McIntyre — Thursday, Feb. 26, 2026

Legalized Gambling in Canada: Winners and Losers — Dr. Rob Williams — Thursday, March 26, 2026

U of L professor Don McIntyre receives inclusive education award

caroline.zentner — Tue, 14 Dec 2021 20:45:59 +0000

Don McIntyre, this year’s recipient of the Inclusive Education Certificate of Recognition at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has always worked to ensure his students have positive learning experiences, and he became even more innovative amid the challenges of the COVID-19 pandemic.

The annual award was established by the U of L’s Accommodated Learning Centre to acknowledge professors who foster an inclusive learning environment in their classrooms.

“We are delighted to present this certificate on behalf of students, who nominated Don for his inclusive course design and delivery methods,” says Dawn Vickers, manager of the U of L’s Accommodated Learning Centre. “When students experience a welcoming environment that incorporates universal design, they are more likely to feel belonging, fully engage and experience success.”

Kathleen Massey (right), associate vice-president (students), presents Professor Don McIntyre with the Inclusive Education Certificate of Recognition.

“I am so pleased to present this student-nominated award to Don and I’m very grateful for his outstanding commitment to making learning opportunities accessible to all students,” says Kathleen Massey, U of L associate vice-president (students). “By doing so he is ensuring that all students who want to learn in his courses are able to do so in a fully inclusive manner.”

McIntyre, a professor in the Indigenous Governance and Business Management program in the Dhillon School of Business, was nominated by several students who said his use of technology, including speech-to-text software, allowed them to fully participate in the learning experience. He made class recordings available on Moodle so students could revisit them as often as they wanted. Some of his other solutions are not high-tech at all, like wearing a clear plastic mask when teaching so students can lip read. In addition, students appreciated his use of imagery and stories to help convey course materials.

“He also displayed a genuine willingness to listen and learn from his students, especially whenever course material affected his students personally,” says one student.

“I was extremely moved by the compassion he showed me at this difficult time and I have highly recommended his classes to other students,” says another.

“I was floored when I received the note telling me about the award,” says McIntyre. “This is just what I do; I’m not doing it to have someone acknowledge it, but when the acknowledgement comes, it’s very nice. I’m honoured and delighted to be given the opportunity to be a teacher. If someone has come here to learn, it’s incumbent on all of us to figure out how to make it happen. Students have more than enough roadblocks to being able to have an education. The administration and staff have helped me immensely to provide these supports to students on their journey.”

His philosophy is straightforward — if it’s good for one student, others will benefit, too. Along with creating an inclusive classroom, McIntyre gives students multiple ways to learn course content, something that grew out of his Anishinaabe upbringing. One way is to use stories that demonstrate concepts.

“For some students, that hits the mark,” he says. “Other students want something much more pragmatic like a case study. I incorporate repetition, the use of stories, narrative and illustrations, and group discussions into my classroom.”

Through all these ways of sharing class material, McIntyre ensures students’ different ways of learning and knowing are ignited.

“Creating a space of safety, where everyone feels included and valued is what makes a learning experience truly transformational,” says Martha Mathurin-Moe, the U of L’s executive director of Equity, Diversity and Inclusion. “Learning about the numerous ways in which Professor McIntyre makes his students feel seen, heard and included should be celebrated. This is one of many things we can all do to create an inclusive campus. I congratulate and thank Professor McIntyre for his compassion and innovation in making our U of L campus an amazing place for our students to live and learn.”

The Inclusive Education Award was created to acknowledge professors and instructors who recognize the value of diversity and are responsive, adaptable and collaborative in accommodating learning needs. They demonstrate caring, compassion and empathy by promoting a classroom culture that is welcoming, respectful and inclusive and by adapting their teaching methods and content using universal design principles. Incorporating a universal design for learning framework provides all students, and especially those with disabilities, more opportunity to have a positive and successful post-secondary learning experience.

Dhillon School of Business first business school in Canada to require Indigenous course as part of core degree

trevor.kenney — Wed, 17 Mar 2021 17:05:27 +0000

The Dhillon School of Business at the ��Ѹ��Դ��߿�Ƭ of Lethbridge is looking to lead the way in reconciliation and Indigenization efforts by becoming the first business school in Canada to include an Indigenous course requirement as part of a student’s core business degree.

An Indigenous art piece on the hill below the Dhillon School of Business. Created by Sarah Russell (BA ’19).

Dhillon School of Business Dean Dr. Kerry Godfrey says the move is indicative of the school’s dedication to an almost 40-year history of supportive and community-guided Indigenous business education. Actions such as formally joining the Canadian Council for Aboriginal Business (CCAB) in 2018, show that the school is focused on finding ways to intentionally support Indigenous and non-Indigenous relationships, particularly in business.

It is also part of a wider initiative to move the school’s reconciliation efforts forward and address the 2015 Truth and Reconciliation Commission’s Calls to Action (CTA), particularly in relation to CTA 92 on Business and Reconciliation.

“Our school’s history shows that we actively value Indigenous business perspectives,” says Godfrey, “and we purposely and intentionally work to enhance and broaden our own perspectives, as well as the student lens in a way that promotes understanding.”

The course requirement was also created for practical business educational reasons. Dhillon School of Business professor and researcher Don McIntyre, a member of the Wolf Clan from Lake Timiskaming First Nation, asserts that business in Canada is changing.

“Business students used to be able to operate without knowledge of Indigenous history or governance, but this has changed. We’re now seeing instances where businesses are failing because they don’t have the subsequent knowledge of the people and land they’re trying to grow their business with and on,” he says.

The new Indigenous course requirement equips students to be prepared for today’s business world and positions them as leaders. The wider understanding students will acquire with the new Indigenous course component aligns with the broad and inclusive foundational teaching and learning philosophy students have come to expect from the ��Ѹ��Դ��߿�Ƭ. Students will look beyond core business content to explore how business is conducted in a more inclusive societal context.

Even before the core-course requirement was put into place, Dhillon School of Business students, like recent graduate Mariam Ullah (BMgt ’20), were already recognizing the value of taking Indigenous electives as part of their education. Ullah, who professed her most memorable academic experience included the Indigenous Studies course she took, says it was “captivating and enriching in ways I never expected and left me with a changed view of the world.”

Students are able to choose from a wide variety of Indigenous content courses including Conversational Reconciliation, Indigenous Languages, Aboriginal Health, Indigenous Art History, Indigenous Governance in Canada, and more.

New course available to students, public, examines language around Indigenization and reconciliation

trevor.kenney — Wed, 25 Nov 2020 19:09:14 +0000

A new course offered by the ��Ѹ��Դ��߿�Ƭ of Lethbridge, and available to students and community members alike, examines the language around Indigenization and reconciliation and creates a safe space for a conversation sorely needed by all communities.

Conversational Indigenization: Reconciling Reconciliation is an Open Studies course taught by Don McIntyre of the Dhillon School of Business and offered through the School of Liberal Education.

McIntyre, a member of the Wolf Clan from Lake Timiskaming First Nation and a former corporate lawyer, found that he was continually clarifying language in his vocation. This was never more apparent than around the topics of reconciliation and Indigenization, and particularly in business and governance perspectives, where a lack of clarity on terms often drowns out Indigenous voices and important conversations.

“Some people talk about never using the term ‘Indian’ to describe Indigenous people, but Indian is still a term of law in Canada that has associated rights and restrictions,” he says.

By broadening exposure to this course, McIntyre aspires to see everyone in the Dhillon School of Business, the ��Ѹ��Դ��߿�Ƭ at large and the community feel more comfortable about terms and narratives in order to address the real conversation surrounding reconciliation.

“I personally don’t want anyone left behind,” says McIntyre, acknowledging that even though the conversation is continually changing it is important to involve as broad a spectrum of people as possible. “I want every person to engage in this conversation and leave with an openness to change. When dialogue is continuous and inclusivity is assured, real change can happen.”

Dr. Shelly Wismath, dean of the School of Liberal Education, says the course is an important part of the ��Ѹ��Դ��߿�Ƭ’s commitment to Indigenization and fits well with the foundational teaching and learning philosophy of liberal education.

“This approach encourages a broad and integrated education that encompasses various world-views and ways of knowing, both academic and real-world, while building a sustainable commitment to equity, diversity and inclusion of all groups in our communities.”

Aside from clarifying terms, Conversational Indigenization: Reconciling Reconciliation will also examine the core of reconciliation including addressing past wrongs, what it might look like to make amends, and ultimately improve relationships between Indigenous and non-Indigenous people. Students will address obvious and latent power struggles, colonial ideologies, and discuss potential means of dismantling presently held structures.

McIntyre says those conversations can come with uncomfortable feelings and even fear. He admits, “it’s a scary conversation, but it doesn’t have to be.”

McIntyre engages students with a unique mix of conversation and storytelling, building a safe place where people can express their opinions, add nuance to their ideas and gain understanding. He weaves traditional and contemporary Indigenous stories with like Canadian stories, building a bridge to empathy and alignment.

“I want to hear what everyone has to say. It’s the only way we can unpackage this complicated space between us,” he explains. “I aim to engage and affirm people in what they know, and in what they think they know.”

Students are able to register for Conversational Indigenization: Reconciling Reconciliation (LibEd 1850) through The Bridge. The course is offered for the Spring 2021 semester.

Alumni and community members can register for the course, as well as a variety of other courses, through the ��Ѹ��Դ��߿�Ƭ’s Open Studies program. People can choose to take the course for credit (3.0) at a full cost of $769.06, or audit the course at a 50 per cent reduced rate. Those interested can complete the following registration form: https://www.uleth.ca/sites/ross/files/imported/forms/OpenStudiesRegForm.pdf.

Indigenous perspectives key to unlocking success in modern business landscape

trevor.kenney — Thu, 12 Nov 2020 21:05:27 +0000

Canadian businesses that have adapted to include Indigenous perspectives and ways of knowing are more than meeting the calls to action (CTA) of the 2015 Truth and Reconciliation Commission (TRC), they are realizing greater success. When it comes to the bottom line — it’s just good business.

Canadian businesses that have adapted to include Indigenous perspectives are realizing greater success.

This comes as no surprise to Don McIntyre, a professor in the ��Ѹ��Դ��߿�Ƭ of Lethbridge’s Dhillon School of Business.

“We’ve been supporting Indigenous businesspeople since 1987,” he says. “Long before the TRC, we recognized there was an essential need to fill the gaps of where business was and where it needed to be within an Indigenous context.”

McIntyre, a member of the Wolf Clan from Lake Timiskaming First Nation, says the TRC’s calls to action reflect the core philosophy of the Dhillon school’s approach. Call to Action 92 calls on corporate Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. In doing so, it identifies, among others, the need to: commit to meaningful consultation and informed consent with Indigenous peoples; ensure access to jobs, training and education underpinning sustainability of Aboriginal communities; and initiate programs to educate and inform corporate Canada of the issues and challenges that must be addressed to help realize reconciliation between the Indigenous and non-Indigenous peoples of Canada.

“While previously you could get away without a certain level of mandatory knowledge in Indigenous business and governance,” today, says McIntyre, that’s not possible.

Businesses looking to operate near or on Indigenous land, such as mining operations or franchises seeking expanded markets, need to understand how to better and more appropriately engage in Indigenous conversations. They also need to understand the exceptions to traditional western business and government rules or practices to avoid undesired consequences.

“Because some businesses are unwilling to recognize a shift in the Indigenous business territory that they’re trying to grow roots in, their businesses fail,” says McIntyre.

Rhonda Crow (Mgt Cert '97, BMgt '99) is the Dhillon School of Business Indigenous Learning & Program Coordinator, as well as the Coordinator of the Indigenous Governance and Business Management (IGBM) program. A Blackfoot from the Blood Tribe (Canada’s largest reserve), she says students taking the IGBM courses are able to advise on Indigenous practices and protocols.

“Our Indigenous and non-Indigenous students know how to handle meaningful consultations in the Indigenous community, addressing barriers that others don’t even know are there,” she says. “Furthermore, students are taught by a diverse group of experienced Indigenous business and governance professionals from across Canada who are often currently working in the sectors they’re teaching about.”

The IGBM program, which is currently being offered online and is available to students and community members alike, informs individuals of the complexities of Indigenous exceptions. Courses include Canadian Indigenous Negotiations, Canadian Indigenous Project Management, Canadian Indigenous Tax Issues and Indigenous Leadership and Management, a course that teaches strategic planning through an Indigenous lens.

The future of business and reconciliation rests on the ability for those involved to be speaking a business language everyone can understand.

“This is why Reconciliation is so essential,” says McIntyre. “Whether you are part of an Aboriginal business, working in partnership with Indigenous nations or part of a governance structure, to work effectively in Canada you must know how to communicate and work both the rules and the exceptions to those rules. This is the key to reconciliation.”

Storytelling project seeks to understand Indigenous youth experiences to mitigate youth homelessness

trevor.kenney — Wed, 10 Jun 2020 16:45:06 +0000

��Ѹ��Դ��߿�Ƭ of Lethbridge professor Dr. Janice Victor intends to be part of the solution strategy put forward by Making the Shift Inc. — a Centre of Excellence of Canada that is seeking to shift the focus from management to prevention of youth homelessness.

Dr. Janice Victor's project looks specifically at the disproportionate representation of Indigenous youth in child welfare systems and ensuing poor educational and health outcomes.

Victor has been awarded $85,580 for her project, Ai’aoskiikowaata (providing guidance to youth): Supporting healthy transitions from government care to independent living, which looks specifically at the disproportionate representation of Indigenous youth in child welfare systems and ensuing poor educational and health outcomes. Her project will use a multi-media storytelling methodology (with co-investigator Don McIntyre in the Dhillon School of Business) and post-transition survey (with co-investigator Dr. Olu Awosoga in the Faculty of Health Sciences) to better understand the experiences of youth transitioning out of government care in an effort to identify cultural-appropriate strategies to uphold their cultural connection.

It has been shown through multiple studies that Indigenous children deprived of cultural connections are substantially more susceptible to poor health outcomes, experiencing a higher risk for homelessness, addiction and criminalization. Blackfoot youth in government systems who are disconnected from their culture are just as vulnerable.

“One of the big problems we have is there are not enough Blackfoot foster homes,” says Victor, who teaches in the ��Ѹ��Դ��߿�Ƭ’s Faculty of Health Sciences. “We are basically continuing the 60s scoop in a way because we see that disconnection from culture taking place.”

Dealing with the ramifications of culture loss after the fact is a never-ending cycle of continued government care, where Victor and her work would rather focus on finding strategies to ensure Indigenous children maintain cultural connections while in care, which in turn will aid youth as they first transition out of government care with support from their community. Gaining the perspective of those who have travelled through the system is invaluable and storytelling is a natural way to access their lived experiences.

“Through storytelling, you start to see the real struggle youth have and the real underlying questions, the importance of cultural connection and well-being,” she says. “It’s about an identity they have lost, a way of life. Even the term Ai’aoskiikowaata means providing guidance to youth, and it is referring to what the Blackfoot have always known about how these practices give guidance to leading a healthy life.”

Victor will be looking for participants from Lethbridge, Medicine Hat and Calgary, and would ideally have 12 participants for the storytelling project from each community. Her results could inform legislators and knowledge users on a wise practice approach specific to individual circumstance, history, geography and educational knowledges.

“One thing I’m really aware of is trying to refine my approach to make sure what we’re doing is grounded in what the community needs and what the Blackfoot community is saying is important,” says Victor, who credits knowledge holders Dan Fox and Tom Chief Calf as providing guidance for the project. “One thing we do understand is that childcare services need to be run by the community, they need to be run by Indigenous peoples because they need to have control over raising their children again — as they did for millennia.”

The study itself will begin with the administration of a large survey to youth people under 30 who have aged out of care in southern Alberta. The storytelling aspect, including interviews and the compilation of the stories, is somewhat dependent on current social distancing restrictions. Victor has set up a website for potential participants at agingoutproject.ca.

“One of the ideas I’d love to pursue once we are finished is to bring the stories from the three locations together and have that as a form of knowledge translation and knowledge sharing amongst one another and with the broader community.”

Broader community invited to view popular Last Lecture Series as it moves to online format

trevor.kenney — Wed, 03 Jun 2020 17:32:27 +0000

It has become an annual rite of spring for ��Ѹ��Դ��߿�Ƭ of Lethbridge students and now, the broader community will have the opportunity to take in an enhanced online edition of the Last Lecture Series.

Presented annually by the ��Ѹ��Դ��߿�Ƭ of Lethbridge Students’ Union (ULSU), the Last Lecture Series has become one of the most popular events of the academic year. It traditionally features three U of L professors talking about life lessons that cannot be learned in the classroom, posing the question to them, “If you could talk about just one thing for your last lecture, what would it be?”

This spring, with an in-person event not possible due to the COVID-19 pandemic, the ULSU is co-hosting with the student club PACT (philanthropy, advancement, community, traditions) and taking the event online. They have also expanded the lecturer list to an impressive eight speakers who represent a broad cross-section of disciplines from throughout campus. Celebrating a theme of adaptability, this impressive group will be online Friday, June 5 from 10 a.m. to 3 p.m. to present their individual thoughts on what adaptability means to them.

“With most end-of-semester events cancelled, we wanted an initiative that could bring the uLethbridge community together,” says Kierian Turner, one of the event organizers and a past PACT president. “The Last Lecture has always been important to students of the graduating class, so we prioritized moving to an online model so that students are still able to get that final takeaway. It was important to have a panel with diverse experiences and research backgrounds so that attendees have the opportunity to connect on a deeper level and have a more holistic experience.”

The speaker schedule is as follows:

Tony Montina (BSc '08, MSc '10) — Introduction

10 a.m. — Adam Letourneau (Dhillon School of Business) — Life can Wonderfully be a Series of Career Changes

10:30 a.m. — Dr. Robin Bright (BASc '79, BEd '82, MEd '88) (Faculty of Education) — Everything I Really Need to Know, I Learned in ��Ѹ��Դ��߿�Ƭ

11 a.m. — Dr. Shannon Spenceley (BN '84) (Faculty of Health Sciences) — Strange Days - Thriving in Uncertain Times

11:30 a.m. — Dr. Janay Nugent (BA '95) (Department of History) — The Empowerment of Young People in Tumultuous Times

12 to 1 p.m. — Lunch Break

1 p.m. — Don McIntrye (Dhillon School of Business) — Tricksters & Butterflies: Belonging Beyond this Day

1:30 p.m. — Dr. Robbin Derry (Dhillon School of Business) — What to Hold onto When Everything is in Flux?

2 p.m. — Dr. Anne Dymond (Faculty of Fine Arts) — Is it Too Late to Switch my Major? Or How I Learned to Live with Doubt

2:30 p.m. — Dr. Bryan Kolb (Department of Neuroscience) — Adaptability and the Brain that Changes Itself

Tony Montina — Closing

“What I love about our speaker lineup is that each of these professors apply their personal experience and expertise to a theme that is relatable to everyone — adaptability,” adds Turner. “This lineup will truly demonstrate the importance of a liberal education and how you can apply your uLethbridge experience to the many ways you will have to adapt throughout your lifetime. We have world-class faculty, and we are excited to share a glimpse of that with our community.”

The Last Lecture is a book co-authored by Randy Pausch, detailing everything he wanted his children to know after he was diagnosed with a terminal illness. Pausch delivered his last lecture entitled Really Achieving Your Childhood Dreams as part of a lecture series where ��Ѹ��Դ��߿�Ƭ are challenged to think about what really matters to them and give a Last Lecture.

For more on The Last Lecture speakers, follow this link: uleth.ca/alumni/last-lecture. To join the event, check in at go.uleth.ca/LastLecture2020.

Dhillon School of Business Scholarship Dinner raises $30,000 for students

trevor.kenney — Mon, 15 Apr 2019 20:30:54 +0000

On Friday, April 12, 2019, the Dhillon School of Business celebrated its annual Scholarship Dinner by honouring Ralph A. Thrall III and the McIntyre Ranch. The event brought in $30,000 for the Ralph Thrall McIntyre Ranch Scholarship Fund and a scholarship from this fund will be given out to a Dhillon School of Business student each year at the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

Honoree Ralph A. Thrall III was presented with an original work of art depicting the McIntyre Ranch by award-winning local artist Don McIntyre, an Ojibway of the Wolf Clan from Timiskaming First Nation.

The evening focused on Thrall’s commitment to sustainability in business. As president, CEO and COO of the McIntyre Ranch, Thrall is part of the third generation of Thralls to run a successful beef cattle business on the ranch which was established in 1894 by William H. McIntyre.

Since the inception of the McIntyre Ranch, both the McIntyre and Thrall families committed to stewarding the land by leaving native grasslands undisturbed and refusing to overgraze them. Today, Thrall intentionally rotates grazing sections, leaving 75 per cent of the land unused throughout the year.

The commitment to sustaining native grasslands on the property has allowed rough fescue, Alberta’s provincial grass, to grow abundantly on the land. The fescue, which feeds the ranch’s approximately 3,000 cattle throughout the winter, supports an incredible amount of biodiversity on the land including over 130 species of birds and 366 different plant species. Only 35 per cent of southern Alberta’s original grasslands remain and a number of years ago Nature Alberta declared the McIntyre Ranch nationally significant.

Dean of the Dhillon School of Business, Dr. Kerry Godfrey, says that when choosing a recipient for this year’s honour, they looked for someone whose values aligned with the Dhillon School of Business’ nearly 40-year history of responsible and sustainable value creation, both in business and society at large.

“For us, Ralph Thrall III was a great choice. His commitment to sustainability has allowed him to effectively manage a successful ranching business, it has contributed to environmental conservation and it has benefitted our local community and beyond.”

During the evening, Thrall was presented with an original work of art depicting the McIntyre Ranch by award-winning local artist Don McIntyre, an Ojibway of the Wolf Clan from Timiskaming First Nation. A limited number of prints are still available to the public for purchase by calling 403-329-2153.

Over its 32 years, the Scholarship Dinner has raised more than $1.6 million for student scholarships.

Social Justice Symposium to touch on democracy, art, environment and more

caroline.zentner — Wed, 13 Sep 2017 16:29:18 +0000

The School of Liberal Education at the ��Ѹ��Դ��߿�Ƭ of Lethbridge is hosting a Social Justice Symposium to bring together interested students, faculty, staff and community members for an afternoon of talks devoted to various aspects of social justice.

The symposium begins at noon on Friday, Sept. 22 in the Markin Hall Atrium with a keynote talk by Dr. Bryan Kolb, a U of L neuroscientist, titled Brain Development: The Good, the Bad and the Ugly. His hour-long talk is followed by three blocks of 10-minute talks by U of L faculty members.

The first block starts at 1:20 p.m. and includes Dr. Harold Jansen (Political Science)—Education for Democracy; Paula Cardozo (Library)—Libraries for Social Justice;Dr. Josephine Mills (Fine Arts/Art Gallery)—Art and Activism.

The second block begins at 2:20 p.m. with Don McIntyre (Management)—The TRC; Dr. Jan Newberry (Anthropology)—Raising Spirit; and Dr. Tom Johnston (Geography)—Two Geographical Perspectives on Justice.

The third and final block begins at 3:20 p.m. with Dr. Anne Dymond (Fine Arts)—U of L’s Refugee Work; Dr. Maura Hanrahan (Native American Studies)—FNMI Issues in the Academy; and Dr. Cheryl Currie (Health Sciences)—Understanding the Social in Epidemiology.

The symposium provides plenty of time for discussion to spark a community-wide conversation. In addition, a booth fair will feature representatives from various campus and community groups interested in social justice.

Please RSVP at http://teachingcentre.anyvite.com/vvegbzngm8.

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