UNews - Michelle Hogue

Inter-institutional panel affirms commitment to Indigenization and decolonization

trevor.kenney — Fri, 10 May 2024 20:40:27 +0000

��Ѹ��Դ��߿�Ƭ of Lethbridge faculty and former students, along with City of Lethbridge and Galt Museum staff, recently presented a panel at the Thinking with and Alongside Critical Indigenous Scholarship Conference at the ��Ѹ��Դ��߿�Ƭ of Oxford. Organized by The Oxford Research Centre on the Humanities (TORCH) and its Critical Indigenous Studies Network, the conference sought to engage Indigenous epistemological and ontological perspectives and the contributions of Indigenous knowledge systems in diverse contexts.

The panel consisted of (top, left to right) Tara Million, Andrea Cuellar, Michelle Hogue, Patrick Wilson, and (bottom, left to right) Ross Kilgour, Camina Weasel Moccasin, Perry Stein.

The panel, Indigenization and Intercultural Collaboration in Municipal and Postsecondary Contexts, was convened by Dr. Patrick Wilson (Modern Languages and Linguistics and Prentice Institute Research Affiliate) and included contributions from Camina Weasel Moccasin (Curator Galt Museum), Perry Stein (Prentice Institute Research Affiliate, BA ’09), Ross Kilgour (City of Lethbridge Senior Community Planner and Prentice Institute Research Affiliate), Tara Million (Indigenous Studies and Prentice Institute Research Affiliate), Dr. Michelle Hogue (Indigenous Studies and Prentice Institute Research Affiliate), and Dr. Andrea Cuéllar (Anthropology and Associate Director of the Prentice Institute).

The panel was organized as a Talking Circle, following Indigenous protocols and ways of sharing knowledge, and consisted of conversations among panelists around four major themes — the TRC Calls to Action in institutional contexts, intercultural collaboration and cross-cultural learning, multiple constructions of Indigeneity and Indigenous identities, and decolonization and Indigenization — as they relate to their work in the City of Lethbridge, the ��Ѹ��Դ��߿�Ƭ of Lethbridge and the Galt Museum and Archives.

These themes are connected to the ongoing commitment of each panelist to the work of reconciliation, and participation in this conference allowed them to see the relevance of this work in Lethbridge as well as a broader context.

“Reconciliation is not the job of one person, one department, one institution, one community, or even one People; it is an ongoing, collective responsibility,” says Stein. “Participating in this conference allowed us to share the impact of collective action between and across the ��Ѹ��Դ��߿�Ƭ of Lethbridge, City of Lethbridge and Galt Museum & Archives to advance not only conversations about truth and reconciliation, but concrete action and partnerships.”

Presenting this work at a conference hosted at the ��Ѹ��Դ��߿�Ƭ of Oxford provided a unique opportunity to have discussions around reconciliation and decolonization at a place and institution with deep historical roots to colonization and its legacies and contributed to an ongoing conversation for the need to decolonize academic scholarship.

“Presenting this work in the form of a Talking Circle, where we addressed challenging topics with the audience seated in a circle around us bearing witness to our practice, allowed us to deconstruct conventional forms of conference presentations and offer a different model of disseminating knowledge, rooted in Indigenous ways of knowledge transmission,” says Hogue.

The conference also offered the opportunity for Camina Weasel Moccasin, in her role as Indigenous Curator at the Galt Museum and accompanied by other panelists, to initiate conversations with curators at the British Museum in London and the Pitt-Rivers Museum at Oxford around repatriation and rematriation of Blackfoot items of cultural significance held in those museums’ collections.

“The experience was very overwhelming, but also very enriching. I am grateful I had the opportunity to create new, and positive, relationships with museum staff while there,” shares Camina.

Cuéllar summarized the value of the conference and related activities.

“Participation in this conference allowed us to articulate and share the significance of years of interconnected and collaborative work on Indigenization and decolonization, to assess accomplishments and gaps, and to affirm our commitment to continuing this work.

“The museum visits and conversations with curators were very revealing, they prompted us to think about the need of a transnational reconciliation framework, of which repatriation programs could be a piece.”

The next steps for this collaborative work are to initiate a book project and present the panel at the ��Ѹ��Դ��߿�Ƭ of Lethbridge during the Fall 2024 semester.

Participation in the conference was made possible by financial support from the Prentice Institute for Global Population and Economy, the ��Ѹ��Դ��߿�Ƭ of Lethbridge, and two ��Ѹ��Դ��߿�Ƭ of Lethbridge SSHRC Exchange grants (awarded to Wilson and Cuéllar).

Dr. Michelle Hogue steps into the role of chief marshal

caroline.zentner — Mon, 14 Jun 2021 15:53:43 +0000

Outgoing Chief Marshal Dr. Noëlla Piquette has a few words of advice for Dr. Michelle Hogue (MEd ’04) as she takes over the role — to take a moment to fully absorb the pride and love that emanates from family and friends seated in the audience during convocation ceremonies.

Piquette has served as the ��Ѹ��Դ��߿�Ƭ of Lethbridge chief marshal since 2019, a role she has thoroughly enjoyed.

Dr. Michelle Hogue, holding the mace, is the U of L's new chief marshal, taking over for Dr. Noëlla Piquette. The mace is cast in bronze and was first used in 1988.

“It’s just such a privileged and esteemed position and I am really proud to have served the last few years and really grateful for the support that I received, not only from faculty members and students — those very cheerful students on convocation day — but also the administrative team and all of the professors. It really was a fantastic time,” says Piquette.

The chief marshal’s most visible job is to carry the eight-kilogram mace while leading the academic procession and recession during convocation ceremonies and it’s a role that Hogue is eager to assume.

“I love celebrating everyone’s success and as a ��Ѹ��Դ��߿�Ƭ, I think we do that really well,” Hogue says. “It’s a real honour to be asked to lead convocation. I just hope I don’t drop the mace.”

Behind the scenes, the chief marshal serves as the chair of the convocation committee, where decisions are made about the degree-award documents and the order of proceedings, along with many other details. For the past year, that has meant shifting convocation to a virtual platform because of the pandemic. The chief marshal also leads a team of seven other marshals.

“One of the things that surprised me with this role is to assist with recruiting and securing other marshals, for example, platform marshals to serve in every convocation ceremony, to provide rehearsal and, on the day of convocation, to be the contact point for the questions coming from marshals, students and the convocation team,” says Piquette. “Because we have so many convocation ceremonies, it really is an organizational task to keep track of who is part of what ceremony and then to have almost a floating list of people who can step in at the last minute should something happen.”

For Piquette, the moments before the procession starts are magical. ��Ѹ��Դ��߿�Ƭ Hall is abuzz with happy soon-to-be graduates. Then come the swelling sounds of the bagpipes and everyone stands at attention ready for the walk up the hill. Her favourite vantage point is at the back of platform where she can see the students lining up to come on stage and looking at all of the families and seeing their faces light up. Piquette knows thousands of hours have been put into making sure it all happens on cue.

“The dedicated convocation team is the backbone for the coordination and success of our ceremonies, they are the magic that makes it all work,” says Piquette. “I’m so pleased I was able to work alongside them for the last few years. Heather Fudge does an incredible job of coordinating convocation and she makes my job as chief marshal so much easier. She’s the one doing it all.”

Hogue is ready to begin her tenure as chief marshal and is especially looking forward to when convocation ceremonies can once again be held in person.

“I was surprised and honoured to be asked and I’m excited to take on the role,” says Hogue. “I’m the only one in my family who went to post-secondary education and now I’m chief marshal of convocation — wow! Convocation is probably one of my favourite things and I’m that nerd prof who goes to all of the convocations when I’m here. I didn’t have anybody cheering me on when I was growing up and I think it’s really important for students to see their profs there cheering them on. I had the great opportunity of being present and being on stage when my daughter convocated and that was probably one of my best moments ever. To be able to get up and give her a hug in front of the entire audience — she was so embarrassed — was so much fun for me.”

Piquette has one more tip for Hogue as she prepares for the chief marshal role — have water, lip balm and comfortable shoes close at hand.

“I tend to be a heel-wearer, but Noëlla said the convocation procession is not a time for vanity, so I’m going to take her advice on that one,” says Hogue.

More information about the mace can be found at Convocation Mace.

Government of Canada supports sustainable and culturally respectful resource development

trevor.kenney — Wed, 24 Apr 2019 21:26:48 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge is receiving over $1.6 million in funding towards two projects to support sustainable and culturally respectful resource development. The announcement was made today by the Honourable Navdeep Bains, Minister of Innovation, Science and Economic Development and Minister responsible for Western Economic Diversification Canada.

Supporting sustainable and culturally respectful resource development boosts economic growth and creates well-paying jobs for all Canadians.

An investment of $1,195,805 will support the purchase of the Titan multi-spectral LIDAR (MSL) imaging system, a one-of-a-kind airborne 3D data collection sensor that will enable industry and academia to obtain data and capture high accuracy 3D images over long distances through traditionally inaccessible terrain, such as forest canopy and below water.

“The cutting edge airborne multi spectral laser scanner technology will help us monitor resource and environmental conditions impacted by climate change and natural disasters, as well as evaluate the risks to communities from hazards such as wildfire, floods and oil spills,” says Dr. Chris Hopkinson, research Chair and professor in the ��Ѹ��Դ��߿�Ƭ’s Department of Geography.

This equipment will complement the U of L’s nationally unique Ecosystem Diagnostic Imaging (EDI) facility to enhance market readiness and validate MSL capabilities for companies in sectors such as oil and gas, forestry and agriculture. The project is anticipated to create 20 jobs for highly qualified personnel and assist 50 small- and medium-sized businesses. This investment demonstrates the Government of Canada’s commitment to promoting growth, long-term prosperity, innovation and global competitiveness.

“Our government is laying the foundation for Canadians to become more competitive and succeed in the global economy,” says Bains. “Today’s investments in the ��Ѹ��Դ��߿�Ƭ of Lethbridge build on our competitive advantages and will result in new innovations for sustainable and culturally sensitive resource development, boosting economic growth and creating good, middle-class jobs for Canadians.”

The U of L, with co-management support from the Piikani First Nation (PFN), is also receiving $432,184 to develop and implement community-based environmental monitoring that integrates traditional Indigenous knowledge with emerging environmental monitoring technologies.

Indigenous graduate and undergraduate students from the ��Ѹ��Դ��߿�Ƭ will be recruited as team leads to 15 Piikani youth who will be trained to collect, store and manage environmental and cultural data under the guidance of Elders. The project will increase PFN’s capacity to take advantage of environmental monitoring business and employment opportunities generated by regional natural resource extraction and industrial development. With this investment, the Government is taking concrete action to advance reconciliation and make a better future for Indigenous Peoples and all Canadians.

"The Community Based Environmental Monitoring (CBEM) project is a partnership project between the U of L and Piikani Nation that engages and trains community at all levels in the development, use and application of emerging monitoring technologies with the goal to promote self-sufficiency and efficacy and build community capacity,” says Dr. Michelle Hogue, associate professor and coordinator of the ��Ѹ��Դ��߿�Ƭ’s First Nations Transition Program.

“Indigenous communities will benefit and greatly improve prospects for economic diversification by training individuals to collect, store and manage their own environmental and cultural data.”

Canada’s Innovation and Skills Plan aims to build an economy in which Canadians have access to high-quality jobs and Canadian businesses are well-placed to participate in a rapidly evolving and competitive global marketplace.

Building rapport key to success of the Raising Spirit project

caroline.zentner — Fri, 19 Aug 2016 21:51:11 +0000

Taylor Little Mustache couldn’t have asked for a better summer job. As a research assistant with Raising Spirit: The Opokaa’sin Digital Storytelling Project, Little Mustache says she felt honoured to work on a project where she learned so much.

“I feel humbled by being a part of this creation,” she says about the project that features photos of Blackfoot family life and audio recordings where Blackfoot Elders and children come together for the telling of traditional cultural stories.

Raising Spirit is a collaborative project of the Opokaa’sin Early Intervention Society and the ��Ѹ��Դ��߿�Ƭ of Lethbridge’s Institute for Child and Youth Studies (I-CYS). The purpose is to help ensure Blackfoot history, language and values endure and shape future generations, as well as build research capacity and understanding of intergenerational knowledge transmission that was interrupted by residential schooling. Once completed, the goal is to produce a digital library that will be a community resource.

Little Mustache, who’s entering her third year of studies at the U of L, is working on a combined education, Native American Studies and history degree. She also has a love of athletics, especially basketball. She has coached for the Alberta Summer Games and the Junior Pronghorns teams. She became part of the Raising Spirit project after taking a history of childhood course and an independent study with Dr. Kristine Alexander, the director of I-CYS.

Her fields of study and experience working with youth and community organizations have served her well in her work with the Raising Spirit project. She’s been busy building rapport with the Opokaa’sin Early Intervention Society and the Piikani and Kainai First Nations. Little Mustache has worked with children aged four to seven and youth up to 18 years of age. She has presented on the project at conferences, met with Elders, collected and organized data, and transcribed interviews. In addition, Taylor has supervised the growing research skills of two high school summer students, Hudson Eagle Bear and Tesla Heavy Runner.

Little Mustache says she found the field work component of her job especially engaging. She attended a Blackfoot immersion camp, slept in a teepee for the first time and furthered her knowledge of cultural traditions.

“I’ve learned so much from the elders I got to meet over the summer. They hold so much knowledge,” she says. “I’m well connected to my culture but this field work made the connection even stronger.”

At first, she wondered how she could contribute to the research team — Tanya Pace-Crosschild (BSc ’98), executive director of Opokaa’sin, and the Opokaa’sin staff, U of L professors Jan Newberry and Kristine Alexander and Erin Spring, a post-doctoral fellow and Amy Mack (MA ’16). Michelle Hogue and Francis First Charger serve as advisors on the project.

“When I first met them I felt a little under-qualified because I was just an undergraduate. However, they made me feel comfortable and I want to acknowledge their mentorship,” says Little Mustache. “This project really opened doors for me.”

One of those doors is a co-operative placement with Indigenous and Northern Affairs Canada this fall. She’ll be working as a junior program analyst in the education branch.

“I’ll be conducting policy research and analyzing indigenous education issues,” she says. “I’m super excited and the position is a good fit for my research skills.”

Dream weaver - Hogue connects history and heritage to new futures for Aboriginal learners

trevor.kenney — Mon, 11 Jan 2016 19:24:59 +0000

Dr. Michelle Hogue (MEd ’04) has been teaching at the ��Ѹ��Դ��߿�Ƭ of Lethbridge for about 20 years. She is a professor, researcher, coordinator of the First Nations Transition Program at the U of L, a 2013 Alumni Honour Society inductee and winner of the 2012 CEA Pat Clifford Award for her work in improving attendance, engagement and success for Aboriginal learners. It’s an impressive résumé, one that might suggest a smoothly paved path to success. But from the start, Hogue’s academic journey was anything but easy.

“I have a long, convoluted and somewhat difficult family history,” says Hogue. “I was the first person in my family to go to university. In fact, many of my family members didn’t even graduate high school, so just getting to university was a big accomplishment for me.”

Dr. Michelle Hogue has dedicated much of her career to creating new possibilities for Aboriginal students.

Hogue attended the ��Ѹ��Դ��߿�Ƭ of Regina as an undergrad. Later, she was hired by the U of L's Department of Chemistry, and was the only female on staff at the time. Her Métis heritage made the gap between Hogue’s ambitions and academic goals that much wider.

“Back when I was going to school, being a female in the world of science was strange enough,” recalls Hogue. “But there was further bias on top of that — the stereotype that Aboriginal students couldn’t do science, couldn’t do math. Those biases still exist to some degree today, but they’re not true. Academic success has much more to do with how we teach in that many students, Aboriginal in particular, do not fit the traditional Eurocentric-based western model of teaching, and most particularly in science and mathematics.”

Hogue has dedicated much of her career to creating new possibilities for Aboriginal students, bridging their ways of knowing and learning with western methods of education. Her desire to facilitate student success extends beyond her profession though — by way of on-going donations to the U of L Supporting Our Students (SOS) initiative.

“I believe in paying it forward,” she says. “I was lucky. When you’re impoverished it’s incredibly challenging to succeed in any way, least of all academically. I didn’t have any financial support when I went to school, but I’m in a position now to make the journey a little easier for someone else. Of course I want to do that.”

SOS has become more visible on campus in recent years, a trend that Hogue is happy to see.

“It puts a smile on your face and it makes you think,” says Hogue of the campaign. “How can you read the stories and not ask yourself why you don’t contribute? We’re here for the students and because of the students. Helping to support them financially is really an extension of our work.”

The amount a person donates isn’t nearly as important as participating, Hogue says. As little as $20 a month can make a big difference to someone struggling financially.

“What’s $20 a month?” asks Hogue. “To most people that’s a few cups of coffee, but to a student that money might be the difference between graduating and not graduating. It’s that’s simple, and it’s that impactful. You can spend that money mindlessly, throw it at a bunch of things that don’t amount to anything, or you can invest in somebody’s future. If you had the ability to help someone’s dream come true, wouldn’t you do that?”

Join Michelle and support our students today.

International child and youth studies conference looks to engage local practitioners

trevor.kenney — Thu, 09 Apr 2015 20:19:04 +0000

Leading researchers and practitioners will examine the state of child and youth studies at an international conference to be held at the ��Ѹ��Դ��߿�Ƭ of Lethbridge in May.

Mapping the Landscapes of Childhood II will be held in Markin Hall, May 8-10, 2015, and is hosted by the U of L’s Institute of Child and Youth Studies (I-CYS). It will bring together scholars and practitioners from a wide variety of academic disciplines including the sciences, arts, humanities, social sciences, policy studies, social work and education in an effort to share knowledge and create collaborative opportunities.

“Conferences like this are important in that they promote and empower new ideas,” says Dr. Kristine Alexander, I-CYS co-director and a Canada Research Chair (Tier 2) in Child and Youth Studies. “Bringing a wide spectrum of people together – ��Ѹ��Դ��߿�Ƭ, community members, practitioners – will allow for a broader understanding, and creation of, new knowledge and the opportunity to ensure that new ideas are considered by those who work with youth.”

All interested parties are invited to attend the conference and take in the multidisciplinary panels, scholarly presentations, poster sessions, keynote events, practitioner sessions and feature film screening. Registration and conference details can be found at uleth.ca/conreg/icys/.

The conference builds on the understanding of the inaugural event held at the U of L in 2011 that attracted an international group of 125 scholars. That conference was a catalyst for the creation of I-CYS, which is now directed by a group of seven primary researchers.

Mapping the Landscapes of Childhood II features keynote addresses by three international speakers:

- Tim Gill (British children’s advocate): From Protection to Resilience: Why and How We Should Reframe our Approach to Risk in Childhood.
- Dr. Katie Hinde (Department of Human Evolutionary Biology, Harvard ��Ѹ��Դ��߿�Ƭ): Food, Medicine, & Signal: How Mother's Milk Shapes Infant Development.
- Dr. Karen Wells (Department of Geography, Environment and Development Studies, Birkbeck ��Ѹ��Դ��߿�Ƭ of London): Theorising Transnational Childhoods: Networks, Capital, and Social Reproduction.

Additionally, Dr. Jane Humphries (Professor of Economic History, All Souls College, Oxford) will host a discussion following a screening of the BBC4 documentary, The Children Who Built Victorian Britain, based on her book, Childhood and Child Labour in the British Industrial Revolution.

Practitioner workshops that pair ��Ѹ��Դ��߿�Ƭ with professionals such as teachers, social workers, policy makers and others will also take place at the conference. These workshops include:

- Moving the Mountain: Brianna Olson & Wallis Kendal (iHuman Youth Society, Edmonton).
- Making the Most of Individual Differences in Education: Applications from the Montessori Method: Zahra Foroud & Dr. Afra Foroud.
- Practical Advice for Fostering Healthy Brain Development: Dr. Robbin Gibb, ��Ѹ��Դ��߿�Ƭ of Lethbridge.
- Bridging Cultures: Engaging Aboriginal Learners in Culturally Relevant Ways: Dr. Michelle Hogue & Ira Provost (��Ѹ��Դ��߿�Ƭ of Lethbridge).

The U of L’s Institute for Child & Youth Studies is a multidisciplinary research institute committed to examining what children and youth mean as social, demographic, artistic, legal and existential categories. While strongly grounded in the humanities and social sciences, I-CYS connects scholars working in all disciplines and faculties at the ��Ѹ��Դ��߿�Ƭ of Lethbridge and beyond.

I-CYS is also a community-building project. Through events, an e-newsletter and website, the group fosters conversations and collaborations that cross the boundaries of traditional academic disciplines, while creating links between scholars, practitioners and community members. The group aims to foster innovative, cross-disciplinary research – both curiosity- and policy-driven – about young people.

Hogue bridges Aboriginal and Western science education

trevor.kenney — Fri, 20 Mar 2015 22:29:51 +0000

On the first day of Chem 500, a class of first-year students at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, Dr. Michelle Hogue asks a simple question: “Who’s afraid of chemistry?” Like clockwork, most of the students raise their hands.

As a researcher, Dr. Michelle Hogue explores how Aboriginal students learn best and what teachers can do to blend Aboriginal and Western ways of knowing.

While science can be intimidating for anyone, for First Nations, Métis and Intuit (FNMI) students, there can be additional barriers. Within mainstream education, science is compartmentalized into individual subjects and disciplines (i.e. chemistry, physics, biology, mathematics) – with little inter-relationship or relatedness taught. Science is taught from the theoretical first to the practical much later. For Aboriginal peoples, knowledge is rooted in oral tradition and focuses on interconnection; all things are related and inter-related, and learning is by doing first with the “theory” following after.

Hogue, who is Métis, says this difference in ways of learning and coming to know is a roadblock for Aboriginal learners in the Western education system particularly in science and mathematics, and as a result FNMI students are less likely to enrol in, or complete, university science courses which then prevents them from entering into science-related professions.

Hogue wants to change this. As a U of L professor, researcher and administrator (she coordinates the First Nations Transition Program and teaches within that program), she is passionate about enabling Aboriginal students to bridge traditional ways of knowing and learning (AWKL) with Western science. To do this, she uses techniques that appeal to her students’ heritage and learning style, like the integration of cultural stories and hands-on exercises.

“If you come from an oral culture, and it’s a practical culture, learning by doing comes first and theory comes after,” she explains.

These strategies are based on her own pedagogical scholarship. As a researcher, she explores how Aboriginal students learn best and what teachers can do to blend Aboriginal and Western ways of knowing. Her work has earned her numerous recognitions, including the Canadian Education Association’s 2012 Pat Clifford Award for Early Career Research in Education.

Hogue’s approach resonated with U of L student Aaron Devine, who took Chem 500 after being out school for 11 years: “I was a bit scared because I'd forgotten so much,” he says. But Hogue's style of teaching – as well as her sense of humour and personal approach – helped him adjust. Four years after taking her class, he still asks Hogue chemistry questions from time to time.

Devine pursued science without a lot of community support or role models. “When I was growing up, no one was interested in science,” he says. But while Devine excelled, other FNMI students didn’t – they were intimidated, he thinks. That’s why Devine’s glad Hogue is leading outreach work at Kainai High School on the Blood Reserve where he grew up.

Through her bridging work using performative and narrative inquiries and hands-on first methodologies, Hogue provides safe, culturally relevant community learning environments for Aboriginal students to build positive engaging experiences while learning about science, technology and mathematics (STM). She has run two programs for youth: an after-school science, technology and mathematics group called K’ITSM-Club (filled with hands-on science projects) and Learning Science Through Theatre (which uses the stage to bring science to life).

The K’ITSM-Club creatively bridges cultures to enable the success of Aboriginal students in SMT in meaningful and engaging ways that attend to Aboriginal Ways of Knowing and Learning, Hogue explains.

“Belonging to a club provides a sense of community of like-minded peers and as such can be a positive learning environment,” she says. “It opens up a space to explore in fun and creative ways and provides a sense of belonging.”

Learning Science Through Theatre is used to bridge Aboriginal Ways of Knowing and Coming to Know through cultural stories, such as Napi stories, with Western science.

For example, in the story of Napi and the Rock and A Little Chemistry too, the scientist learns a little Blackfoot culture and the Elder learns a little science as they watch Napi and his pranks. Hogue might also, for instance, get students to create a scene in which a boy and girl fall in love to illustrate a simple addition reaction. Then, to illustrate a single replacement reaction, she might throw in a jealous girl to lure away the boy and break the bond between the couple. She then creates those bridges to the real chemistry.

“You can make it as fun and goofy as possible, but still drive the point home,” she says.

“The initiatives invite and engage Aboriginal students into science by teaching in a different way such that they may be afforded the opportunities to succeed,” says Hogue.

Although she's a shy person by nature, Hogue jumps into scenes herself in order to engage students. But it doesn't take long for students to lose their anxiety and really get into it. “The students are really, really creative,” she says. “I learn so much from how they approach things.”

Giving Spirit

david.kirby — Thu, 06 Feb 2014 22:48:37 +0000

Maria Livingston always aspired to be a university graduate, but she wasn’t always certain a university education was in the cards for her – at least not until she discovered the First Nations Transition Program (FNTP) at the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

“I was out of high school for four years before I decided to look into university,” Livingston says. “It was intimidating. I wasn’t sure I’d be successful. FNTP helped me feel comfortable at the ��Ѹ��Դ��߿�Ƭ, and gave me the foundation I needed to carry on and pursue a degree.”

U of L student Maria Livingston says the First Nations Transition Program opened doors for her

Now a third-year student majoring in Native American Studies, Livingston has gone on to mentor other FNTP students since successfully completing the program in 2011, and says the program helped facilitate a bright future for her and her young son.

“The program opened doors for me,” she says.

The FNTP recently received a significant boost that will help more students like Maria achieve their goals thanks to a generous contribution from U of L alumnus Richard Masson (BMgt ’87) and his family. The newly established Masson Family Endowment and Masson Family First Nations Transition Program Award will support FNTP as well as individual students in the program for many years to come.

A U of L Board of Governors member, Honour Society inductee, Power of 25 supporter and now a “U of L Dad,” Masson says the decision to give back to the U of L was easy to make, largely because he remembers what it’s like to be a struggling student.

The Msson family, including (back row L to R) Danny and Gordon, (front row L to R) Cathy and Richard.

“I started with pretty meager financial resources, so I’m a big believer in helping students out financially,” says Masson, who is now the Chief Executive Officer at the Alberta Petroleum Marketing Commission. “Thankfully, I’ve been very fortunate in my career, thanks in part to the start I got at the U of L.”

Working in the resource industry, Masson says he sees challenges between business, government and First Nations people in relation to the development of natural resources.

“There’s a lot of opportunity for First Nations students to become strong leaders in their communities. That’s something I want to support,” he says.

The Masson Family Endowment will award an annual scholarship for a promising student who has successfully completed the one-year transition program, and also help to fund various aspects of the FNTP, including a speaker series, workshops and materials such as laptop computers.

Dr. Michelle Hogue (MEd ’04), U of L professor and coordinator of the FNTP, says the endowment and award will promote post-secondary education among First Nations people, and ultimately help many FNMI students and communities.

“The award is a celebration of student success,” says Hogue. “It’s a tremendous honour to receive a scholarship for academic work, so not only will the award help students financially, it will help them believe in themselves as well. It will encourage retention, and foster mentors for new First Nations students down the line.”

The recipient of the first annual Masson Family First Nation’s Transition Program Award will be chosen in spring 2014, and be presented with it at the start of the fall term. Masson is looking forward to the occasion.

“We’re really excited and thankful to be able to help others find their path,” says Masson. "That’s what this is all about.”

Study to examine how social and economic stressors affect Aboriginal health

trevor.kenney — Mon, 15 Jul 2013 17:03:05 +0000

In a first-of-its-kind study, ��Ѹ��Դ��߿�Ƭ of Lethbridge researchers are examining how the social and economic adversity faced by Aboriginal peoples may affect their biological health.

This new study, funded by the Canadian Institutes of Health Research, will be co-lead by three researchers at the U of L, pulling together research strengths from health sciences, kinesiology and neuroscience.

"Aboriginal populations experience high levels of chronic stress as they are often marginalized both socially and economically in Canada. We know that over time, high unrelenting stress can have a profound influence on biological systems," says study Co-Lead, Dr. Cheryl Currie, who is a public health researcher at the U of L.

Stressful experiences are an inevitable part of life, but repeated and chronic exposure to uncontrollable stressors can disrupt the function of neuroendocrine, cardiovascular, and immune systems. Markers of biological disruption can be identified well before the clinical markers of disease are detected.

"We tend to think about social and biological determinants of health separately. Connecting the two is a more comprehensive way to think about health- and may shed new light on why Aboriginal populations are disproportionately affected by chronic disease," says study Co-Lead, Dr. Jennifer Copeland, a U of L kinesiology researcher.

The study will also build on past research by Currie indicating that Aboriginal cultural practices promote resilience against alcohol and drug abuse within Aboriginal populations. In this new study, the team will examine the extent to which Aboriginal cultural practices may promote biologic resilience and improve health. Further, the study will examine the ways in which western approaches to wellness, such as regular physical activity, may also promote resiliency in these populations.

Dr. Gerlinde Metz, a neuroscientist at the U of L's Canadian Centre for Behavioural Neuroscience and Co-Lead on the study says understanding the biological effects of adverse social conditions is an important step towards the development of interventions that can improve population health and wellness.

"Information gained from the study will be used to help identify new strategies that can reduce health disparities experienced by Aboriginal populations," says Metz.

The full research team includes Drs. Judith Kulig, Michelle Hogue, and Olu Awosoga from the ��Ѹ��Դ��߿�Ƭ of Lethbridge, and Dr. David Olsen from the ��Ѹ��Դ��߿�Ƭ of Alberta. Working together with the Aboriginal community in southern Alberta, this cross-disciplinary team will examine how a range of factors - including adverse childhood experiences, poverty, unemployment, single parenthood, living in overcrowded housing and racial discrimination - impact the stress response and biological functioning among Aboriginal adults living in the Lethbridge area.

The U of L study will commence October 2013 with results expected in 2016-17.

2013 Alumni Honour Society inductees

trevor.kenney — Thu, 16 May 2013 17:54:29 +0000

Introduced in celebration of the ��Ѹ��Դ��߿�Ƭ's 35th anniversary in 2002, the Alumni Honour Society recognizes the achievement of successful alumni within the global community. The alumni inducted into this prestigious group have served as role models to our students and the broader ��Ѹ��Դ��߿�Ƭ community through success in their vocation, outstanding community service or superior accomplishment in their avocation.

Sarah Amies (BASc '88)

A vigorous and compassionate human rights advocate, Sarah Amies has more than 20 years of experience in the not-for-profit and education sectors. Since becoming the program director of Lethbridge Family Services – Immigrant Services in 2001, Amies has had a positive impact on new immigrants in the Lethbridge community. Under her leadership, Lethbridge Family Services has grown in programming and services, and expanded its resources. She has worked closely with many volunteer boards, such as the Alberta Association of Immigrant Services Agencies, the Canadian Coalition of Municipalities Against Racism and Discrimination, Family Violence and Elder Abuse Awareness and Prevention Committee and Social Housing in Action. The YWCA recognized her in 2012.

Sylvia Campbell (BEd '79)

Through her many years as an educator and mentor, Sylvia Campbell has demonstrated a steadfast commitment to environmental issues and human rights. She has served on numerous committees and boards, including the Lethbridge branch of the Canadian Federation of ��Ѹ��Դ��߿�Ƭ Women, the Southern Alberta Group for Environment and the Lethbridge Network for Peace. Campbell was a longtime member of the Raging Grannies, a group through which she worked to raise awareness of social justice issues related to peace, the environment, gender, human rights, world equality, Canadian unity and social programs. In 2003, she was recognized by the YWCA.

Frank Gnandt (BASc '74, BEd '79)

Frank Gnandt has been an exceptional educator in Lethbridge School District No. 51 for more than 30 years and has instilled a passion for the arts in many students. Gnandt, currently the choir director for Chinook High School in Lethbridge, is recognized by his peers as an accomplished adjudicator, instructor and conductor. His influence and passion for music have spread to students and audiences locally, provincially, nationally and abroad. Gnandt has been a guest conductor and performed at numerous prestigious venues, including Carnegie Hall and at the Vatican. Gnandt is a recipient of both the Governor General's Award for Community Service and the ATA Teacher of Excellence Award.

Michelle Hogue (MEd '04)

An assistant professor and co-ordinator of the First Nations Transition Program at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, Dr. Michelle Hogue has helped ensure the success of many students at university, particularly in science-related programs. Hogue's research blends required curricular and institutional demands with narrative and arts practices that, with holistic knowledge, have the potential to change science education for Aboriginal learners. In addition to her research, Hogue develops new and innovative teaching practices with high school students, educators and administrators on the Blackfoot (Kainai) Reserve in southern Alberta. Hogue has been the recipient of many awards and scholarships, including most recently the Canadian Education Association Pat Clifford Award.

Douglas McArthur (Certificate in Mgt '90)

Douglas McArthur is well known for his enthusiastic support of the ��Ѹ��Դ��߿�Ƭ of Lethbridge and particularly the U of L Alumni Association (ULAA). An investment advisor by profession, McArthur served as ULAA president from 2003 to 2005. His leadership played a key role in advancing the ULAA, strengthening its affinity with alumni and establishing a foundation that the association has continued to build upon. McArthur remains an active member of the ULAA and is currently serving on the U of L Board of Governors. McArthur has invested in his community by volunteering his time with organizations such as Rotary, Crime Stoppers and the Lethbridge Symphony Association.

Diane Randell (BN '91)

Throughout her career, Diane Randell has worked diligently to make a difference in her community. Since beginning her career in nursing in the 1970s, Randell's care and compassion for others has expanded from individual patients to entire communities. Currently the manager of the community and social development group at the City of Lethbridge, Randell's work addresses large-scale issues such as social policy, homelessness, poverty and racism. Randell is a founding member of the Abreast of Bridge Dragon Boat Team, a founding board member and past Chair of the Lethbridge Dragon Boat Festival and a member of the U of L Senate. She has been recognized by Rotary International, the YWCA and is a recipient of the Queen's Jubilee Medal.

This story first appeared in the May 2013 edition of the Legend. For a look at the full issue in a flipbook format, follow this link.

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