The Indigenization of student affairs and services in Canadian higher education
Bibliographic record
Abstract
Many Canadian higher education institutions are actively Indigenizing their college and university campuses, including the delivery of services and programming are for all students, Indigenous and non-Indigenous. Significant milestones such as the findings and calls to action of the Truth and Reconciliation Commission of Canada have renewed focus on the Indigenization in higher education. This focus may require Student Affairs and Services (SAS) professionals to change how they think about and execute their work with students for student services professionals. Through 12 semi-structured interviews with student services employees, this research study aimed to understand how they made sense of Indigenization. Indigenization requires an intentional commitment to change on both a personal and institutional level. It also involves localization and connection with Indigenous peoples and communities. Participants identified ways they had made sense of Indigenization, including affirming Indigenous knowledge and forming meaning about Indigenization. Secondly, participants provided examples of Indigenization activities within individual university departments, through connections outside the university, and university-wide initiatives. Finally, the study summarized ways participants were learning (unlearning and re-learning) about Indigeneity in Canada. Examples of learning sources included: directly from the department of Indigenous student services, independent learning outside of the university, campus-based activities and events, and learning from Indigenous peoples. The concepts of sensemaking and sense-giving, as well as unlearning, were used to examine the data. The study found that Indigenization at this university campus is an on-going process, and those interviewed were still making sense of Indigenization. This study captures a specific moment at a post-secondary education institution in British Columbia for Indigenous students and Student Affairs and Services professionals.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.036 | 0.023 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".