The Indigenous Graduate Student and Professional Transition Initiative
June 2024
“Showing the next generation that anything is possible.” explained Doris Wesaquate recently when asked of her motivation to pursue graduate studies.
An Indigenous graduate student from Piapot First Nation, Doris is no beginner to post-secondary studies. An accomplished mother, grandmother, and lifelong learner, she is pursuing a PhD in Kinesiology at the University of Saskatchewan (USask) with a focus on Indigenous women’s health. The inspiration of family members’ health concerns and trauma-impacted families inspired her to continue graduate studies.
The knowledge that she’s setting a positive example for upcoming Indigenous students motivates her as well. “I want to inspire, to show my grandkids it can be done.” she says.
Inspiring and encouraging more Indigenous students to continue studies as graduate students is also one of the objectives of USask College of Graduate and Postdoctoral Studies (CGPS). Graduate studies develop student professional skills and personal development and increase valuable connections with academics and industry experts and opportunities in employment. Increasing the number of Indigenous postgraduate students at USask increases representation of Indigenous professionals, experts, and subject matter leaders in our communities. While growing the Indigenous enrollment in grad studies is a key goal, achieving this target poses its challenges.
In working toward this objective, the CPGS and the Office of the Vice Provost, Indigenous Engagement (OVPIE) co-created the Indigenous Graduate Student and Professional Transition initiative as a project of the Oyateki Partnership. The initiative aims to provide mentorship and professional development opportunities for Indigenous students transitioning from post-secondary education to professional careers. The programming, events and support are designed to create pathways toward continued studies in CGPS and success beyond university.
Designed for graduate students
The USask CGPS is different from the other colleges in that they have direct oversight of graduate programming throughout the graduate student and postdoctoral training ecosystem at the University of Saskatchewan. One of the key objectives of CGPS is to serve and support graduate students throughout their educational journey, and to oversee policy and best practices in the respective programs. The college aims to provide structures that enable students to thrive and have agency in their education, training, and research.
Top: Doris Wesaquate receives an award at the Indigenous Student Achievement Awards 2024 presented by Dr. Angela Jaime and Lori Delorme.
Above: Nathan Oakes discusses his work at the Graduate Research Showcase October 2023.
Developing an Indigenous community
CGPS aims to build an Indigenous graduate student community that leads to student belonging and success as a crucial step toward addressing historical injustices, promoting equity and inclusion. As well, it brings together the benefits of diverse perspectives and knowledge in academia and society. It is about creating an environment where Indigenous students not only survive but thrive in their educational journeys. CGPS (USask) has adopted kiskêyimisowin | self-knowledge as a guiding pillar of its Indigenous strategy.
Their capacity to improve Indigenous students’ graduate school experiences must expand along with the number of graduate students. The goal is to increase the success of Indigenous graduates by using a community-based paradigm that reflects Indigenous ways of knowing and being. In three parts, CGPS’ Indigenous strategy brings together:
- kiskêyimisowin [self-knowledge Cree] : cultivating the knowledge of yourself, building identity, and elevating who you are,
- ohpahotân [from ohpahowipîsim (flying up moon)] : growth, journey and relational teachings that guide and strengthen our lives and work, and
- the oẏateki [from oyate (leaving no one behind) Dakota] partnership: a collaboration of educational institutes with goals to change the lives of Indigenous youth for the better.
By integrating the three together, CGPS becomes better equipped to address, support, and attend to the needs and interests of the Indigenous graduate community.
The initiative gains momentum
To kick start the initiative, Kimberly Fraser Saddleback was recruited and laid the foundational research and narrative to elevate Indigenous graduate student initiatives. Ian Worme was recruited in August of 2023 with a focus on expanding on that foundation with relationship building as the key focus. With a background in education and experience as a teacher, Ian was well-suited for the role of Indigenous Initiatives Coordinator and project lead for the Indigenous Graduate Student and Professional Transition. Ian is a registered band member with Kawacatoose First Nation in Treaty 4 through his father and from Chisasibi in Eeyou Ishee (situated on the James Bay coastline of Quebec) through his mother. Since joining CGPS, Ian has recognized parallels between his current role and his previous experience in counseling, community and youth development. The skills he had learned previously now contribute to the development of effectively engaging students.
A survey was distributed by the Coordinator and colleagues that served to both introduce the initiative and gain insights on the needs and interests of the grads. The information gathered was then used to develop a plan and tactics for engagement. Input from the graduates is part of the collaborative approach in finding the right support to meet the needs of students.
Fostering sense of community
Doris describes some of the challenges in taking post-secondary learning, including financial restraints and the isolation felt while being away from home, but she adds, “I didn’t want to give up on learning.”
Doris has found the environment to be very open and supportive, and feels more of a welcoming presence on campus than when she began her university experience. This shift to a more welcoming, inclusive, and culturally enriched environment for Indigenous students at USask is a result of the efforts of the Indigenous strategy and OPVIE, that includes initiatives like CGPS.
One of the initiative’s unique features is its community-based and collaborative approach, reflecting Indigenous ways of knowing and being. Indigenous students want to see someone who reflects them and be reassured in knowing they are in a safe space that appreciates and incorporates their culture.
To meet a desire for connection, an online conversation group named “Cousins” was created. It provides students with a platform to meet regularly to connect, network, and share resources. Coming together in this space builds community, develops kinship, and increases engagement.
To further support and engage the Indigenous students, CGPS has initiated multiple activities to promote and foster a sense of community, which include but are not limited to:
- Spotlight series on Indigenous Scholars
- Family Movie and Dinner event
- Linking Indigenous graduate students to the Indigenous undergraduate student community
- Partnering with exterior organizations wanting to engage with Indigenous graduates for research and project opportunities.
- Bringing in Indigenous graduate students to provide advice on scholarship guidelines.
Sharing stories, sharing a common vision
Like sharing knowledge with peers, sharing student testimonials on the CGPS website builds community and connects the graduates with other students. The Spotlight series on Indigenous Scholars adds relevance and value to the resource, and sharing stories creates kinship.
“Celebrating Indigenous scholars encourages upcoming students who question what’s possible to now have real-life examples,” Ian says. “The more we can share real stories, the more we can show Indigenous students and youth that it’s possible to be here. We can show examples of other Indigenous successes to inspire.”
Stories from scholars like Doris, and like Nathan Oakes, who moved from the Piapot First Nation in Treaty 4 territory to the city for elementary school and turned a love of science and math in high school into a degree in Physiology and then a Master of Science in Public Health. He hopes now that his work toward a PhD will benefit Indigenous communities and respond to what the world needs.
When asked what will demonstrate that the efforts on this kind of an initiative are having impact, Ian replied “When it is seen in the community that the Indigenous worldview is a good foundation for life and learning. That will help put our own knowledge system in place.”
Indigenous graduate students and the transformation of education
How will this initiative and ones like it contribute to the Partnership’s mission toward transformation of education systems? Ian explains the impact he envisions the initiative having: “Demonstrating that Indigenous knowledge has a rightful place in academics, increasing the number of Indigenous people populating good studies, reviving Indigenous languages, and incorporating Indigenous worldview, values and knowledge systems.”
Nathan Oakes utilizes Indigenous methodology, values, and knowledge systems in his continued studies toward a PhD as a STEM scholar. He places high importance in focusing on truths.
“Ultimately,” Nathan says, “finding your truth is about living a life that is authentic to who you are. It means breaking free from the limitations of societal expectations and embracing your unique gifts and potential.”
The goal to increase Indigenous student enrollment follow in the footsteps of students like Nathan raises more questions. What can be done by institutions to increase enrollment beyond sharing these stories? Initiatives like the Indigenous Graduate Student and Professional Transition initiative will continue to work through this for the foreseeable future.
The data is positive, showing enrollment totals moving in the right direction. The number of Indigenous graduate students at USask has increased from 332 in November 2023 to 423 in April 2024.
A recent winner of the 2024 Indigenous Student Achievement Award, Doris Wesaquate has many accomplishments and life experiences to draw from when envisioning the future. She was asked “Why do you feel we need more Indigenous people in graduate studies?”.
”We need society to hear our stories and lived experiences, and tell them that we are capable.” she says. “We’re Knowledge Holders as well but in a different way, beyond what another culture can even imagine.
For Indigenous people, there’s a story to tell, in the hopes that it will possibly build spirit and connection in another person.
It may take another 15-20 years, but we’re getting there. The more youth that we can grow into [graduate studies], the better inspiration it gives for the next generation.”
Learn more about Nathan and Doris here IAW 2024: Putting community first – College of Graduate and Postdoctoral Studies – | University of Saskatchewan (usask.ca)