Alternative admission, flexible timelines and alternative assessment in Indigenous post-secondary education
Loading...
Date
2021-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of New Brunswick
Abstract
The research examined successful approaches in flexible learning at First Nations University, University of Regina as the university with which First Nations University is federated and the University of New Brunswick (UNB). In particular, alternative admission, flexible timelines and alternative assessment are investigated.
Key informant interviews and secondary research on strategic priorities, policies, collective agreements and Indigenization efforts at the three institutions were completed. Findings indicate that various routes exist to gain acceptance at both universities. Alternative approaches with respect to flexible timelines and alternative assessment are not as well developed and are impacted by a range of policies and operational contexts. The research proposes that flexible learning for Indigenous students lies at the intersection of an institution’s approaches and priorities for flexible learning and Indigenization. Recommendations were provided to UNB for potential improvements to mechanisms and processes to align the implementation of flexible learning for Indigenous students in the three areas of interest with UNB’s strategic priorities.