Proposed U OF C LAND ACKNOWLEDGEMENT - AIC

AIHEC Newsletter, 1978

The other day, I was cleaning my cave and I found this document which I haven't seen in a long time. I wrote this AIHEC newsletter in the Summer of 1978 for the Indian folks putting their tribal colleges together. This was the first time Accreditation concepts were written about. After, I became the AIHEC consultant on Accreditation and Administrative Management for members of AIHEC. Quite a time for everyone.

Canadian review of sociology = Revue canadienne de sociologie, 2017

At many Canadian universities it is now common to publicly acknowledge Indigenous lands, treaties, and peoples. Yet, this practice has yet to be considered as a subject of scholarly inquiry. How does this practice vary and why? In this paper we describe the content and practice of acknowledgment, linking this content to treaty relationships (or lack thereof). We show that acknowledgment tends to be one of five general types: of land and title (British Columbia), of specific treaties and political relationships (Prairies), of multiculturalism and heterogeneity (Ontario), of no practice (most of Quebec), and of people, territory, and openness to doing more (Atlantic). Based on these results, we conclude that the fluidity of acknowledgment as a practice, including changing meanings depending on the positionality of the acknowledger, need to be taken into account. Plusieurs universités Canadien pratique une reconnaissance des territoires, des traités, et des peoples autochtone en publiq...

2020 ASEE Virtual Annual Conference Content Access Proceedings

The US Department of Energy (DOE)-funded Industrial Assessment Centers (IACs) help U.S. small-and-medium manufacturers to save energy, improve productivity, and reduce waste by providing no-cost energy audits conducted by university-based interdisciplinary teams of engineering students and faculty. The current IAC program at Oklahoma State University (OSU) is funded by DOE for the fiscal years of 2017 to 2021. Overall, there are 31 IACs in the United States, and the OSU IAC serves manufacturers in Oklahoma, Kansas, Arkansas, and North Texas. The OSU IAC program is fully supportive of the land-grant mission of OSU. This program integrates the three important objectives: (i) community service, (ii) teaching, and (iii) research of the land-grant mission. The IAC provides the public service of industrial energy audits at no cost to the client to help reduce energy and waste and to increase productivity, at the same time training students to make them capable of becoming the next generation of energy, sustainability, and productivity professionals. In addition, the IAC works with utilities, manufacturing extension programs, and manufacturing associations to educate them about plant energy conservation and energy management systems. Finally, the IAC team, in the course of its many contacts with manufacturers, learns what practices and products work and which ones don't. Team members share this "field research on the go" with other manufacturers as a form of consumer protection for industry. Land Grant universities have long been serving the needs of small farmers and agribusiness with research, guidance, and training programs, but far-seeing Senator Morrill also had the needs of industry in mind when he pushed the original Morrill Act through Congress in 1862. The national IAC program deserves recognition for its key role in fulfilling the mechanical side of Morrill's original vision for universities that serve the general population rather than only the social elite.

This is the latest draft version of the paper dated 20150831. Additional history and plant materials have been added as they pertain to Brevard County and the Ais of the Indian River Lagoon region.

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.

The SAA Archaeological Record, 2022

Chapter 1 Summary Volume for New Mississippi River Bridge Project, 2018

BEROSE: International Encyclopaedia of the Histories of Anthropology, 2022