Abstract

This study investigates and develops a model of the functioning of an academic support program for Cree students in a non-Native CEGEP. The purpose of this modelling is to detect any mismatches between the actual structure and an optimally functioning program that learns and adapts and benefits those for whom it exists. The premise of the study is that before discrete solutions to problems can be implemented, certain structures must be in place. As well, values, assumptions, and goals must be clarified. Through the processes of philosophical inquiry and modelling the program as a complex system, this study found that the program has influenced not only the academic success and persistence of the Cree students but also some of the institution's approaches to teaching and learning. Analysis of the model of the program identified missing structures; in particular, some sort of management of communication between the program and the Cree communities. This model and the recommendations made for optimizing the program's behavior could be useful to other academic programs that are attempting to be more sensitive to the needs of Native students.