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This thesis explores Indigenization in the context of archaeology and Western education at the Tundra Science and Culture Camp (TSCC), a government-run summer camp in the Northwest Territories, Canada. By collaborating with Indigenous knowledge holders, it begins the process of re-designing the Human History session—a program within the TSCC that focuses on archaeology and the cultural sites around the camp—to incorporate more Indigenous pedagogies and knowledge. Drawing on semi-structured interviews and participant observation, this thesis outlines an attempt to Indigenize the Human History session at the 2022 TSCC, its successes and challenges, and diverse conceptions of what it would mean to Indigenize the camp. This thesis concludes that the camp’s current Western structure and hidden curriculum greatly limit the extent to which programming within it can be effectively Indigenized. It recommends that camp organizers including the Indigenous instructors step back and articulate the aims of Indigenizing the camp in order to chart future directions for achieving those aims.

During the drafting of the United States Constitution a major dilemma arose over how best to ensure that the smaller states (Delaware, Georgia, New Hampshire) had an equal voice with the larger states (Massachusetts, Pennsylvania, Virginia) when the time arrived to elect a chief executive officer for the country as a whole. The dilemma involved an issue that emerged when it became clear that, if left unresolved, the larger states could easily dominate the process though their use of electoral votes. Although a procedure had been proposed that would have properly addressed this issue, it was rejected in favor of an alternative that permitted the opposite to occur thereby enabling the larger states to prevail in many of the early presidential elections.

Formed by the London Community Foundation (LCF), the Vision SoHo Alliance is a partnership between six non-profit housing developers, which includes Chelsea Green Home Society, Homes Unlimited, Indwell, Residenza Affordable Housing, London Affordable Housing Foundation, and Zerin Development Corporation. Vision SoHo Alliance will create 650-unit apartments, of which 30-60% will be affordable units, in seven buildings on the former South Street Victoria Hospital property. Most buildings will be located on the block bounded by Waterloo, South, Colborne, and Hill streets. Another building will be constructed at the northeast corner of South and Colborne. Indwell purchased the former Faculty of Medicine building and War Memorial Children’s Hospital to be redeveloped as housing and designated as heritage buildings under the Ontario Heritage Act. The Vision SoHo Alliance tasked Western’s MA Public History Program with researching and compiling stories of St. David’s Ward, now known as the South of Horton, or SoHo neighbourhood (bounded by the Canadian National Railway and Adelaide Street with the Thames River acting as a natural south-west barrier), the former Western Faculty of Medicine building (1921), and the War Memorial Children’s Hospital (1922). This research included orally interviewing Londoners who had or have ties to the SoHo area. This is in effort to preserve the history of one of the oldest and most culturally diverse area in London, and which changed demographically following the medical school moving to Western’s main campus in 1965, the closing of War Memorial in 1985, and of Victoria Hospital in 2013. Western’s MA Public History Program plans to use the compiled research and recordings to curate a digitally interactive outdoor exhibit installed in the green spaces of the Alliance’s property, which will highlight the significance of the neighbourhood and the area’s medical history. The goals of this report are to: • Document the history of the SoHo area, including Indigenous presence, immigration, and neighbourhood culture; • Create a thematic historical overview of the neighbourhood, the medical school, and War Memorial Children’s Hospital; • Compile associated stories, memories, and photographs provided by the public. This is the final two-year research report which revises and extend the first-year report called Echoes of SoHo.

My journey with the Global Health Equity (GHE) internship program through the SASAH experiential learning program has been a transformative experience. This report encapsulates an exploration of the four years I have spent at the placement, outlining the evolution of skills, collaborations, and impactful projects that have strengthened my academic development and career aspirations. The report starts with a reflective introduction on my initial anxiety about entering the GHE internship, ultimately highlighting the meeting of interests between diplomacy, global affairs, and journalism with the internship’s focus on global health equity. I highlight pivotal encounters with mentors, colleagues, staff, and experts, that have supported me. I explain the importance of my experiences, from curating impactful projects like the COVID-19 video time capsules to orchestrating the annual Power and Global Health Day. Interviewing activists like Maaza Seyoum and Dr. Eric Collins for a podcast series has not only deepened my understanding of health equity but also empowered me to bridge theory and real-world application. The report explores my skill development journey, emphasizing how organizing events, overseeing blog competitions, and curating the GHE website have strengthened my organizational, communication, and critical thinking skills. The insights, lessons, and value I have gained from this journey translate into my future academic pursuits in International Relations and roles in global affairs and journalism. The report ends with a testament to my growth, confidence, and network expansion, offering a compelling backing for the GHE internship's interdisciplinary enrichment and SASAH’s experiential learning program.

In her report, Margaret Gleed discusses her internships as an Academic Success and Engagement Transition Leader (ASE Leader) for Western University in the summer of 2021 and her Forest City Film Festival Filmmaker Concierge internship in the summer and fall of 2023.

This reflective journey encapsulates the profound impact of my SASAH experiential learning, encompassing roles as an ASE Transition Leader and a USRI intern during my undergraduate years. From fostering academic growth to developing practical skills applicable in professional settings, this program provided unique opportunities for multidimensional learning. Collaboration emerged as a cornerstone, teaching adaptability, resilience, and the nuances of teamwork. Engaging with professionals contributed to workplace insights and personal growth. The roles undertaken enriched my skill set, from refining public speaking to engaging in collaborative research. The CliftonStrengths framework played a pivotal role, guiding me through challenges and leveraging collective strengths. Managing challenges, time, stress, and perfectionism became integral to my approach. Beyond task completion, these experiences instilled a deep value for impactful contributions. The interconnectedness of roles showcased the transformative power of collective efforts. As I conclude this experiential journey, the gained insights and growth stand as invaluable assets shaping my future endeavours.

This report chronicles my two experiential writing credits completed for the School for Advanced Studies in the Arts and Humanities between 2021 and 2023. The first experience was as an Academic Support and Engagement Transition Leader (ASE leader) during the summer of 2021, and the second experience is my ongoing tenure as the Western University 2023-24 Student Writer-in-Residence. The former involved facilitating Community Connections days, running events for Smart Start academics, leading programming on Faculty Day, and providing a support system where incoming students could learn more about what their year was going to look like from someone who had just experienced their first year of university. The latter focused on supporting and encouraging the creative writing community on campus and in London by holding office hours, hosting events, and acting as a resource to students. Over the course of both experiences, I gained many skills, including leadership, public speaking, organization, time management, teamwork, problem-solving, writing, editing, performance, interpersonal communication, event planning, and collaboration. The skills and experience gained from both roles have helped prepare me for life as a student, a professional, and an artist.

Language revitalization plays a crucial role in preserving cultural diversity and identity. It serves as a conduit to reconnect communities with their ancestral roots, promoting cultural continuity and helping create a sense of belonging. Furthermore, it offers a stand against the often destructive impacts of colonization and globalization, which frequently result in language loss. In this report, I narrate my enriching journey as a student researcher, working on language revitalization alongside Dr. Tania Granadillo during an my summer internship. This unique experience extensively involved language study, understanding colonialism, and significant personal growth in self-management skills, epitomized by a challenging yet rewarding remote working setup. An integral part of the journey was the necessity and power of collaboration, gaining exposure to diverse perspectives, shared knowledge, and strong teamwork, which provided a rich and multifaceted learning environment, indispensable in the field of research. The ability to effectively overcome obstacles, both expected and unforeseen, is also expressed in this presentation. The journey was not without with hurdles, each representing opportunities to develop problem-solving and resiliency skills, and which ultimately enhanced my capabilities as a researcher. This report offers a detailed account of these experiences and reflections on the importance of preserving language as a bulwark against cultural erasure and as a means of decolonization. Overall, it presents a holistic view of my development, both professionally and personally, set against the backdrop of a socioculturally and linguistically significant research initiative.

This paper provides a reflective analysis of my experiential learning opportunities with Meta Therapy and Western Heads East (WHE). At Meta Therapy, I acquired practical and professional skills as a physiotherapist assistant, putting my scientific knowledge to the test and refining my clinical proficiency. The paper delves into the challenges faced, particularly navigating a workplace conflict, and discusses the strategies employed to overcome it. In contrast, my internship with Western Heads East took me to Rwanda for four months, where I played a role in enhancing community health, fostering economic development, and empowering women through probiotic yogurt production. The experience broadened my perspective on global health equity and facilitated the development of cultural and critical reflexivity. The paper explores the transformative impact of being culturally sensitive and residing in a different country, pushing me out of my comfort zone and fostering an appreciation for diverse cultures. Throughout these immersive experiences, I successfully acquired practical skills in healthcare and navigated diverse challenges, providing valuable insights for effective problem-solving. This journey has contributed significantly to my professional and personal growth, concurrently bolstering my self-confidence.

This report speaks on the processes and outcomes of the internships I completed for my SASAH experiential learning credit, with a specific focus on how the respective experiences built confidence in my abilities. I first discuss my time at Osborne Holdings in early 2022 as a copywriting intern, which introduced new work styles and forms of writing. I then overview my editorial internship in mid-2023 at 845 Press and the Temz Review and the challenge of authority and decisiveness when working individually with two manuscripts. Finally, I talk about the introspection of the Learning through Experience event and the ways in which these internships promoted personal growth.