Working with Indigenous Traditional Knowledge. Reviews of performance in relation to these criteria will include reference to factors such as the following, which are presented as examples only: - developing knowledge of customs, philosophical traditions, behavioural norms and ceremonial etiquette - developing knowledge of the roles of Xxxxxx and traditional leaders - consulting Elders to obtain their guidance in matters pertaining to traditional cultural values and ways of doing things - involving Elders in Program Council or other meetings - assisting Elders, when requested by them, in matters pertaining to the affairs of the University In relation to this criterion, it is recognised that working with Elders and Indigenous Traditional Knowledge is essentially a qualitative, rather than quantitative experience. As such, reviews of performance in relation to this criterion will consider that an individual’s experience of working with Elders and Indigenous Traditional Knowledge cannot be measured or quantified to the same degree or in the same ways as the other criteria. Elders are a resource for academic staff in relation to their work as teachers, as providers of service to First Nations communities, and in many disciplines as scholars. Academic staff will not be evaluated on their personal relationships with Elders, i.e., attending ceremonies, seeking personal counsel, etc. Academic staff will be evaluated on their professional involvement with Elders, Knowledge Keepers, and in their work with customary, holistic, and experiential aspects of Traditional Indigenous Knowledge in relation to their work as academic staff at the University.
