Faculty of Education

Faculty of Education
Faculty of Education

Aboriginal Teacher Education Program Office

ATEP logo.Aaniin, Boozhoo, Sekoli, She:kon, Tânisi, Waachay, Kwey, Hello!

The Aboriginal Teacher Education Program Office provides administrative, academic and cultural support for our ATEP campus and community-based teacher candidates, Faculty of Education students, faculty and staff, and the greater Queen's and Kingston community.

Queen's University is situated on traditional Anishinaabe and Haudenosaunee Territory.

For more information go to Traditional Territories on the Queen's Encyclopedia.

Services & Resources

Our ATEP administrative office is located at Queen’s Faculty of Education in Kingston, Ontario in room A246. It provides the following services:

  • offers administrative and teacher candidate support for the campus-based and community-based programs;
  • facilitates Aboriginal education through events and other activities for/ with teacher candidates, staff and faculty;
  • facilitates the teacher candidates in connecting with the local Aboriginal community through ceremonies, gatherings and traditional Elders;
  • ensures Aboriginal counselling services for teacher candidates are made available as required through the Four Directions Aboriginal Student Centre;
  • assists with career planning along with the Faculty of Education Career Services Office.

We also offer the following resources:

As well, our Manitoulin-North Shore community-based site has an On Site Coordinator to assist with course and practicum support.

Email

It is important that you check your Queen's University email regularly, as all communication regarding ATEP and the Faculty of Education will be sent only to your @queensu.ca email account only. If you require assistance setting up or accessing your @queensu account please contact us. To access your e-mail from off-campus locations, please go to http://qwa.queensu.ca/.

SOLUS (Student On-Line University System)

(You must have a valid Queen's University email and NetID to access your SOLUS account.) You can access your own student information page regarding courses, marks and outstanding fees by going to SOLUS. For more information on SOLUS please go to the SOLUS Info for Students web page.

Fees & Funding

General tuition, funding and course registration information can be accessed by going to the Office of the University Registrar. All registration and tuition inquiries should be directed to the Faculty of Education Registrar's Office via email at educstudentservices@queensu.ca, or you can call our toll free number and we will transfer you to their office.

Important Funding Information

For information on financial assistance please contact please go to the Student Awards Office and the Aboriginal Awards page.

If you are receiving third party funding (ie: band funding) please go to the following form for important dates and information:

If you are unable to pay your fees in full by the due date, please go to the following form for important dates and information:

Gray Travel Fellowship

Teacher candidates may apply/nominate for the Aboriginal Teacher Education, Gray Award, during the academic year.

Students in the B.Ed. and Dip.Ed. programs who demonstrate financial need and an appropriate level of professional practice in their teacher education/graduate program (e.g. regular attendance, punctuality, course work up to date etc.) can apply for funds to support studies through a practicum placement with a First Nations School or provincial school. Funding is not automatically granted, as your proposal will be judged in a competition by an Advisory Committee appointed by the Dean. First preference will be given to community based Aboriginal Teacher Education Program students and second preference will be given to Aboriginal students.

A full description of the alternative practicum policies and options can be found in the Alternative Practicum Placements section on this page.

The award may be used for travel expenses, living expenses, and academic fees payable to Queen's University and to other academic institutions in connection with the studies undertaken. Preference is given for small budget, high impact proposals.

This travel fellowship is available because of generous bequests to the Faculty of Education from William and Nancy Gray.

Further information on these awards can be found at http://www.queensu.ca/studentawards/education.

Eligibility

Eligibility for these awards is based in part on student need. Applicants will be required to demonstrate this need in accordance with Queen's policies on student assistance.

Resources for International Placement Opportunities

  • Practicum Office: This office maintains an on-line database of alternative practicum placements from the last 4 years, searchable by focus course and other variables. An email is sent to all teacher candidates with instructions on how to access this database. See the Practicum Office if you did not receive this email.
  • Focus Course Instructors: Instructors have networks and suggestions regarding placement opportunities related to their course.
  • ATEP Office: This office has networks and suggestions regarding community-based placement opportunities.

Application Procedures and Deadlines

Step 1

  • Complete the Student Eligibility Form and submit it directly to the Student Awards Office in Gordon Hall, 74 Union Street.
  • Deadline: Tuesday, September 26, 2017 at 4:30pm

Please note: it is not necessary to alternative practicum arrangements in place for Step 1 of the application process.

Step 2

  • Wednesday, October 4, 2017: Student Services will send an email notification to let you know if you qualify to continue with the application process.
  • Financial eligibility does not guarantee funding; this simply deems you financially eligible to continue with the application process. Receipt of the award is dependent on the quality of your application package (Step 3).

Please note: it is the student's responsibility to determine financial eligibility before continuing with Step 3 of the application process. 

Step 3

  • Assuming financial eligibility, proceed with the Student Application Form.
  • For this step a specific placement must be proposed along with a budget (see further details below).
  • It is important to give yourself ample time to arrange your placement; this process generally takes 1-3 weeks.
  • If your placement is not confirmed by the application deadline, you must provide a valid reason, or the committee will not consider your application.
  • Deadline: Thursday, December 7, 2017 at 12:00pm.

Submit the application form, proposal, budget and checklist as one PDF file to:

Chair, Elliott/Upitis/Bamji/Hajee & Gray Travel Fellowship Advisory Committee
c/o Student Services: educstudentservices@queensu.ca
Faculty of Education, Queen's University

Proposal and Budget

The advisory committee will give preference to projects that show promise of high impact at a reasonable cost.

Proposal

Not all proposals will be funded; therefore it is important to maximize your chances of success by seriously considering the following questions as you prepare your proposal:

  • Why you? What specific knowledge, skills and ideas do you bring to the project? How will this specific experience help to make you a better educator?
  • Why now? How does this project fit with your short and long term professional development goals?
  • Why there? Why is it important that this project be undertaken in this specific place?

Budget

  • The funds can be used to cover travel and accommodation expenses. Refer to the Terms of Reference for more detail.
  • 25% of program fees may be covered as an eligible expense.  Please provide evidence of the full program fees to consider as an eligible expense.
  • Documentation (e.g. screen shots) is required for all travel quotes.  The committee needs to see evidence that you have identified the most reasonable mode of transportation.
  • The same averaging procedure should be followed for accommodation costs should you be responsible for finding your own housing.
  • The following expenses can NOT be covered and should not be included in your budget: food, out-of-province medical insurance, vaccinations and medications, phone cards, internet access and computers. 
  • Please be aware that this is only a proposed budget; the actual cost of your trip will vary from the amount of funding granted.
  • The Committee reserves the right to adjust your budget.

REPORTING ON YOUR EXPERIENCE

  • Award recipients are required, upon their return to Canada, to produce a poster that indicates how the study abroad contributed to their professional development. Students will be responsible for the set up and take down of their poster (date to be advised) and are required to be at their poster on one of the two lunch hours. For archival purposes, a PDF of the poster must be forwarded to educstudentservices@queensu.ca
  • In producing these posters and in any reporting of their overseas study students must maintain the anonymity of people and places.  Thus, real names of people and places must not be disclosed, and information that reveals the identities of specific persons or places must not be used.

 

Please include with your application package documentation that your placement has been confirmed, such as an e-mail from the host school/organization confirming your placement.

If participation in your proposed placement is conditional upon receipt of the fellowship, please ensure that the host school/organization is aware, and that you confirm with them whether or not you have received the award.

How and When Awards Are Announced

How?

The advisory committee is made up of 3 members, responsible to the Dean of Education. Members of the committee evaluate the proposals individually, and then decide as a group who will ultimately receive funding.

All applications are treated equally and assessments are final. Therefore, the committee does not offer an appeal process or provide explanations to any applicants regarding the awards.

If you have been approved you will receive either 60% or 100% of the proposed budget, depending on your financial situation as assessed by the Student Awards Office. Payment is initiated through the Student Award Office, in Gordon Hall, 74 Union Street*.

When?

The advisory committee will assess the applications and, subsequent to approval from the Dean of Education, an email will be sent to individual applicants by early January, from the Student Awards Office directly.

Please note: barring exceptional circumstances, the money awarded can only be used for the specific project outlined in the approved proposal. Should a previously arranged project fall through for legitimate reasons, the funding might be transferable to a similar project upon approval of the advisory committee.

Poster Presentation for Recipients

Following the completion of the project, recipients of an award are encouraged to produce a poster presentation for Thursday, April 12 and Friday, April 13, 2018, outlining the results of their studies abroad to share with Teacher Candidates and other members of the Faculty of Education community. The format and structure of this poster is flexible. Poster setup will be the morning of April 12, 2018. Takedown in April 13, 2018, after 2:00 pm. You should be with your poster for one of the lunch hours. Please bring your own tape and/or push pins to put up your poster. 

Any public form of communication and report must maintain the anonymity of people. Thus, on the poster, real names of people must not be disclosed, and information that reveals the identities of specific persons must not be used.

Please retain receipts for all travel and accommodation expenses for auditing purposes.

Please note: the advisory committee will confirm with the Practicum Office that you completed your alternative practicum in the country/region indicated on your application form.

Community-based Practicum

Teacher candidates currently enrolled in the community-based ATEP offerings complete twelve weeks of practicum - normally in three four-week blocks, with one placement in the winter term of the first year, and two placements in the fall and winter terms of the second year. Teacher candidates are placed in First Nation and provincial elementary schools, must get experience in both primary and junior divisions, and may be placed in their home regions where possible. Under no circumstances are teacher candidates allowed to arrange their own practicum. Practicum placements are arranged by the on-site coordinators at each community site. Please see the handbook for your respective site below:

CPIC and Vulnerable Sector Screening (VSS) Check

The Faculty of Education, Queen's University does not require a Police Record Check as a condition of admission.  However, Teacher Candidates require a police check that includes a “vulnerable sector screening” in order to work with children in schools.  Your Police Record Check must be acceptable to the school boards utilized by the Faculty of Education for practicum placements.  If information appears on your police record check that is unacceptable to school boards, you will not be able to complete your practicum and therefore be required to withdraw from the program.

All teacher candidates enrolled in any Ontario Faculty of Education must have a police record check that includes a Vulnerable Sector Check before they can enter schools in Ontario for their practicum placement.

CPIC (VSS) documentation must be verified for authenticity by the Faculty of Education at least two weeks prior to starting a practicum in a school. Candidates without a current VSS will not be able to start their placement.

Teacher Candidates must apply for a Police Check that includes a “Vulnerable Sector Screening” through the Police Department in the city/town/community where they are residing at the time of application. The “current/home” address on the application must be in the same jurisdiction as the Police Department where the application is made. Please note that police departments do require proof of residency (e.g. utility bill) with your name on it in order to proceed with your police check.

Police departments will ask applicants for documentation from the requesting agency, which in this case would be the Faculty of Education. Please go to the links below for important documentation.

Some police departments will require Queen’s Faculty of Education to complete a “Consent to Disclosure of Personal Information” form. If the home Police Department requires this, teacher candidates must send the documentation (with the teacher candidate’s sections of the form completed, and a self-addressed stamped envelope) to the ATEP Central Office. Student Services will complete the sections of the form required of the Faculty and return the document to the teacher candidate in the envelope they have provided. For questions regarding the Police Check, please contact the ATEP Central Office at 1-800-862-6701.

It is important to allow adequate time for processing – a minimum of six weeks is recommended. The time will be longer (e.g. four months or more) should any fingerprinting be required by the Vulnerable Sector Screening process.

The Police Check must be no more than 6 months old at the time of starting the placement.

Workplace Health and Safety Forms & Mandatory Health and Safety Training

TB Test Requirements

ATEP teacher candidates are required to prove that they are free from active tuberculosis prior to placement in a classroom setting. In order to comply with the requirements of many First Nations education authorities in Ontario, teacher candidates are asked to provide a copy of a TB test result dated within one year of the date of the placement. Copies of TB test results are to be submitted to ATEP Central Office.

Letter to Placement Employers

The Government of Ontario through the Ministry of Advanced Education and Skills Development (MAESD)  covers the cost of workplace insurance for injuries or disease incurred while on an unpaid placement therefore, the MAESD requires information regarding whether your host institution is in a compulsory covered industry or an industry that has voluntarily applied to have WSIB coverage**. MAESD also covers the cost of private insurance with ACE-INA for unpaid placements in settings that are not required to have compulsory coverage under WSIB. The Placement Employer Declaration form must be completed and signed by the host institution/agency and returned to the ATEP Central Office as part of the arrangement process. The Employer Letter must be on file prior to the start of the practicum. Schools placing more than one candidate need only to sign one declaration form.

Workplace Safety Insurance Board

Candidates must read the WSIB Guidelines for Unpaid Work Placements and the WSIB Unpaid Work Placements Q & A, and a Student Declaration of Understanding form must be completed and submitted to the ATEP Central Office before you start your placement. This form is a declaration of understanding of insurance coverage for unpaid placements. The guidelines for workplace insurance for post-secondary students in unpaid placements, and FAQs, are posted below. Be sure to read these documents before signing the declaration form.

Mandatory Health & Safety Training

The Occupational Health and Safety Awareness and Training Regulation (Ontario Regulation 297/13), under the Occupational Health and Safety Act (OHSA), became enforceable as of July 1, 2014.  Effective July 2015, the definition of worker under the Occupational Health and Safety Act (OHSA) expanded coverage of the OHSA to unpaid co-op students, certain other learners and trainees participating in a work placement in Ontario. Specifically, the new definition of worker now includes other unpaid learns participating in a program approved by a post-secondary institution; e.g. student teachers and any unpaid trainees who are not employees for the purposes of the Employment Standards Act, 2000 (ESA) because they meet certain conditions.

The regulatory requirements apply to all workplaces including school boards covered under the Occupational Health and Safety Act (OHSA). All school boards must ensure workers complete, or have completed an awareness training program that meets the regulatory requirements.  To this end, student teachers from accredited B.Ed. programs, as requested by the AODE, are required to have basic awareness and other specific workplace health and safety training required under the OHSA and its regulations provided by the host employer, in this case, school boards.

As part of facilitating B.Ed./Dip.Ed. practicum placements within school boards, candidates must successfully complete the Ministry of Labour's Worker Awareness in 4 Steps online training. Some boards will also require additional relevant Health and Safety Training and candidates will be informed by email, where to find the additional training required for the board in which they are placed.

Once the Worker Awareness in 4 Steps on-line training is completed, *ATEP teacher candidates must submit to ATEP Central Office via email a copy of the certification of completion and a print copy of the certificate to take to their Associate School on the first day of practicum.  We recommend keeping an electronic copy in your personal records so you can provide copies to any other potential placement administration (e.g., for Alternative Practicum).

Practicum Placement Procedures

Teacher candidates are placed in Associate Schools within their community-based program region. Candidates are invited to indicate their first three placement preferences, using the form for their site (see below). While ATEP makes every effort to accommodate first choices, there is no guarantee that the practicum can be arranged in any of the three placement choices indicated. Where a placement cannot be found, the teacher candidate will be contacted and may be requested to provide additional input.

Teacher candidates also are requested to complete the Practicum Placement Background Information Form​, which is provided to the Associate School once the placement is finalized.

Practicum Assessments

All community-based ATEP teacher candidates must use the following site-specific practicum assessment forms. Do not use the Faculty of Education assessment forms. Please note that it is the responsibility of the teacher candidate to submit the signed and dated forms immediately following completion.

Interim Assessment Report

Candidate Self Assessment

Summative Assessment Report

Other Forms & Documents

Regulations & Policies

Important Documentation

It is very important that you complete and bring all documents included in the package that we emailed to you with you to orientation. If you have not received this email or require replacement documentation to be sent to you, please contact us as soon as possible.

Sacred Medicine Garden - Mshkiki Gitigan - Onónhkwa Nikahehtó:ten

  • Planting the ATEP Sacred Medicine Garden

    Faculty, staff & students planting the ATEP Sacred Medicine Garden.

  • The ATEP Sacred Medicine Garden

    This garden is used to share traditional medicine & planting techniques.

  • The Three Sisters

    The Three Sisters (corn, beans & squash). Can't wait for the soup!

  • wild strawberries

    Wild strawberries are medicine for the heart.

  • Wild Tobacco

    Wild tobacco is used to give thanks.

  • Cedar

    Cedar is used to make tea & is an excellent source of vitamin C.

  • White sage

    White sage is used in smudging ceremonies to cleanse.

  • Sweetgrass

    Sweetgrass, "Mother Earth’s hair," is braided & then used to smudge.

  • Bear Berry

    Bear Berry (Kinnikinnick) will be ready in a few years for Sacred Pipes.

  • ATEP Sacred Medicine Garden

    All medicines will be harvested & used throughout the year.

In June 2015, as part of our mandate to share traditional knowledge, the teacher candidates, staff and faculty of the Aboriginal Teacher Education Program planted a garden to give our Faculty of Education community a first-hand look at some of the traditional medicines and agricultural practices of Indigenous people. The garden and the information on this webpage are offered as a teaching and learning resource. In addition, all the medicines and other crops will be harvested and used throughout the year in various activities of the Aboriginal Teacher Education Program.

Three Sisters - Áhsen nikontate’kén:’a - Niswi ikwe wiiji’ayaag 
(Corn-Ó:nenhste-Mandaamin), (Beans-Osahè:ta-Mskodiisminag), (Squash-Onon’ónhsera-Wewiinbaanh)

The ‘Three Sisters’ are three main agricultural crops developed and utilized for centuries by Indigenous people in various regions of the Americas. ‘Three Sisters’ is a traditional Haudenoshonee term for these complementary plants. Corn, beans and squash, when planted together, benefit from one other in a variety of ways. Corn provides a ‘pole’ to support the bean plants as they grow; beans provide nitrogen to the soil for the benefit of the other two crops; and squash covers the ground, discouraging insects and keeping the plants from drying out. Nutritionally, corn, beans and squash with their combined proteins and amino acids can contribute significantly to a balanced diet.

The corn or ‘maize’ in our garden is ‘True Gold Sweet Corn,’ a traditional variety. Originally developed by Indigenous agriculturalists and used over thousands of years, it is thought that today’s corn had its beginning in grasses found in Central America. Selective breeding by local groups of Indigenous farmers generated the broad diversity of corn varieties that have provided a foundation for today’s corn, grown around the world.  -- University of Utah Genetic Science Centre http://learn.genetics.utah.edu/content/selection/corn/

Today, corn ranks first in the top five grain crops worldwide.

While we have used golden and green wax beans in the Medicine Garden, there are many other types of beans found in Indigenous gardens, including Pinto, Black, Red, Tepary and others. Beans continue to be a primary food source around the world.

There are dozens of varieties of squash derived from traditional plants. Our garden includes both eating squash and gourds. Traditionally, gourds were used for everything from containers to rattles to birdhouses! Visit the garden later in the season to see live examples (Birdhouse Gourds and Sweet Dumpling, Butternut and Spaghetti squash).

Strawberry - Ken’niyohontéhsha - Ode’min

“The strawberry teaches forgiveness and peace. The strawberry is shaped like a heart, and strawberries are known to our people as ‘heart berries.’   -- Elder Lillian Pitawanakwat
http://www.wabano.com/wp-content/uploads/2012/08/Strawberry-Teachings.pdf

June is often referred to as “Strawberry Moon” (Odemiini-giizis), the month when most strawberries began to ripen. During this time, there are many ceremonial and community gatherings celebrating the arrival of this treasured fruit. As well as a rich nutritional source of Vitamin C and antioxidants, the leaves, roots and the berries have provided important remedies for a variety of ailments (e.g. digestive issues, inflammations, burns and sores, blood disorders…).

Our garden has two strawberry varieties planted in pots and in the ground – Alpine Strawberry and Wild Strawberry, both indigenous to Canada.

Tobacco - Oyenkwa’òn:we - Asemaa

Tobacco is one of the four sacred medicines (Sacred Tobacco, Cedar, Sage and Sweetgrass). It is sometimes referred to as the ‘first medicine’ because of its importance and interaction with the other sacred plants.

“When used properly, Sacred Tobacco can be used to communicate with the Spirit World and the Creator. In its original form, tobacco had both honour and purpose in Aboriginal ceremonies…. Smoking cigarettes and chewing tobacco have no connection to Aboriginal spirituality. Traditional tobacco is intended to be used in small amounts for prayers and ceremonies.” Aboriginal Tobacco Program --  http://www.tobaccowise.com/cms/One.aspx?portalId=44644&pageId=46570

Cedar - Onenta’nó:ron - Giizhik

Like tobacco, cedar is used in ceremonies and smudges, and has many other uses as well. It can be used to purify the home, as a medicinal tea for cold sufferers, and as a building material. It is often used to cover the floor of the sweatlodge. Traditionally, cedar bark was woven into mats and bags, twisted into rope, and was also used to build boats and dwellings, among other things.

Sage - Atya - Mashkodewaashk

The garden has two types of sage -- White Sage and Prairie Wormwood Sage. White sage or sagebrush, commonly found in the Southwest, as well as Prairie Wormwood, native to Canada, are both used in smudging. Sage has a multitude of other uses too. Prairie Sage or wormwood is known for its efficacy in treating intestinal problems and fever, is good for the liver and gall bladder, and can stimulate the appetite.

Sweetgrass - Kahentákon-Wiingashk

Sweetgrass is often called the ‘sacred hair of Mother Earth.’ Like sage and cedar, sweetgrass is used for smudging and purification, and can have a calming effect. Sweetgrass is usually braided and dried, and will then keep its aroma for a long time. Along with other medicines in our garden, our Sweetgrass will be used in the weekly Smudge Ceremony offered by ATEP this fall and winter. All are welcome to attend.

Bear Berry - Kinnikinnick

Along with red willow bark and tobacco, bearberry leaves are used in making a sacred pipe blend known as "Kinnikinnick" (Delaware, loosely translated as ‘smoking mixture’). Tannin from bearberry leaves has also been used in tanning hides. A tea made from the leaves is said to be useful in treating kidney and bladder infections. Bearberry grows in all provinces of Ontario, and at various elevations from sea-level to sub-alpine. In the wild, it “provides nectar, which has been known to attract butterfly caterpillars, butterflies and hummingbirds. Its leaves are eaten by many mammals including deer, elk, bighorn sheep and moose, and it acts as a larval food plant for some butterfly species. Bearberry fruit is eaten by birds such as thrushes, wrens, grouse, robins and waxwings. Other animals that use the fruit as a winter food source are bears, deer and small mammals.” -- S. Coulber, Canadian Wildlife Federation http://cwf-fcf.org/en/discover-wildlife/flora-fauna/flora/bearberry.html

Note: The information on this site is provided for information purposes only, and is not intended to advocate the use of these plants for medicinal or food purposes. Caution is urged in the use of any plant without full knowledge of its properties and possible side effects. It is important to keep in mind that many plants are poisonous or harmful if eaten or used externally. 

Wabano Centre for Aboriginal Health Strawberry Teachings Brochure
http://www.wabano.com/wp-content/uploads/2012/08/Strawberry-Teachings.pdf

Anishnawbe Health Toronto Traditional Teachings Brochure
http://www.aht.ca/images/stories/TEACHINGS/FourSacredMedicines.pdf

Métis Nation of Ontario – Southern Ontario Métis Traditional Plant Use Study 
http://www.metisnation.org/media/81616/so_on_tek_darlington_report.pdf

More than Bows and Arrows
https://www.youtube.com/watch?v=gDlCZu12wDQ

Indigenous Sustainability and Nature Teaching Resources

The following sources have been selected as teaching tools for grades K-12. They include Primary/Junior and Intermediate/Senior resources as well as resources for teachers to learn about Indigenous and environmental content. It is in no way meant to be an extensive list of what the Queen’s University Library has to offer. However, this list provides a starting point for incorporating Indigenous content into the Ontario curriculum. The list contains fiction, non-fiction and textbooks for teachers to use to guide their lesson planning.

Created by: Jessica Pemberton, BAH, History, 2015- Queen’s University

B.ED, Teacher Candidate 2016-2017, Aboriginal Teacher’s Education Program-Queen’s University.

Acknowledgements

We would like to thank the following for their support and guidance in making the ATEP Sacred Medicine Garden a success;

  • The Faculty of Education Deans, Faculty, Staff and Teacher Candidates for all of their encouragement, planting, weeding and support;
  • Queen's University Physical Plant Services Mathew Barrett, Grounds Manager for the donation of the space and preparation of the area so we could plant our medicines;
  • Education Students’ Society (E.S.S.) for their generous donation towards the purchase of two planter pots for our strawberry plants;
  • Faculty of Education Facility Supervisor & Safety Officer, Brian Zufelt for his support in making the garden possible;
  • Technological Education - Administrative Assistant & Workshop Supervisor, Ken Ball, for his support and use of the Tech Ed space to grow our seedlings.
Contact Us

Queen's University ATEP

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Location & Mailing Address

Duncan McArthur Hall, Room A246
511 Union Street, Queen's University
Kingston ON K7M 5R7

General Inquiries

E-mail: atep@queensu.ca
Toll-Free Phone: 1-800-862-6701
Local Phone: 613-533-6218
Fax: 613-533-6203

Hours

9:00 am - 5:00 pm Eastern Standard Time
Monday to Friday
Statutory holidays and Aboriginal Day are observed

For more information, see Staff.

Manitoulin-North Shore ATEP

Location & Mailing Address

Natasha Abotossaway
Student Liaison Officer
c/o Kenjgewin Teg
P.O. Box 328
M’Chigeeng, ON, P0P1G0

General Inquiries

E-mail: NatashaAbotossaway@ktei.net
Toll-Free Phone: 1-888-536-5439
Local Phone: 705-377-4342
Fax: 705-377-4379

Hours

8:30 am - 4:30 pm Eastern Standard Time
Monday to Friday
Statutory holidays and Aboriginal Day are observed