We have our elder in residence program, which was successful in terms of bringing the culture to campus. Students will have access to an elder, and if they are far from their community, our elder reminds them of their own community. We do vigorous student engagement supports and personally call all students to check in on them at the start of term and end of term, and even after the next term to see if there's anything we can do if they're on academic probation or suspension.
In terms of our strategy, we have adopted three things that we're going to focus on for the next four to five years. The first is understanding the truth. Our whole learning community has to understand the truth of what has happened in the past. Quite frankly, it explains a lot of what is happening right now. The second is an unwavering commitment to supports for students, so increasing our number of indigenous staff and access to spaces. The third is redeveloping our curriculum, so really re-examining every single program in terms of where we can include indigenous content and where we can make sure there's proper representation, especially for critical programs like nursing, community, justice, law and a lot of health programs.