Arctic Yearbook 2014 - Page 179

179   Arctic Yearbook 2014 Though the above comments express positive factors of success, there is a need to continue to modify policies and practices of post-secondary institutions to include the actual needs and experiences of northern and Aboriginal students. The experiences of the students interviewed reflects that the individual as well as collective returns of education are intricately interconnected. While individual or traditional indictors of success such as good grades or degree completion are important, so are the successes as reflected through and with family and community. A significant learning from this study is that the development of place-based learning across the north has the potential to begin to not only improve post-secondary graduation rates, but also to nurture more confident and skilled northern community members and leaders, cultivating the value of the social impact of post-secondary education and investing in personal and community transformation. As discussed earlier in this section, there are vast differences in the way that post-secondary institutions and their funders view “retention” and student success as compared to northern students themselves. Barnhardt (2002) asks “can institutions change”? (351). Is it possible to measure student success in terms of the development of healthy students and the impact on family and community? These questions need to be continually reexamined as we move into the future. Conclusion Appreciative questions helped facilitate students to vocalize and conceptualize their successes and experiences و