Reflecting on the meaning of teaching

According to Dakota teachings, the Hoka, or Blue Heron, symbolizes patience, grace, balance, and determination – qualities that not only embody the role of teachers but also serve as central themes in EDUA 1790 Introduction to Teaching, a course offered exclusively to students in the Access Program. First offered in Fall 2024, the course invites students to explore a career in teaching, reflect on the purpose and meaning of education, and consider its impact on communities. Marti Ford, an Associate Professor and Associate Dean (Indigenous Education) in the Faculty of Education, who taught the first offering in Fall 2024, relates the significance of the course to her own experience: “I was planning on going into medicine. But I wanted time to focus on being a good mom. I wanted to help the Indigenous community. Education was the way to go. Education is such an important career. You can do so much with it. You can make changes in your own community. You can provide children with opportunities. If they have people to guide them, they can see what they can be, and they can do anything.” That sense of purpose resonates with many students. Saige Marchand, a second-year Access student with Métis roots, chose to participate in the course for similar reasons: “I knew I wanted to join a field of study that involved helping others. Education provides help and care to people of a wide range of backgrounds and experiences.” Taking the course allowed Saige to “meet people within the Education field that gave me knowledge and insight into the world of Education.”

The Access Program in Extended Education and Faculty of Education unveil the name of the new pathway.

Building relationships

Beyond the introductory course, the Blue Heron Pathway offers Access students ongoing opportunities to deepen their connection with the Faculty of Education. Joint information sessions led by advisors from both Access and Education, networking luncheons with Education faculty and staff, as well as workshops with teachers in the field – some of them former Access students – help foster a sense of familiarity and belonging that inspire students and strengthen their commitment to pursuing a degree in Education. Throughout their academic journey, students continue to benefit from the holistic supports provided by the Access Program, which include personal counselling, spiritual guidance, and academic skill building – all of which contribute to their success and well-being as they work toward completing their first degree. With its strong emphasis on community building, the Blue Heron Pathway also models a core value of teaching. Jordan Flett, a third-year Access student from Norway House who hopes to return to his community as a Physical Education teacher, recalls how meaningful student-teacher relationships shaped his own school experience: “When I was in high school, I used to notice students with their teachers and how the students were full of joy. There are teachers who have that friendly, conversational, and honest attitude that kids can go and talk to. I want to be one of those teachers because they make school more enjoyable and comfortable.”

Supporting the needs of Indigenous communities

The initiative could not be more timely. “It is always an honour to guide students toward the teaching profession,” says Diedre Desmarais, Director of the Access Program, “but right now, our communities are in desperate need of these trained individuals. We are so happy to be a part of this initiative that has been years in the making.” Jan Stewart, Dean of the Faculty of Education, also stresses the need for action: “We have a serious shortage of teachers in Manitoba as well as across many parts of the country. This is particularly critical for our Indigenous communities and rural areas of Manitoba. Indigenous students need to see themselves better reflected in the schools that they attend and in the curriculum that they study. If we can encourage more Indigenous youth to be teachers, we will also be building the foundation for our next generation of educational leaders, policy makers and school administrators.” This message is not lost on students pursuing the Blue Heron Pathway – many of whom plan to return to their home communities after earning their Bachelor of Education degree. By centring the pathway in traditional Indigenous teachings, students are able to integrate both disciplinary and cultural knowledge while experiencing education through an Indigenous lens. Gherie Swampy, a student from Sagkeeng Anicinabe Nation who worked in her community as an Educational Assistant prior to joining the University of Manitoba and hopes to return as a teacher, recalls one of the most powerful moments on her journey: “My most memorable experience was sitting down and listening to Elder Mary Courchene talk about her experience as a First Nations educator and what inspired her. I loved listening to her life story and what she has overcome throughout her lifetime to achieve the things she has. This helped me bring to light the kind of educator I would love to become one day.”

The Access Program supports the hearts, minds, bodies and spirits of a diverse student population on their journey to academic success. Since 1975, Access has supported over 700 UM graduates. Here are the stories of two students.

Brett Naylor

Brett Naylor worked as a cook for 20 years, and then he realized he missed being outside and close to nature like when he was growing up in Thompson and Gimli, Manitoba. He wanted to explore his options so he came to the University of Manitoba where an academic advisor and former Access student suggested he explore the Access Program.

Now the member of the Bloodvein First Nation is studying biological sciences in the Faculty of Science as an Access student. He plans to return to his community one day to advocate for it, and to encourage Indigenous kids to consider university.

Naylor fondly remembers his initial orientation with the program, and now he makes a point of speaking to new Access students at their orientation.

“University is hard. I had no idea what it entailed. It was reassuring to meet some students who were succeeding. A couple of mature students assured me I had a place here. I was not an outsider. I was not going to be alone.”

When he attended a science class with instructor, Emily McKinnon, he knew he wanted to pursue sciences. “It reminded me of my childhood on the lake and in nature.”

With Access, he says, “I got to see the university through a different set of eyes, from an Indigenous perspective. At Access, I felt more at home.”

Initially, Naylor worried about being a mature student in large classes full of 18-year-olds who had privileges he never had like being able to live at home during their studies.

“Access was pretty perfect. Smaller classes, other Indigenous students, other mature students, access to counselling, tutoring, cultural support, smudging… I got more exposure to my culture.”

Access helped him make the transition to university.

“I invite kids to check out the program all the time. Kids from up north are worried to come to Winnipeg. It’s a big city, culture shock. You are changing everything. You are thrust into adulthood, having to figure out the bus, rent, food, where to do your laundry. You spend half your time just trying to get by. It’s not just education. Access supports your ability to deal with life. It’s such an open, welcome place. Everyone’s nice and friendly. It is worth checking out.”

Naylor looks forward to stopping by the open house. “You get to know people. You are not just a face in the crowd. You form relationships. That’s really nice. University can be lonely. Just seeing a friendly face helps. It’s nice to touch base, to see where everyone is at. I will go to Migizii to say hi, to catch up with people from my first-year classes.”

Jesse McGregor in his white coat at Rady Faculty of Health Sciences

Jesse McGregor

Jesse McGregor put on his white coat last week to start his medical studies at the Max Rady College of Medicine. This First Nations student from the Mispawistik (Grand Rapids) Cree Nation who grew in in Norway House began his journey at the University of Manitoba with the Access Program.

“I have always been a helper. It’s important to my identity to take on a caregiver role,” says McGregor, noting this calling is reflected in the Indigenous name he was given in ceremony when he was still in high school: Pimichiwan (Flowing Water), as water serves as a healer. His mom is also an inspiration, serving as a nurse in the north.

“Life on the reserve and life in the city are like two different worlds,” he says. “I remember walking in University Centre and feeling like I was a little fish in a big sea. Students were walking in many directions. There were moments of doubt. Every student is trying to find their way.”

The feelings of culture shock, the loneliness, the longing for home are tough for a bush kid who has come to the city, he says, sharing that his choice to go home for the weekend instead of study for his first exam led to him failing it.

“Access supported me through that. They really care. They helped to create a plan for me. They provided a tutor for me.  I passed the course. Without the support, what would I have done? I had no plan. I was learning new skills. I needed guidance. It was a tough experience but I pulled through.”

McGregor is still friends with the fellow students he met in his first-year classes with Access. He attended many of their academic workshops to build his skills.

“The Access Program was always my place to go. Even after I transitioned to the Bannatyne Campus, I had their support system. They really did take great care of me.”

During a recent job as an Indigenous Student Recruitment Officer, McGregor had the opportunity to encourage others to pursue a university education and he always recommends the Access Program.

“They are the most down-to-earth, incredible team. On their 50^th anniversary, I wish them all the best, many more students and many more years of success.”

Learn more about the Access Program

Luc Philippot, Bachelor of Environmental Studies

Luc Philippot grew up fishing and wanted to learn more about the environment and protecting the resources he enjoyed. Now he’s graduating with his Bachelor of Environmental Studies and celebrating it at the Access Program Graduation Celebration on May 16 with his parents and sister, also an Access student, who will co-emcee the event.

“I co-emceed the Access Grad two years ago and I have been looking forward to this one ever since. It will be special,” says Philippot, who is Métis, from Selkirk, and attended Francophone schools in Winnipeg before coming to UM.

Philippot’s parents, both teachers, discovered the Access Program at the UM open house just before the pandemic.  

“Without Access, I might have really struggled. From high school to university is a big jump and Access helped me with the transition. It would have been a lot rougher without them. Tying up this degree was tougher than anticipated. I learned a lot about myself. It was really rewarding.”

Working harder than ever in his first year, with Access, he learned how to write academic papers and plan his studies. He benefitted from tutoring in statistics, common first year courses, and counselling and support. As a result, Luc raised his grades and completed his degree while some of his peers dropped out.

Now he’ll be starting a job as a climate specialist delivering environmental programming with the Manitoba Métis Federation, where he has also volunteered and learned about his culture.

“I would like to continue environmental work and make it the focus of my career. I am considering going back to university for my Masters in Environmental Studies.”

Should he go back to UM, he would certainly be back to his favourite study spot in the sunshine by the window in Migizii Agamik, home of the Access Program.

He advises other students. “Be open to help and assistance. I thought I knew more than I did. Be open to learn new things and the wonderful people at Access can help you.”

Miranda Miller

Miranda Miller, Bachelor of Science

At the Access Grad, Miranda Miller is celebrating earning her Bachelor of Science in nutrition with many family members as well as her younger brother and fellow Access Program student, William who has also earned a degree- his Bachelor of Arts.

“I feel very honoured to be able to graduate,” says the grad from Lockport with First Nations and Portuguese ancestry. “A lot of people haven’t had these opportunities in my home reserve of Garden Hill First Nation.”

Miller hopes to start working with her community for her practicum as she continues her studies to earn her Masters in Nutritional Sciences to become a Registered Dietician.

“At first, I wasn’t sure what I wanted to study and then I found I liked nutrition. I saw the transformative effect it can have- to cause illness or heal you,” she says. “I want to work with children, to help them gain food and nutrition knowledge, to bridge the cultural gap with food and improve nutritional literacy for Indigenous people.”

While she found high school easy, university was more challenging. “With the support of the Access Program, I went from grades of B and C to grades of A and A+. They taught me the skills to thrive including study skills and time management.”

Before Access, she knew little of First Nations culture as her grandmother had attended residential school. “They reintroduced me to the basics. I also loved to learn beading. My grandmother did it, but she never taught me. Making pins and moccasins made me feel connected to her.”

Access offered her a sense of belonging. “It’s like having a family there to cheer you on. You are not alone. University students should not be afraid to reach out and get the support and resources you need. There is no shame in that. It gives you a leg up. We are meant to work in communities.”

Sheri Shorting

Sheri Shorting, Bachelor of Health Studies

Sheri Shorting celebrates her upcoming graduation, and future milestones on her career path, with her grandmother who raised her in the North End of Winnipeg. “I came here, and I finished this for her. Everything I do is for her. She is a Residential and Day School Attendee,” says the member of Little Saskatchewan First Nation, and the first one in her family to earn a university degree.

“I have had nothing but love and support from her over the years. She’s a supportive hand to  hold, with words of encouragement and wisdom. My celebrations are her celebrations. She is very proud.”

Now, Shorting plans to continue her career plan to become either a psychiatrist or a mental health therapist. As another option, she is also considering to pursue her Masters of Social Work – Indigenous Knowledges at the University of Manitoba.

“I am passionate about mental health promotion, holistic wellness. I am going to work towards this,” she says.

At UM, she found her community on campus with the Access Program and became involved with the Indigenous Students Association (UMISA). “Having a sense of community, there are no words to describe how uplifting it can be. It made my degree happen for me.”

As a student with an accessibility, she also appreciated the tutoring, smaller Access classes, and having opportunities to meet with Grandfather Wanbdi. “He is the Elder-in-Residence and an excellent source of connection towards cultural knowledges.”

The Access Grad is exciting, she says. “It’s an opportunity for us to celebrate and uplift each other on our journey and pathway to what’s next.”

The Access Program has been supporting UM students for 50 years, a milestone the program will celebrate in September. Its extensive learner supports facilitate the transition from secondary to post-secondary studies and respond to students’ academic and personal needs as they complete their degrees.

Learn more about the Access Program in Extended Education

“No one will ever be too old to learn,” says the panelist at Extended Education’s recent Homecoming 2024 webinar.  

“Lifelong learning has become a way of life for me. There is a need for us to constantly improve ourselves. We need the education system to keep up. Extended Education has provided a flexible education system that was suitable for my stage and is suitable for all stages in life.”

The title of the webinar, Futures of education: equity, inclusion and lifelong learning, refers to the concept of the evolution of education created by the United Nations Educational, Scientific and Cultural Organization (UNESCO), says moderator, Ute Kothe, Dean, Extended Education. “Yes. There are many futures. Education is key to addressing the needs of our changing society. Our education systems must be ready to tackle the challenges of the future. And, at Extended Education, we want to empower all learners, to break down barriers. We start with equity and create inclusive spaces.”

A warm smile

Onyike is an accomplished professional with credentials from Nigeria and the United Kingdom. She remembers attending the orientation for her UM studies and shares her experience.

The challenge for an international student is to adapt to the diversity of people from all around the world, she says. “It can be overwhelming, but when staff greet you with the greatest smile you have ever seen, you know it is going to be okay. Continue the warm smile. That first impression matters. I felt assurance we were in good hands. Later, I wanted to be the one offering that warm smile.”

A holistic approach

Education is about personal and professional growth, says panelist Carlos Miranda García- Personal Counsellor, Access and Aboriginal Focus Programs. “A holistic approach explores different parts of who we are- in heart, mind, body, and spirit.” The Access Program includes Indigenous and newcomer students. “They have different identities and stories, yet parallels can be drawn from those stories. Holistic principles encourage us to see interconnectedness in all things. “When students connect to themselves and their communities, they can also see this interconnectedness.”

Creating wrap-around supports and understanding there are different pathways to healing are essential, he says. “Supports like counselling provide a scaffolding for students as they come into their journey.”

For example, he remembers a student who was struggling with the possibility of becoming homeless, and wrap-around supports were able to quickly help them through. Also, many students have their doubts, struggling with imposter syndrome, but holistic support can help them to realize this is where they belong, he says.

EDIA

Panelist Robin Attas, Project Lead, UM Equity Diversity Inclusion Accessibility (EDIA) micro-certificate and Foundations course says, “Learners are human beings. Learning happens not just in the classroom. And you can’t learn if you are hungry, experiencing homelessness, or facing racism. EDIA reminds everyone we all have a role to play and more to learn.”

It’s important for educators to continually learn and adapt to the needs of their students, Attas says. “Each learner is unique. As educators, we should always strive to be better, more equitable, more fair, more inclusive in our teaching.”

She adds, “The UM EDIA program emphasizes competency development including not just content but skills and habits of mind. This empowers and motivate learners, whether UM staff, students, or faculty, to take action towards educational futures that better serve society, building capacity at the University of Manitoba for doing this important work.”

Community

Panelist Vicki Hatt, Instructor, Academic Language Support, shares highlights of some of the work she does. “We invite the elder to orientation and encourage students to bring their culture with them to their studies. We look at academic integrity and building a sense of community. Our setting up for success workshop includes experiential learning with meditation and a desk stretch to help relax students.”

Diversity

And we are learning in a diverse world, says Onyike.

“In Canada, all sorts of people are in our classrooms. I love how diverse we all are- in appearance, perspective, culture. We need to offer a variety of learning approaches to meet diverse needs, to prepare us for a complex multicultural workplace. When we learn that mindset, we ease effortlessly into the workplace.”

Watch the webinar.

“Inequities cost us lost opportunities, and lost talent. Society loses out. We need everyone at the table, to solve the world’s challenges. We need a well-educated, diverse workforce, so businesses can get the best employees,” says Ute Kothe, Dean, Extended Education, moderator for University of Manitoba (UM) Extended Education’s UM Homecoming 2024 webinar, Futures of education: equity, inclusion, and lifelong learning. Registration is required to join the Sept. 16 event.

The webinar topic is inspired by a 2021 United Nations Educational, Scientific and Cultural Organization (UNESCO) report, Reimagining Our Futures Together: A new social contract for education. According to the report, “This new social contract is our chance to repair past injustices and transform the future. Above all, it is based on the right to quality education throughout life.”

Education is a human right, and everyone has a right to education, from children to older adults. “UNESCO proposes the right to education should include the right to lifelong education- the key mission of Extended Education,” says Kothe.

“The report looks at the evolution of education, and how education can help us to adjust to our rapidly changing world.”

Education for all

Everyone has the right to education, no matter who they are and where they come from. We must create inclusive education and learning where everybody feels welcome. Fully implementing equity, diversity, inclusion and accessibility (EDIA) principles is crucial to the futures of education, or we will miss people and possibilities.”

Education isn’t what it used to be, and it should continue to be transformed to engage humanity so we can create better futures together.

“We in Extended Education want to inspire people for lifelong learning, so they can relate education to their work and everyday lives. And importantly, we all have to contribute to inclusive workspaces that allow everybody to participate and strive. Through inclusive education, we can learn how to achieve this goal.”

The webinar will discuss what it means to provide inclusive education, and showcase Extended Education’s approaches to providing it. The panelists will share their perspectives, and share practical approaches to creating inclusive learning environments.

EDIA

Robin Attas, project lead, EDIA credential, will discuss how the University of Manitoba is working towards an inclusive culture with our new equity, diversity, inclusion, accessibility (EDIA) micro-certificate and Foundations course for the UM community. It is focused on developing competencies (skills) rather than knowledge, and offered for students, staff and faculty. Perhaps there will be interest in developing an external version shortly.

Indigenous support

Carlos Miranda García, Personal Counsellor, Access and Aboriginal Focus Programs, will share how we engage the Indigenous community through our Access Program.  “We are mindful of past problems, of silenced voices and significant harm through residential schools. We have an obligation to make good. He will look beyond education to a holistic pedagogy of care, supporting mind, body and spirit, with Indigenous knowledge and support from our Grandfather (Unkan), Wanbdi Wakita.”

Intercultural teaching and learning

Vicki Hatt, instructor, Academic Language Support, and Applied Business Management graduate, Ogadimma Onyike will explore intercultural teaching and learning. “It’s important to embrace the value of diversity. Education had become more international through global challenges and immigration. Community and individual supports are key.”

Learn more about the Sept. 16 webinar and register now

“You should definitely consider going into education right now. There’s so much demand, and with a Bachelor of Education, you can really expand into different fields so you’re never bored,” says Jerilyn Ducharme, Access Program graduate and Indigenous educator working at Indigenous Engagement and Communications. She is Red River Métis.

Jerilyn Ducharme

Access Program students can explore a potential career with Introduction to Education: What Does It Mean to Teach? Offered by the Faculty of Education in partnership with the Access Program, this course can be used as a free elective towards a first degree.

Marti Ford, Associate Dean (Indigenous Education), Faculty of Education, and instructor for the course says, “If you are thinking about what you want to do with your career, consider teaching. You can go anywhere with it. I have had a very rewarding career, with so many opportunities and experiences that I would not have had otherwise,”

Instructor was an Access student

Ford, who is Inuit/Settler, was a single mom living in Churchill, Manitoba before she came to Winnipeg to attend the University of Manitoba with the Access Program. “It is because of Access that I have been able to succeed. Without it, I probably would have given up.”

With Access, she made lifelong friends and continued her education. During her career, she taught children, at-risk youth, and adults. She worked in Thompson, Manitoba, Botswana, at the Aboriginal Centre, Red River College, and in the Frontier School Division. She was a teacher, a principal, a director of education, a school superintendent, and a dean.

“I was planning on going into medicine. But I wanted time to focus on being a good mom. I wanted to help the Indigenous community. Education was the way to go.”

Now Ford is happy to give back, teaching this course for Access students. “I have lived and worked in their communities. I know what is needed. Education is such an important career. You can do so much with it. You can make changes in your own community. You can provide children with opportunities. If they have people to guide them, they can see what they can be, and they can do anything.”

What it really means to be a teacher

“Education is a passion for me. I want to show them what it really means to be a teacher,” says Ford.

Teaching is a really good way of life, says Jan Stewart, Dean, Faculty of Education. “Many undergraduates don’t know what they want to do. We want to open their minds to what this career can look like so they can consider this option.

“A teacher can be an advocate, a caregiver, a counsellor, and a role model. There is nothing more rewarding in a career than being privileged to serve in this position,” says Stewart, adding that graduates will also find many opportunities.

Shortage and opportunities

“We have a serious shortage of teachers in Manitoba as well as across many parts of the country. This is particularly critical for our Indigenous communities and rural areas of Manitoba,” she says. “Indigenous students need to see themselves better reflected in the schools that they attend and in the curriculum that they study. If we can encourage more Indigenous youth to be teachers, we will also be building the foundation for our next generation of educational leaders, policy makers and school administrators.”

Jan Stewart

The course was first developed to increase student diversity, says Wayne Serebrin, Associate Dean (Undergraduate Programs and Partnerships), Faculty of Education. It has been adapted to address the current teacher shortage and expanded to include not only the role of teachers in the Kindergarten to Grade 12 system but also a teacher’s contributions to the larger community and global citizenship.

Indigenous-led education and possibilities

“There is a huge shortage of Indigenous teachers. Every community would benefit. We want Indigenous-led education to come forward,” says Serebrin.

Wayne Serebrin

Education is the place to make something that matters happen, he says. “One of the beautiful things about education is its core in building relationships. It provides opportunities to create and reimagine possibilities. It is a place where dreams can come to life.”

With the next generation of young people so passionate about important topics like Reconciliation, climate change and more, education is a place to bring your passions and share them, says Serebrin.

“This is a place where we can deepen our understanding of what matters in society,” he says. “It is a place of hope and possibilities… I can’t imagine a better career. And it’s at a time when you can also get a job.”

Learn more about Introduction to Education: What Does It Mean to Teach?

On May 16, the Access Program honoured its latest group of graduates. These 19 students from various Indigenous communities and Winnipeg earned degrees in Arts, Education, Kinesiology, Science, Health Science, Environmental Studies, Respiratory Therapy, Social Work, and Medicine.

Ashley Monture – MD

Ashley Monture always wanted to be a doctor, just like both of her parents. As a young girl, she would go with her mom to the nursing station in the northern communities where she worked.

“I would always try to follow her and help with patients,” says the Mohawk and Cree Access program grad who is now joining her parents’ profession with her own MD.

Monture started her university studies at McMaster but returned to Winnipeg and UM with her mother’s encouragement. She also joined the Access Program.

“It was really helpful,” she says. “After my father passed away, I appreciated the personal counselling. The academic advisors helped me to pick courses, guiding me in my options.”

With the Northern Remote Family Residency, Monture will start her residency in July.

“It still feels very surreal. It is very special. It took a long time, but it will be really nice to give back to the community. I always enjoyed my time when I lived in the North. It’s so peaceful. I had to leave to go to high school, but it was always my goal to go back to a Northern community.”

Her mom attended the Graduation Pow Wow with her and will also attend her convocation with pride. While Monture missed her Access Graduation dinner, she fondly remembers the one she attended to celebrate her undergraduate degree. “It is a nice way to celebrate and see everyone who supported you along the way.”

University can be intimidating and overwhelming at first, but Access helps students to navigate and adjust, she says. “They offer really good support and a great sense of community.”

Harrison Mason plans to build energy efficient houses using local resources.

Harrison Mason- Bachelor of Environmental Studies

Harrison Mason will return to Winnipeg for June convocation, to celebrate earning his Bachelor of Environmental Studies with a focus on Sustainable Building. The 39-year-old married father of four didn’t attend the Access Program dinner because the cost of travel to and from St. Theresa Point is prohibitive. But, he says, “Graduating is awesome. With my background, I didn’t think I would make it. I had a lot of doubt. There was my age, and my family. I thought many times about quitting. But people supported me. It took a while, but I did it.”

Just a few years ago, Mason was just getting by working construction in Winnipeg when he realized he needed to do something to earn more for his family and to inspire his children. His sister encouraged the Anisininew from St. Theresa Point to follow her to UM.

“I learned so many things. It was scary. I didn’t think I was smart enough. I wondered what I had got myself into. I thought I knew math and writing essays, but it was hard,” he says.

Mason started in Engineering but transferred to the Access Program to find his way. “When I needed help, they were there. They are one of the big parts of why I graduated. When I started paying attention, talking to the right people, they helped, and I realized I could do it.”

He discovered Environmental Studies and Sustainable Building. “I’m a carpenter and I want to help the environment. This is what I want to do,” he says. “There is so much we can do. I want to adapt to the local environment, build a house where the house is healthy as well. I believe it will take time.”

With his degree behind him, Mason is learning how to build log houses with a Saskatchewan training program in July and then he plans to build his own home as a prototype. “It will be a log cabin. My house will be energy efficient and use local resources.”

His construction process will also focus on waste minimization. “Why waste when I can reuse materials in what I am doing? I am renovating my mom’s home right now, using everything again. It’s going well.”

The Access Program taught Mason it is okay to go through hardship. “Just don’t give up. Work hard. They will provide tutors. You will make it. Just don’t give up. Push through. It will come.”

Learn more about the Access Program

Rachel Simpson, Bachelor of Social Work

As Rachel Simpson graduates with her Bachelor of Social Work degree, she is a role model for her children and she honours her late grandmother and uncle who always encouraged her to pursue her education and be the best she could be.

In her career, the Ojibway and Icelandic student from Rolling River First Nation also continues to tackle intergenerational trauma and help people to move forward, creating a positive difference.

Simpson was working for Child and Family Services when a supervisor suggested she join the Access Program to go to university and advance her career. The Access Program provides holistic support to students choosing to begin an academic journey. She returned to school for the first time in 17 years. “For me, I am showing my children no matter what age you are, just go out and do it. I am very proud of myself. Now I can do some good work in the community.”

On her first day on the UM campus, Simpson says she found her culture and her home away from home with the Access Program in Migizii Agamik (Bald Eagle Lodge). “I felt like this was my space, my home base on campus.”

With Access, she enjoyed the smaller classes, Indigenous-based programming and cultural support. “I could speak to Grandfather Wanbdi as needed. It was nice to smudge, to attend teachings with other Indigenous students in that space.”

Balancing her studies with her own blended family including 10 children ages 10 to 27, Simpson says, “has been quite the journey. Access, my kids, and my husband, Ian, have been very supportive.”

Simpson recommends the Access Program, and her own daughter is already in it.

“Access provides the support you need, no matter your age. Once you jump over fear, the sky is the limit. For me, it means so much to celebrate with my community that supported me throughout.”

As Simpson graduates, her daughter, Jasmine completes her first year of university studies with the Access Program.

Access grad, Jarrod Seman celebrates his graduation.

Jarrod Seman, Bachelor of Respiratory Therapy

For Jarrod Seman, who graduated with his Bachelor of Respiratory Therapy in Fall 2022, the Access Graduation was a chance to return to the Fort Garry campus of his early university years and catch up with those he knew during his time there.

The First Nations student from Winnipeg started university right out of high school, encouraged by the many women in his family who are university graduates. He joined Access in his second year. “The Access Program was invaluable,” he says. “A lot of students come to university and feel alone. Access provides a sense of community, smaller classes, a place to study. I recommend it 100 percent, even if you don’t think you need it. There are tutors, counselling services… My U1 would have been better with Access.”

As a high school student, Seman volunteered at Concordia Hospital and now he is working there as a respiratory therapist. “I enjoyed doing what I could for people then, and that joy has come with me to this profession. I try my best to make people feel cared for.”

While he originally thought about pursuing paramedicine or nursing, Seman says he found his current career by chance. “I job shadowed at Concordia and got to explore some jobs I knew little about. I heard about respiratory therapy, and shadowing let me see what it was all about. I loved it and decided to apply.”

And now he is enjoying this career. “We are qualified to work in many settings. We are specialists, supporting a patient’s breathing. I like knowing what to do when things go wrong. I enjoy patient interaction. This is not a desk job, it’s more hands-on and practical. There are so many interesting jobs in healthcare people never hear about and respiratory therapy is one of them.”

Seman plans to go into critical care where he will see the sickest of the sick. “It’s very challenging but also very rewarding.”

Access grad, Chasity Spade graduation photo

Chasity Spade, Bachelor of Education

When Chasity Spade graduated with her BA in 2021, she was unable to celebrate grad in person due to the pandemic restrictions. Now, as she graduates with her Bachelor of Education degree, she says the celebrations including the Access Graduation are that much more special for her.

“It is the most amazing feeling to graduate,” says the First Nations student from Nisichawayasihk Cree Nation. “When I started my BA, this degree seemed so far off. So many struggles made me that much stronger. I gained a whole new vision of myself. I have really evolved and grown.”

As a little girl, Spade dreamed of being a teacher. First, she worked as an educational assistant in inner-city schools for over 10 years. She recently completed her teaching practicum and is now looking at her job options. “It is a lot more work than I imagined. Although I have always had respect for teachers, I now have a deeper understanding of how hard they have worked to get where they are today. I prefer working with the senior years because I think I can go more in-depth with topics. I majored in Indigenous Studies and minored in History. I am starting to see where I belong.”

Her three children, ages 9 to 24, and all the other people who supported her on her academic journey including the Access Program, are very happy for her. “At Migizii, I liked having a place to go, to eat lunch, to congregate with other Indigenous students. I didn’t feel so alone. I used tutoring, and personal counselling services helped me through the hardest time in my life, as my younger brother passed away from cancer. The support was always there, no matter what.”

To anyone considering going back to school to accomplish their dream, Spade says, “You can be a lifelong learner, no matter what stage you are in. Be strong. Be proud. Continue with the life you envision for yourself. Seek out support and friendships to help and welcome and take care of you. During my studies, Access was always my home base.”

Learn more about the Access Program 

Academic Senior – April Quill
April Quill was recognized in the Academic Senior category. At the ceremony, the U1 student heading into the Faculty of Science next fall to pursue statistics was provided with a star blanket, a medallion, and a $1,000 scholarship from Manitoba Hydro. Her sister had suggested she apply for the award.

“This is a huge honour to be recognized for my accomplishments. It is validating and it reminds me of the strength it took to get here,” says Quill.

Born and raised in Winnipeg, and a member of the Sapotaweyak Cree Nation, the award recognized Quill for her post-secondary academic excellence as an Indigenous student from 20 to 24 years of age, and her volunteer efforts as a mentor.

“I’ve experienced discrimination throughout my educational journey and for a time I believed  I was not capable of succeeding in academics. I don’t want other young Indigenous students to feel discouraged in pursuing their goals, so I strive to be a role model to others facing the same challenges… I understand the value of mentorship. I have been mentored by my sisters, my professors, and even my peers so it is important for me to give back and mentor the younger generation of Indigenous students.”

Quill discovered her love of statistics thanks to Access Program instructor, Emily McKinnon. “I really enjoyed her classes. They were very interesting. She introduced a fun way of learning. It nurtured my interests. She made it challenging and I really enjoyed working with numbers. I think it was the way she taught. It was so engaging.”

The Access Program provides holistic support to students choosing to begin an academic journey. It helped Quill to overcome obstacles and make the transition to university after dropping out after her first attempt in 2019. This time, she has held a perfect GPA of 4.5. Her sister introduced her to the program. “I followed her path. I wouldn’t have made it through the first year without Access. It is an inspiration to be a part of a program with other Indigenous students with similar backgrounds as me. We can relate to each other.”

In addition to Access, she is also involved in UM Faculty of Science’s Wawatay Program. “It provides similar resources to Access but is geared to research and sciences. There are a lot of opportunities. Next fall, I will work in the lab for the very first time.”

In the future, Quill plans to explore her career possibilities including research or perhaps heading to law school.

Antonina Kandiurin was recognized with a Health North MIYAA.

Health North – Antonina Kandiurin
Antonina Kandiurin was recognized in the Health North (of the 53^rd parallel) category. She received a star blanket, a medallion and a $1,000 scholarship from Manitoba Health Care Providers Network.

The Cree, Métis and Russian student from Churchill is a member of York Factory First Nation studying Athletic Therapy in the Faculty of Kinesiology and Recreation Management with plans to return to her community and bring her services to the hospital. She’s known about the MIYAA awards since she started university, and finally applied for one.

“It’s nice to be recognized. I am doing this because I am passionate about it. But the award means a lot to my parents who have worked tirelessly to get me here.”

At 17, Kandiurin moved to Winnipeg on her own to start university with the support of the Access Program. “They helped me so much… with course selection, getting used to living here, tutoring and personal counselling. They have been amazing and gone above and beyond their roles. I am diabetic and when I fainted in class, my personal counsellor and professor came with me to the hospital and drove me home. Honestly, they have done so much for me.”

She was drawn to study Health Sciences because she had experienced the disruption of having to travel to the city every few months for health services unavailable in her community. More recently, she refocused her studies on Athletic Therapy with the guidance of an Access counsellor, noting she had also played sports.

Kandiurin hopes to graduate in 2023 and then she plans to acquire some additional skills like massage therapy and acupuncture. She is considering the accelerated program for Athletic Therapists to become Registered Massage Therapists. “I have a few more things to do. I plan to work at the hospital in Churchill. I would like to bring my skills back to the community. The more I can do the better.”

Kandiurin looks forward to making a difference.

“There are no physical therapists and athletic therapists working in Churchill. Injured people just go to the doctor and get pain killers. It leads to a decreased quality of life for people. My end goal was always to go back home, to take my skills and benefit my community.”

With notes from Jennifer MacRae

Learn more about the Access Program

According to Diedre Desmarais, Area Director, Access and Aboriginal Focus Programs, “We wanted an image to represent all we do and all we are. We were provided with this image.”

Desmarais says the process of the image’s development took some time, but she was very pleased with how it turned out. “We are really proud of our Access Program. Our students couldn’t be in better hands.”

Wanbdi Wakita shares the story.

The image was provided to Access Program Unkan (Grandfather) Wanbdi Wakita through ceremony and painted by Access Program alum, educator and artist, Victoria McIntosh. It was later adapted for marketing materials by graphic designer and artist, Leticia Spence.

“When we go to ceremony, we get instructions,” says Wakita. “We are asking for help through prayer. All of our ancestors, they are up there: our grandfathers, our grandmothers, our aunts and uncles, our brothers and sisters. Through ceremony, they gave us this information from the Creator, and we followed it.”

Today we say thank you, he says. “For our health, our road, our strength and our endurance. The Access Program was thinking about how we could enhance the program and as we talked, some things became clear. It didn’t take long for the Creator to give these instructions to our ancestors and for our ancestors to show us this picture….

“There is a lot of sacred involvement. The colours of these circles have great meaning. Everything we ask for, through prayer and offering, it is here.”

In reference to the art piece, Wakita spoke of Mother Earth providing us with everything we need, the light and energy of the sun, the tools and roles people have been provided with, the animals on the land. “We need to live in order to say thank you for that holiness. There is a way of living and it’s called culture. It includes ceremony, prayer, song, language. We were given these things. The ancestors are able to connect with us in mind, body and spirit. They gave us this information and we followed it. That’s what this is about… This is a step in our reconciliation. We all have our own way of showing what is coming.”

The art piece is on display in the home of the Access Program, second floor, Migizii Agamik.