The Indigenous Career Mentor Program is an informational interviewing program that supports Indigenous students in gathering industry information. Indigenous mentors that meet with Indigenous students provide advice on how to navigate career opportunities and challenges, mentors may also share their personal experiences navigating their own career journeys.

Indigenous students can choose their mentors from the following fields of practice: Business & Administration, Health Care, Social Services & Education, Government Services, Science & Technology, Arts & Culture, and Recreation & Sports. To learn more about the Indigenous Career Mentor Program and register visit the program homepage.

January’s mentor of the month is Carla Loewen

What is your position title and where do you currently work?

Director, Indigenous Student Centre, University of Manitoba

Briefly describe what you do in your current occupation:

As director, I am responsible for overseeing the activities and programming of the Indigenous Student Centre (ISC) in Migizii Agamik – Bald Eagle Lodge at the Fort Garry Campus. Programming includes student advising staff who take care of Indigenous students’ needs in a holistic way by offering programming for students in every stage of their academic journey including first year transition, retention and success, financial wellness, cultural learning, and student care. In addition, ISC has an Indigenous graduate student success coordinator who supports Indigenous graduate students throughout their programming. Our programming is organized and facilitated with student wellness in mind. Instilling sense of belonging, student engagement and community-building is embedded into our work, which makes it meaningful and fun because of the things we get to do for, and with, students.

ISC also has an Elders-in-Residence program who are integral to the University of Manitoba because they are available to students and staff for cultural learning, traditional teachings, Indigenous identity exploration, ceremonial work and more. We currently have two Elders and a Grandmother-in-Residence who are kept very busy!

Lastly, ISC leads the annual graduation pow wow for students in May of each year, which is an event that celebrates the achievements of Indigenous students in a culturally inclusive and special way. We love that we get to do this for students each year.

What initially sparked your interest in the career you have chosen for yourself?

I have worked in student support for my whole career starting as an academic advisor with the First Year Centre where I specialized in first year advising and was able to develop an Indigenous peer mentor program. When I moved to ISC it was to be the student advisor who led transitions programming, which I did for five years before becoming the director. Supporting Indigenous student success is the foundation of my career and is important to me.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?

People may not be aware that I also oversee Migizii Agamik in terms of building maintenance and room bookings. One of the first things I did as director was to get a construction project approved to move a hallway door back to make the accessible washroom on the main floor accessible (when the building was opened it was originally a private staff washroom and designated as an accessible washroom later). That door was changed to be an accessible door. Physical Plant helped by making our other main hallway door accessible as well. This may be why Migizii Agamik is often referred to as the Indigenous Student Centre but there are several units who have offices in here, it is not just us.

What do you enjoy most about your job?

I am passionate about supporting Indigenous student success in any capacity. In this role I get to do it in a more administrative way through supporting unit activities, but I also make sure to continue to make and nurture connections with students. I’ve had the pleasure of seeing students start their academic journeys here, complete their degrees and go onto doing amazing things in their communities and networks. Through the process of being a cheerleader and informal mentor, those connections continue post-graduation, which is another perk of the work I do. Encouraging community building and creating safe and supportive networks often leads to friendship and that’s awesome!

What are some changes you’ve experienced in your field, or changes you anticipate happening in the near future?

Broadly, my career has been in post-secondary education, which has all been at the University of Manitoba. I also have received my education here. I started university in 1996 and completed my Bachelor of Education. At that time there was one Cross-Cultural Education course I could take that talked about Indigenous students in the classroom and besides what I found to help my own learning like a Cree language course and writing papers on Indigenous topics, Indigenous initiatives on campus were just starting to emerge. The Aboriginal Student Centre had only recently opened, and the Indigenous campus community was small (but mighty). The Indigenous staff that worked at UM in the mid-90s are the ones who broke down barriers and made the changes needed for the UM to be what it is today. Those folks in turn were inspired by the changemakers before them and that’s what I aspire to be for others one day; someone who helped continue to create change here. That ongoing reciprocity is the holistic approach that grounds my work and what I envisioned I could accomplish when I was starting out and developed an Indigenous peer mentor program where Indigenous students support each other through each year of study. It’s neat to reflect on this and see how that’s unfolded over time.

It’s important to acknowledge at this point amongst all the glowing comments I am making here is that that higher education institutions were founded on colonized, Western thinking where Indigenous Peoples were once not welcome. This is never forgotten in the work done within the Indigenous campus community.

What are some strengths, specialties, and characteristics that are considered assets in your field

Characteristics that have helped me in my field are patience, diplomacy, the willingness to listen, the willingness to do hard, uncomfortable work when necessary, and the ability to create relationships built on trust and reciprocity. These strengths have allowed me to create a supportive network at UM across campus(es).

What is a piece of advice you would offer to Indigenous students interested entering your field?

For this question, I am considering the field of supporting Indigenous student success. My advice is to learn about Indigenous history and contemporary issues to understand why this work is important. Most importantly, do not let where you are in your understanding of who you are as an Indigenous person limit what you can do. Everyone I know is at their own place of learning when it comes to their cultural knowledge or strengths, you can learn and work in these spaces at the same time. That is what I have done, and it has served me well and I will continue to keep learning about who I am as a Cree woman. It’s all part of the process of becoming strong in who you are. I have my mentors and Elders to thank for how I have developed over time in understanding this.

Are there any resources you feel could support Indigenous students interested in this career path?

To work in post-secondary education in a student advisor role, it’s best to have an undergraduate degree in areas such as education, family studies, health studies, or a degree in Arts or Science. Anything to help your understanding of social issues and needs. Being a university graduate also helps you understand the student experience because you have gone through it yourself. To work in administration support, an undergraduate degree is also foundational. I also have a master’s in education in adult and postsecondary and just embarked on my PhD in education to continue to give back in different ways. For those who don’t have the time or opportunity to complete a degree before going into the work field, there are so many interesting and varied opportunities for working at a university. I joke to people that once university life gets into your system, you never leave. It’s like we choose to stay at the Hotel University of Manitoba (I actually just made that last part up; if you get it, it’s maybe funny).

Within your industry or field, what are some related occupations that you interact with and/or find interesting?

Our unit has partnerships with many of the Student Affairs student resource offices and so we work with advocates, counselors, social workers, psychologists, academic advisors, librarians, career counselors, study specialists, professors, doctors, lawyers to name a few. I find them all interesting!

During your career journey what support(s), resource(s), and/or event(s) influenced your decision-making process?

When thinking about what you want to do “when you grow up” talk to people in your areas of interest because they can give you real world feedback about the field. When I was an undergraduate student just starting out, I wish I had known how many resources were available to me. I highly recommend seeing a student advisor at least once a year (for course selection assistance to make sure you are picking the right courses), see them more if you are considering a program change or run into academic difficulty, and once narrowing it down, see a career specialist who can provide more insight into your area(s) of choice.

To meet with mentors like Carla Loewen, register for the Indigenous Career Mentor Program. Explore, connect and build confidence as you proceed in your career journey!

If you are an Indigenous professional interested in sharing your story and connecting with students, consider volunteering as a mentor in the Indigenous Career Mentor Program.

The Indigenous Career Mentor Program is an informational interviewing program that supports Indigenous students in gathering industry information. Indigenous mentors that meet with Indigenous students provide advice on how to navigate career opportunities and challenges, mentors may also share their personal experiences navigating their own career journeys.

Indigenous students can choose their mentors from the following fields of practice: Business & Administration, Health Care, Social Services & Education, Government Services, Science & Technology, Arts & Culture, and Recreation & Sports. To learn more about the Indigenous Career Mentor Program and register visit the program homepage.

December’s mentor of the month is Kathy Yerex 

What is your position title and where do you currently work?

Associate Professor, School of Dental Hygiene, College of Dentistry, University of Manitoba

Briefly describe what you do in your current occupation:

I’m an educator and researcher in the field of oral health. I teach in the classroom, lab and clinical settings, mentor students, and collaborate on research projects focused on Indigenous children’s oral health, the oral microbiome, and improving the learning experience in dental hygiene education. I’m also actively involved in professional committees and associations to support the growth and advancement of the profession.

What initially sparked your interest in the career you have chosen for yourself?

Growing up, I had positive experiences visiting the dental hygienist and dentist. I know not everyone feels that way, and I wanted to create an environment where people feel safe and comfortable accessing care. I also really enjoy working with my hands; I’ve played piano my whole life, I love crafting, and I’ve recently started beading. Dental hygiene just made sense; it allows me to combine my love of helping others with hands-on, precise work.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?

There’s a lot that happens beyond teaching. I do research, mentor students outside of class, serve on various university and professional committees, and contribute to curriculum development. I also spend a lot of time exploring new ways to teach and support learners—whether through incorporating technology or adapting to students’ individual needs.

What do you enjoy most about your job?

I love that I’m always learning something new. Whether it’s in my research or in the classroom, there’s always something to explore. I get excited about trying new ideas, seeing how they work, and then tweaking them to better support students or improve care. Sharing what I’ve learned with others is what keeps the work meaningful.

What are some changes you’ve experienced in your field, or changes you anticipate happening in the near future?

There’s been a big shift toward more autonomy and independence in dental hygiene. We’re increasingly being recognized as primary health care providers. There’s also a stronger focus on person-centred care and the oral-systemic link—understanding that oral health is deeply connected to overall health. I’m excited to see the profession evolve in ways that allow us to contribute even more broadly to health care teams and community health.

What are some strengths, specialties, and characteristics that are considered assets in your field?

Dexterity and attention to detail are definitely important, but so are empathy, compassion, curiosity, critical thinking, and good communication skills. Being open to change, collaboration, and willing to advocate for your patients are all key. A genuine desire to support people in living healthier lives really helps you thrive in this field.

What is a piece of advice you would offer to Indigenous students interested entering your field?

We need you in this profession. Your voice, experiences, and perspective matter and they’re deeply needed to create safer, more inclusive care. If you’re interested in dental hygiene, don’t be afraid to ask questions, seek out mentors, and take up space. You belong here.

Are there any resources you feel could support Indigenous students interested in this career path?

The Indigenous Student Centre at the U of M is a great starting point, offering cultural, academic, and community support. I also highly recommend Ongomiizwin Education within the Rady Faculty of Health Sciences. It’s a welcoming space for First Nations, Métis, and Inuit students studying in health-related fields. They offer academic and personal support, mentorship, access to Elders and Knowledge Keepers, cultural programming, and a strong sense of community.

Programs like this mentorship initiative are also incredibly valuable, as are connections with Indigenous faculty and peers. And I encourage students to explore professional associations like the Manitoba Dental Hygienists Association (MDHA) or Canadian Dental Hygienists Association (CDHA) to start building their professional networks early. There is more support out there than you might expect—sometimes you just have to ask.

Within your industry or field, what are some related occupations that you interact with and/or find interesting?

I work interprofessionally with a wide range of health professionals: nurses, pharmacists, physicians, and those in med rehab, to name a few. Dental hygienists don’t just work with dentists. We play a key role in health promotion and disease prevention across all demographics, so we’re finding ourselves part of more interdisciplinary teams, which is a really exciting shift.

During your career journey what support(s), resource(s), and/or event(s) influenced your decision-making process?

Mentorship and community have been important. I’ve also benefited from being involved in professional associations and committees early on. While I don’t think of myself as an “advocate” in the traditional sense, I know that by showing up, volunteering, and being part of the conversations shaping our profession, I’m helping move things forward. That sense of purpose has helped guide my path. And reconnecting with my Red River Métis identity helped me find purpose and direction in my work.

To meet with mentors like Kathy Yerex, register for the Indigenous Career Mentor Program. Explore, connect and build confidence as you proceed in your career journey!

If you are an Indigenous professional interested in sharing your story and connecting with students, consider volunteering as a mentor in the Indigenous Career Mentor Program.

The Indigenous Career Mentor Program is an informational interviewing program that supports Indigenous students in gathering industry information. Indigenous mentors that meet with Indigenous students provide advice on how to navigate career opportunities and challenges, mentors may also share their personal experiences navigating their own career journeys.

Indigenous students can choose their mentors from the following fields of practice: Business & Administration, Health Care, Social Services & Education, Government Services, Science & Technology, Arts & Culture, and Recreation & Sports. To learn more about the Indigenous Career Mentor Program and register visit the program homepage.

November’s mentor of the month is Dr. Réal Carrière

What is your position title and where do you currently work?

Assistant Professor University of Manitoba Political Studies

Briefly describe what you do in your current occupation:

I research and teach Indigenous politics. My current research project focuses on Indigenous Political Representation.

What initially sparked your interest in the career you have chosen for yourself?

I had a really inspirational professor in my first year of university. Since that first class, I was hooked. I hope to be that inspiration for the next generation and especially Indigenous youth.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?

I participate in the adjudication of a lot of awards at the University of Manitoba. Chances are if you got an award, I was involved in the process.

What do you enjoy most about your job? 

I used to enjoy teaching, but as I have progressed I enjoy more the relationships and mentorship that is developed between teacher and student. I try to be that inspirational teacher. I try to help students get the most out of themselves.

What are some changes you’ve experienced in your field, or changes you anticipate happening in the near future?

Covid has really changed students expectations and participation. Since Covid, students have changed how they interact in class. I really try to find ways to get student to interact. University is the best when you can learn from each other. Artificial Intelligence is another immergence issue. I do not have the solutions to that issue but I try to get students to really engage with the material. I want them to learn for themselves and not just use AI to do the work.

What are some strengths, specialties, and characteristics that are considered assets in your field?

Curiosity, creativity, organization, focus, and independent thinking are key assets in my field.

What is a piece of advice you would offer to Indigenous students interested entering your field?

My parents used to tell me that I should stay in school. I never really believed in them but slowly over time I kept going to school and now I have a great career. So I have two pieces of advice, listen to your parents and stay in school.

Are there any resources you feel could support Indigenous students interested in this career path?

You should always make time to connect to other Indigenous students. I think we have a great centre here to meet and connect with other Indigenous students. Take time to make those connections because other students can become your family, and having those strong family connections are important if you are living away from your family and community for the first time.

Within your industry or field, what are some related occupations that you interact with and/or find interesting?

Professors in politics are constantly being asked for their expertise. We can comment on elections. We can provide advice to the leaders of the country. Studying politics is a great career path because there are so many possibilities with an education in politics.

During your career journey what support(s), resource(s), and/or event(s) influenced your decision-making process?

I had a really influential professor when I was an undergraduate student. Making the time to say hello to your professors can make all the difference in your career. I also made the time to always connect with the Indigenous student centre. The students you meet there will become your community. I came to university from a small town so meeting other Indigenous students was the key to my success.

To meet with mentors like Dr. Réal Carrière, register for the Indigenous Career Mentor Program. Explore, connect and build confidence as you proceed in your career journey!

If you are an Indigenous professional interested in sharing your story and connecting with students, consider volunteering as a mentor in the Indigenous Career Mentor Program.

The Indigenous Career Mentor Program is an informational interviewing program that supports Indigenous students in gathering industry information. Indigenous mentors that meet with Indigenous students provide advice on how to navigate career opportunities and challenges, mentors may also share their personal experiences navigating their own career journeys.    

Indigenous students can choose their mentors from the following fields of practice: Business & Administration, Health Care, Social Services & Education, Government Services, Science & Technology, Arts & Culture, and Recreation & Sports. To learn more about the Indigenous Career Mentor Program and register visit the program homepage.

October’s mentor of the month is Adrienne Huard

What is your position title and where do you currently work?

Lecturer in Indigenous Studies

Briefly describe what you do in your current occupation:

I teach classes like Introduction to Indigenous Peoples in Canada, Contemporary Indigenous Art History, and Gender and Indigenous Societies. Additionally, I’m currently writing my dissertation on Two-Spirit performance art, aesthetics, and ancestral knowledges so I’m very involved in the Two-Spirit community in Winnipeg. I’m also a part of an Indigenous feminist co-lab called Iapi debwewin aansaamb alongside five brilliant Indigenous scholars.

What initially sparked your interest in the career you have chosen for yourself?

Being surrounded by other Indigenous thinkers, makers, and doers. I’ve been mentored by incredible people (inside and outside of academia) who’ve pushed me to make space for Two-Spirit and queer Indigenous presence and really inspired me to continue down this path. Being surrounded by inquisitive, wise, humble, and brave colleagues and community members have motivated me to think in these ways—I’m incredibly grateful and I wouldn’t be here without them.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?

Staying connected to community outside of the university; taking time to build and maintain those relationships. Advocating for students and community members, maintaining an artist practice, contributing to academic and non-academic journals, collaborating with other Indigenous scholars, presenting at conferences, working on your own writing etc.

What do you enjoy most about your job? 

Working with Indigenous students, and even more specifically, Two-Spirit and queer Indigenous students. As someone who is completing their PhD, it’s not lost on me how challenging and isolating academia can be for Indigenous students so I really enjoy connecting with them and offering advice when I can.

What are some changes you’ve experienced in your field, or changes you anticipate happening in the near future?

While there has always been a commitment to revitalize Indigenous languages, we’re now witnessing concerted efforts in building fluent and knowledgeable language speakers. With that, people turn to Indigenous understandings of the world and translating that into their work, whether it be health, sciences, technologies, and/or within the arts. Additionally, Indigenous peoples are challenging oppressive structures introduced by settler colonization to unlearn harmful ideologies and therefore, refrain from perpetuating them. So, we’re witnessing more and more contributions from Two-Spirit, queer Indigenous, and feminist thinkers and makers from future generations, which is pretty special.

What are some strengths, specialties, and characteristics that are considered assets in your field?

To acknowledge that we are always learning as human beings. Humility is understanding that it’s impossible to know everything under the sun and that it’s okay to admit when we don’t know or when we’re wrong. This opens possibilities to think critically and engage with other Indigenous thinkers, makers, and doers with an open heart, which is invaluable within and outside the field.

What is a piece of advice you would offer to Indigenous students interested entering your field?

Lean on your cohort, find other Indigenous students on campus and attend gatherings when you can, don’t be afraid to reach out to faculty or staff (we’re here for you), and take care of your spirit. The work takes time and energy so give yourself grace and be patient. Lastly, be true to who you are and remember your core values.

Within your industry or field, what are some related occupations that you interact with and/or find interesting?

Because my research focuses on Two-Spirit and queer Indigenous creativity and aesthetics, I am very lucky to be involved in the Two-Spirit drag community here in Winnipeg. Additionally, I work with Indigenous artists and curators in Canada, archivists, musicians, Powwow dancers, authors, language speakers, and educators etc. Indigenous Studies is a multidisciplinary field so much of our work is interconnected.

To meet with mentors like Adrienne Huard, register for the Indigenous Career Mentor Program. Explore, connect and build confidence as you proceed in your career journey!

If you are an Indigenous professional interested in sharing your story and connecting with students, consider volunteering as a mentor in the Indigenous Career Mentor Program.

The Indigenous Career Mentor Program is an informational interviewing program that supports Indigenous students in gathering industry information. Indigenous mentors that meet with Indigenous students provide advice on how to navigate career opportunities and challenges, mentors may also share their personal experiences navigating their own career journeys.    

Indigenous students can choose their mentors from the following fields of practice: Business & Administration, Health Care, Social Services & Education, Government Services, Science & Technology, Arts & Culture, and Recreation & Sports. To learn more about the Indigenous Career Mentor Program and register visit the program homepage.

September’s mentor of the month is Storm Allard.

What is your position title and where do you currently work?

Indigenous Student Advisor & Empowering U Financial Wellness Program Coordinator

Migizii Agamik, Indigenous Student Centre

Briefly describe what you do in your current occupation:

I’m an Indigenous Student Advisor at Migizii Agamik, where I support students throughout their academic journey—whether that means connecting them to resources, helping them navigate challenges, or simply being a steady presence they can count on. I also coordinate the EmpoweringU Financial Wellness Program, which helps students build financial confidence and make informed decisions through workshops rooted in Indigenous ways of knowing and being.

A lot of my work is relationship-based—meeting students where they’re at, without judgment, and walking with them through things that often go unseen. What I bring comes from my own path—growing up in the North, leaving home for school, and having to figure things often out on my own. That experience shapes how I show up: with care, honesty, and a strong sense of responsibility to the community. My goal is to make sure students—especially those from northern or remote communities—know they’re not alone, and that they belong here, even if it doesn’t always feel that way.

What initially sparked your interest in the career you have chosen for yourself?

What pulled me into this work was my own experience navigating post-secondary as a first-generation student. I’m from Attawapiskat, and moving away from home to pursue education wasn’t easy. I never really felt like I belonged in the city, or in university spaces. I had to figure out a lot on my own, and while there were some supports, I know now that I needed more community, more guidance—more people who understood what I was going through.

That experience stayed with me. I carry it into the work I do now, especially when I support students from remote or northern communities. I see parts of myself in them. I don’t want them to feel the way I did—disconnected, invisible, or like they’re the only one going through it. My role is about walking with them, advocating for what they need, and creating spaces where they feel like they actually belong. Because they do.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?

One lesser known but deeply meaningful part of my role is supporting students who’ve relocated from remote communities. Coming from Attawapiskat, I know firsthand the challenges that come with leaving home to pursue education—navigating identity, adjusting to city life, coping with isolation, and facing culture shock. These students often carry things that aren’t visible on the surface, and they need support that goes beyond academics.

A big part of my work involves helping students through sensitive processes like Authorized Withdrawals. These aren’t easy conversations—they often come at a time of crisis or burnout. I approach them with care, empathy, and trauma-informed practices. I also spend a lot of time listening to students share what they’re going through—whether it’s about mental health, identity, family, or community responsibilities—and connecting them to ceremony, Elders, and accessibility supports when needed.

One thing I really value is being able to step away from my upstairs office and spend time downstairs at the front desk. Those casual check-ins with students—just being around—matter. If you’re ever coming to Migizii Agamik, come say hi.

I also coordinate the EmpoweringU Financial Wellness Program—but don’t let the name scare you off. It’s not a lecture or a class. It’s just a space where we talk about money in real ways—how to afford groceries, how to set boundaries with family, how to navigate funding without burning out. For many of us, talking about money can feel overwhelming or even shameful, especially if we didn’t grow up with financial tools. My goal is to shift that—to create a space where you can ask questions, figure things out, and feel like you’re not falling behind just because you didn’t learn this stuff sooner. If any of that sounds familiar, come see me. You don’t need to know what to ask. We’ll figure it out together.

Because of my own experience, I know how important it is to advocate for students from remote communities—especially in institutional spaces where their voices are often left out. My role is about making sure those students are seen, heard, and respected.

What do you enjoy most about your job? 

What I enjoy most is building real relationships with students—especially those who feel like they don’t belong. I’ve been there myself—feeling disconnected, homesick, or unsure if university is the right fit. When a student opens up or simply comes by to talk after a tough time, that’s when I know this work matters.

Migizii Agamik—Bald Eagle Lodge—is more than just a building; it’s a space with meaning. The name comes from a dream where a bald eagle calmed a frightened boy. The eagle represents strength, vision, and peace in tough times, just like how the space offers calm and support when life feels overwhelming.

Part of what I enjoy most is creating spaces like EmpoweringU—where students can show up, be curious, and talk about money without shame or fear. The conversations we have in those workshops are often about more than finances—they’re about boundaries, generational patterns, and community care. I get to build programming that reflects real needs, and that’s deeply fulfilling.

I believe in the small moments—the chats at the front desk or when a student drops by to catch their breath. Those moments build trust, and trust is everything. If you’re feeling weighed down by anything—whether it’s burnout, grief, or just needing someone to talk to—I’m here to listen. It’s not about having all the answers; it’s about creating a space where you feel seen, supported, and not alone.

What are some strengths, specialties, and characteristics that are considered assets in your field?

What’s considered valuable in this work isn’t always what students actually need. The real strengths are patience, humility, honesty, and the ability to build relationships based on trust and respect. It’s not about giving advice or playing a role—it’s about being consistent, listening when it counts, and holding space without judgment.

I’m from a remote community. I left home for school at a young age. I’ve carried grief, homesickness, and culture shock—and still had to find ways to keep going. I’m not sharing that to make it about me, but because I remember what it’s like to feel lost, unsure, and alone. I never want students to feel like they have to carry all that by themselves.

What matters most in this work isn’t credentials—it’s how you show up, who you’re accountable to, and whether or not you truly care about the students you’re here to support. That’s what I try to bring into every part of this work.

What is a piece of advice you would offer to Indigenous students interested entering your field?

You don’t need to have it all figured out to step into this work. What matters most is staying grounded in who you are and where you come from. Your story, your struggles, your community—those are strengths. Don’t let institutions—or people—make you feel like you have to change that to be taken seriously.

This work can be heavy, especially when you’re carrying your own experiences while supporting others. But it’s also powerful. Sometimes, your presence alone in a space makes a difference. Just remember—you don’t owe anyone a performance of your Indigeneity. Be honest. Be accountable. Keep learning. The best advisors aren’t the ones with perfect answers—they’re the ones who can sit with people in hard moments and still show up the next day.

You’re not alone, even if it feels like it. We need more of you in this field—on your own terms.

Are there any resources you feel could support Indigenous students interested in this career path?

Community is your biggest resource. It’s not just about professional connections—it’s about being around people who understand where you’re coming from. Connect with Indigenous staff, Elders, Knowledge Keepers, and student groups. Those relationships will carry you further than any textbook ever could.

If you’re at the University of Manitoba, Migizii Agamik is a good place to start. It’s not just a building—it’s a space where you can be yourself, ask questions, sit with your thoughts, or just exist without having to explain everything. You don’t need a reason to stop by. Come hang out, grab some tea, or just take a breather. You’re welcome here.

Off-campus, look for Indigenous-led organizations doing community-based work. And don’t overlook counselling, accessibility, or mentorship programs—especially the ones that reflect your experiences and values.

And if you’re unsure where to start, that’s okay. Walk into a space like Migizii, send an email, or ask someone for coffee. Sometimes the smallest conversations can open the biggest doors. There are no shortcuts in this kind of work—just time, trust, and working in a way that honours the people you’re showing up for.

Within your industry or field, what are some related occupations that you interact with and/or find interesting?

There are a lot of meaningful paths connected to this kind of work. I regularly collaborate with academic advisors, counsellors, accessibility staff, Elders, cultural support workers, and folks in financial aid. Anyone working in student services, Indigenous education, or community outreach is part of this larger web of care.

I’m especially drawn to roles that are rooted in relationship-building, advocacy, and systems change—whether that’s in education, mental health, or policy. What these roles have in common is a commitment to people, and a responsibility to community.

If you care about supporting others and want to do that in a good, steady way—there’s space for you. This work isn’t one-size-fits-all. There’s room to shape your path around what matters most to you.

To meet with mentors like Storm, register for the Indigenous Career Mentor Program. Explore, connect and build confidence as you proceed in your career journey!

If you are an Indigenous professional interested in sharing your story and connecting with students, consider volunteering as a mentor in the Indigenous Career Mentor Program.

1. Make informed career decisions – Learning more about an occupation or field of interest can support your long-term and short-term career goals. Gathering accurate information and greater insight can help you to learn if a certain career pathway is right for you.  Mentors can also help you build a plan for success and provide advice on work, volunteer, courses, and other opportunities to build competencies and exposure to a field. 
2. Build confidence – Meeting someone in your field of interest can help that career option to feel more real and feasible. Mentors can provide reassurance and guidance to help you determine if you’re on the right path.  They can also highlight additional opportunities for engagement, to help you further your confidence and increase motivation.  
3. Build your network – It can be daunting to connect with busy working professionals. Mentoring programs connect you with those individuals who are volunteering their time and keen to provide guidance and support. Mentors become part of your professional network and help you to learn about industry resources and opportunities. 

Students who wish to learn more about UM and off-campus mentorship opportunities can attend a Discover Mentoring workshop on Nov 16, 9 to 10:30am (Distance Delivery) or Nov 29, 1 to 2:30pm (474 University Centre).  Students can also register online for the CMP or ICMP or contact Career Services throughout the year for mentoring, career planning or networking support.

To learn more about the new Indigenous Career Mentor Program, you may wish to review this feature article.

If you are a working professional or UM alumnus who’d like to volunteer as a mentor with the Career Mentor Program or Indigenous Career Mentor Program, please connect with program staff or complete the mentor registration form.  To sign-up or learn more about UM Café: Ten Thousand Coffees visit the program website.

ICMP is currently overseen by Jordan Robinson, the new Indigenous Career Consultant in Career Services.  His predecessor Cathy Lund was instrumental in developing the ICMP. Here’s what she has to say about the new program:

Cathy Lund

Interview with Cathy Lund, former Indigenous Career Consultant

What is the ICMP? What is unique and special about this program?

We are pleased to announce the Indigenous Career Mentorship Program (ICMP) as a sister program or extension of the Career Mentor Program which has been matching students to the employment community for 30 years. What’s unique about ICMP is that it is comprised of Indigenous Mentors who have volunteered their time to support and have meaningful conversations with Indigenous students about their Career journey and workplaces.  We are happy to have engaged mentors from Aerospace, Finance, Not for Profit, Social Services, Heath Care, Government, and Post-Secondary Institutions and we are just getting started!  

Tell us about yourself?

I am a proud member of the Red River Métis Nation and to have enjoyed a career in HR with RBC, CAHRD and University of Manitoba (ICC). My primary focus has been connecting Indigenous Students with employment in one way or another. This meant, bringing teams, employers and students together to create meaningful experiences and careers.  The most rewarding aspect of my entire career is staying connected with my clients/students and seeing them thrive in a variety of careers across Canada. I have witnessed firsthand, the magic that happens when you bring people with a common passion together.  Everybody wins!     

What are the benefits for students participating?

Exploring your options is an education itself. This is a student’s chance to ask an Indigenous Career Professional questions about a career in a specific industry or about someone’s career journey. Ultimately this help them make decisions about their academic and graduate strategies. One thing all of these mentors will tell you, is that they wish they had accessed a program like this long before their last term (but it’s never too late)! This program allows Indigenous students to meet for an hour with an Indigenous career mentor who may have walked in their shoes to arrive at their current destination. 

What are the benefits for mentors that participate? 

Our mentors have told us that they wish they had this opportunity as students, and they are all passionate about giving back to our community.  It can be deeply satisfying to know you have made a difference in a student’s life. Learning about the journey of those who have gone before us is priceless. It could be the difference that keeps someone focused on their studies, apply for internships, co-op, part time opportunities or completely change direction before they graduate.  Participating also has its benefits in that you may find yourself a new colleague at graduation!  

Why do you want to be a mentor?

As sense of belonging is important, I want to be there for my community and provide students with the support they need to make more informed decisions about their career path. I want to create a safe environment for students to ask questions they are truly curious about as it relates to HR Recruitment and Career/Employment Counselling careers.

What does mentorship mean to you?

The ICMP is unique in that it is a one-hour commitment, in a student’s busy schedule this can be a bit of a gift!  As a mentor, I can say that it is a privilege to have someone give me their trust to answer their questions without judgement and provide them with insight to help inform their future.   

What do you look most forward to as you mentor students?

I love meeting students and hearing their stories as well as sharing the parts of mine that will provide them with the inside scoop! It is so important for students to learn how their values, skills, talents and lifestyle fits into the career they are considering. Lastly, I enjoy helping to answer questions they didn’t even know they had. 

To register for the Indigenous Career Mentor Program, complete the form on the program website or connect directly with Jordan Robinson, Jordan.Robinson@umanitoba.ca.