The event awards cash prizes totaling $6,400 across five categories in two streams of competition, oral presentations and research poster displays. Ninety subject-matter experts joined the event as judges, representing 10 UM faculties.

As part of the day, students had the opportunity to explore their “entrepreneurial tooth” at the IDEA START booth to learn how to move ideas and innovation toward impact, using the many resources available at UM.

“This event rewards achievements in experiential learning throughout the many areas of student research and scholarly work at UM and highlights the innovation and creative power at the heart of our university,” said Dr. Hans-Joachim Wieden, associate vice-president (partnerships, knowledge mobilization and innovation).

“Such hand-on experiences at the undergraduate level expand our horizons, build networks and can open doors to new career opportunities. I congratulate all student participants in the showcase.”

Undergraduate Research Showcase 2025 winners

Applied Sciences

Poster format

1st– Loic Lambert, Quantifying skin subtraction performance in microwave breast imaging
Research Supervisor: Stephen Pistorius, Faculty of Science

2nd– Shirley Morris, Syncytia from scratch: generating placental organoids from human stem cells
Research Supervisor: Lei Xing, Faculty of Science

3rd– Khoi Nguyen, Electronics-Printed MEMS Lorentz Actuator Released by RIE with Integrated Electrostatic Hold-Down
Research Supervisor: Cyrus Shafai, Price Faculty of Engineering

Oral format

1st– Juliann Chan, Decoding the Behavioural Cues of Dairy Cattle: Automating Ear Position Identification Using a Convolutional Neural Network Model
Research Supervisor: Gabriel Dallago, Faculty of Agricultural and Food Sciences

Creative Works

Poster format

1st– Cecilia Thompson, We Are The Canvas: A/R/Tography and the Power of Collective Art Education
Research Supervisor: Bruno De Oliveira Jayme, Faculty of Education

Health Sciences

Poster format

1st– Quinn Derksen, Exploiting RBX1 deficiency to identify novel therapeutic targets in tubo-ovarian high-grade serous carcinoma

Research Supervisor: Dr. Kirk McManus, Rady Faculty of Health Sciences

2nd– David Ben, Reduced SKP2 Expression Induces Centrosome Overduplication in Tubo-Ovarian Cells

Research Supervisor: Dr. Kirk McManus, Rady Faculty of Health Sciences

3rd– Hans Sanchez, Extracellular vesicle release with acute electrical pulse stimulation in skeletal muscle is AMPK-dependent
Research Supervisor: Dr. Ayesha Saleem, Centre on Aging

Oral format

1st– Khushleen Chaddha, Investigating the Effects of a Potential Chemotherapeutic

Research Supervisor: Dr. Mark Nachtigal, Rady Faculty of Health Sciences

2nd– Lauren Castagna, The role of Empagliflozin in the prevention of chemotherapy mediated cardiotoxicity
Research Supervisor: Dr. Davinder Jassal, Rady Faculty of Health Sciences

3rd– Jewel Paskaruk, SIRT3 Deficiency in the Liver Results in Hepatic Steatosis and Elevated Circulating Lipids in Gestational Diabetes
Research Supervisor: Dr. Vernon Dolinsky, Rady Faculty of Health Sciences

Natural Sciences

Poster format

1st– Sion Yi, CRISPR-Associated Transposase Reveals a Key Gene for Bioplastic Degradation in Burkholderia vietnamiensis LMG16232
Research Supervisor: Silvia T. Cardona, Faculty of Science

2^nd (tied)– Hargun Uppal, The influence of membrane phospholipid interactions with MgCl2 on antimicrobial susceptibility in E. coli
Research Supervisor: Denice Bay, Rady Faculty of Health Sciences

2^nd (tied)– Danika Harland, The long-term effects of wetland salinization on emergent insect communities
Research Supervisor: Mark Hanson, Clayton H. Riddell Faculty of Environment, Earth, and Resources

Oral format

1st– Erica Wong, Dach1 promotes basal radial glia proliferation in the developing mouse neocortex
Research Supervisor: Lei Xing, Faculty of Science

Social Sciences and Humanities

Poster format

1st– Kyla Sarmiento, Drawing Privacy: How Children Conceptualize Regulation and Content Across
Research Supervisor: Shaylene Nancekivell, Faculty of Arts

2nd– Charlotte Gill, Exploring geoscience methods for archaeological stone-tool fingerprinting, Oldupai Gorge, Tanzania
Research Supervisor: Paul Durkin, Clayton H. Riddell Faculty of Environment, Earth, and Resources

3rd– Stella Kraft, Gender Differences in Alcohol Research
Research Supervisor: Natalie Riediger, Faculty of Agricultural and Food Sciences

Oral format

1st– Justine Ramos, Countering Reductionism: Racial/Ethnic Minority Experiences and Preferences of End of Life Care at Home
Research Supervisor: Laura Funk, Faculty of Arts

2nd– Ainsley Brennan, In the Garden of the Beguines: Reinventing a Medieval Religious Movement in the 21st Century

Research Supervisor: Danielle Dubois, Faculty of Arts

The Undergraduate Research Showcase is hosted annually by the office of the vice-president (research and international). Check the Undergraduate Research Showcase website for entry and prize details.

This prestigious award recognizes University of Manitoba educators who have demonstrated continuing teaching excellence and made significant contributions to advancing teaching and learning at UM.

Jennifer Watt

Professor, Department of Curriculum, Teaching and Learning, Faculty of Education

Students and colleagues alike commend Jennifer Watt for her passion, empathy and creativity, which are having a transformative impact in the field of education.

Watt is deeply committed to advancing equity and social justice in education. Since joining the University of Manitoba in a faculty position in 2017, her teaching has inspired learners at all stages – from first-year undergraduates to experienced educators – to view teaching as a pathway to building a more compassionate and inclusive world.

She played a pivotal role in developing Introduction to Education: What It Means to Teach, a course grounded in the themes of Belonging, Meaning, Purpose, and Hope (outlined in “Mamàhtawisiwin”, a 2022 Manitoba Education and Early Childhood Learning Indigenous education policy document) and the four guiding questions taught by the late Honourable Justice Murray Sinclair. Due to its popularity, the course has expanded from three to five sections, drawing hundreds of undergraduate students. One student reflected, “Her class has taught me so much about the education system and gave me insight into whether teaching was the career for me. I have never felt so welcomed, cared for and appreciated in a classroom.”

Watt’s innovative approaches include thoughtfully designed teaching strategies and assessments that respect student autonomy, honour diversity, and encourage reflection and growth. Her “Choose Your Own Adventure” assignment, for example, offers students multiple pathways to demonstrate their learning in ways that reflect their identities, experiences and aspirations.

She also co-leads the Manitoba Writing Project and co-teaches a Summer Writing Institute with her colleague, Michelle Honeyford. The 6-credit graduate/post-diploma course brings together educators, researchers and writers to explore the transformative power of writing and place-based inquiry. Each year, this unique program is situated in a new context, from King’s Park to public murals and monuments across Manitoba.

Beyond the classroom, Watt shares her expertise widely through a variety of platforms – webinars, podcasts, creative multimedia tools and experiential learning activities, making knowledge accessible and impactful. Her passion for teaching is contagious, and her pedagogy – rooted in care, accountability and community – is shaping the next generation of compassionate, justice-oriented educators.

Wan Wang

Instructor, Department of Psychology, Faculty of Arts

Wan Wang is a dedicated and passionate educator whose teaching has had a profound impact on undergraduate psychology students, particularly in the areas of research methods and assessment.

Wang teaches multiple sessions of three research courses that form the foundation for most programs within the Department of Psychology. Her student-centred approach makes abstract and technically complex research concepts both understandable and engaging. By grounding her pedagogy in self-determination theory, she fosters student motivation and well-being by addressing key needs for autonomy, competence and relatedness.

Her teaching strategies combine rigor with relevance, helping students build competency in critical thinking and problem-solving skills, leading to high engagement. In a glowing review from one student, they noted how Wang put them at ease despite the challenging material: “Dr. Wang is really good at explaining concepts that normally would be daunting and stressful.” She integrates current and relatable content – such as the ethical use of artificial intelligence tools like ChatGPT – and develops experiential learning projects that allow students to pursue topics aligned with their own interests. She also demonstrates how their own research activities can contribute to ongoing efforts of reducing barriers to access building a more just society.

Wang is also deeply committed to her own professional growth and to advancing teaching and learning at UM. She regularly participates in teaching workshops both at the university and through external organizations and has received funding for research projects that enhance student learning, supported by the Provost’s Scholarship of Teaching and Learning Support Fund and the Faculty of Arts’ Teaching and Learning Enhancement Fund. A strong advocate for knowledge mobilization, she actively shares her research findings and teaching practices with colleagues. Since joining UM in 2019, she has received multiple teaching awards from both university administrative units and student-led organizations.

Through her exemplary dedication and innovative use of psychological principles in teaching, Wang has positively impacted thousands of undergraduate students in the Department of Psychology.

The University of Manitoba proudly congratulates Jennifer Watt and Wan Wang on this well-deserved recognition of their excellence in teaching.

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.”

Congratulations to all the recipients of the 2024 Merit Awards.

Category: Social Sciences, Humanities and Fine Arts

Combination:

• Sean Carleton, Department of History and Department of Indigenous Studies, Faculty of Arts
• Lucy Delgado, Department of Educational Administration, Foundations, and Psychology, Faculty of Education
• Karin James, Department of German and Slavic Studies, Faculty of Arts
• Katherine Starzyk, Department of Psychology, Faculty of Arts

Research, Scholarly Work and Creative Activities:

• Andrew Hatala, College of Community and Global Health, Rady Faculty of Health Sciences
• Corey Mackenzie, Department of Psychology, Faculty of Arts
• Dominique Rey, School of Art
• Ee-Seul Yoon, Department of Educational Administration, Foundations, and Psychology, Faculty of Education

Service:

• Mark Hudson, Department of Sociology, Faculty of Arts
• Jamie Paris, Department of English, Theatre, Film, and Media, Faculty of Arts
• Michelle Porter, Faculty of Kinesiology & Recreation Management

Teaching:

• Cameron Hauseman, Department of Educational Administration, Foundations, and Psychology, Faculty of Education
• Alexandra Heberger, Department of German and Slavic Studies, Faculty of Arts
• Shannon Moore, Department of Curriculum, Teaching & Learning, Faculty of Education
• Wei Wang, Department of Business Administration, I.H. Asper School of Business

Category: Life Sciences, Natural Sciences and Engineering

Combination:

• Inoka Amarakoon, Department of Soil Science, Faculty of Agricultural & Food Science
• Philip Ferguson, Department of Mechanical Engineering, Price Faculty of Engineering
• David Herbert, Department of Chemistry, Faculty of Science
• Ricardo Silva, Department of Earth Sciences, Clayton H. Riddell Faculty of Environment, Earth, and Resources

Research, Scholarly Work and Creative Activities:

• Meghan Azad, Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences
• Xihui Liang, Department of Mechanical Engineering, Price Faculty of Engineering
• Peter Pelka, Department of Microbiology, Faculty of Science
• Jill Stobart, College of Pharmacy, Rady Faculty of Health Sciences

Service:

• Jessica Hartley, Department of Biochemistry and Medical Genetics, Max Rady College of Medicine, Rady Faculty of Health Sciences
• Shakerah Jones Hall, College of Nursing, Rady Faculty of Health Sciences
• Sachin Katyal, Department of Pharmacology & Therapeutics, Rady Faculty of Health Sciences

Teaching:

• Chyngyz Erkinbaev, Department of Biosystems Engineering, Price Faculty of Engineering
• Sabine Kuss, Department of Chemistry, Faculty of Science
• Vladan Protudjer, College of Nursing, Rady Faculty of Health Sciences
• Trisha Scribbans, Faculty of Kinesiology and Recreation Management

Category: Promoting Indigenous Achievement

• Réal Carrière, Department of Political Studies, Faculty of Arts

Read and watch more at CBC Manitoba.

Many students experience it and teachers will often spend the first two or three weeks on the return of classes in doing review and getting kids back up to speed.

Marti Ford, an Associate Dean of Indigenous Education and Assistant Professor at the University of Manitoba explains what summer slide is.

“Because kids are out of school for two months and they’re not getting the regular math and ELA instruction that they would get while they are in school. What happens is students forget, they forget about their math skills or they start to slide a little bit in their reading skills and reading comprehension.”

To read the full article, please follow the link to Thompson Online.

As Co-founder and Director of the Manitoba Writing Project—a professional network that brings educators and partners together to explore the power of writing— Dr. Honeyford and Dr. Watt have been inspiring teachers through this course together since 2018 (Honeyford since 2014!). It’s no surprise that this year’s course was completely full and in demand amongst graduate students.

An immersive experience

This immersive course, also known as the “Summer Writing Institute”, invites educators to grow as writers to empower them to teach writing more effectively. In just two intensive weeks these students, who are completing their Post-Baccalaureate Diploma or Master of Education, earned six credit hours towards their program. Through hands-on writing, collaborative groups, guest speakers, and exploration of writing craft and pedagogy, participants deepen both their practice and perspective.  

Reconnecting with writing

“Educators write a lot in their professional roles. But many will admit it’s been a long time since they wrote for pleasure, or that they don’t think of themselves as writers” says Honeyford. “Our hope is for them to re-imagine writing as a form of connection, reflection, and action. Through the course, we invite educators to experiment with new and multimodal forms of writing, and to become part of a community of writers.”

Inspired by the outdoors

Many on campus saw the large class out walking and writing along the Red River, around campus, to nearby King’s Park, as well as with a “writing marathon” at The Forks. The walking curriculum is a key component of the experience for students.

Honeyford and Watt worked closely with Sarah Roche, an arts integration educator and M.Ed graduate, who facilitated several movement workshops as part of the course. From a “walking dance” on Day 1 to creating a collective water dance on Day 7, Roche reminded the class that writing and literacies are embodied practices. She invited students to be playful, to be noticers, and to compose meaning with and through their bodies.

“There is work that happens through movement, in becoming more attuned to our bodies and to the ways we walk and learn in relation to one another, both human and more-than-human. We become more aware of how literacies are embodied, and how important it is for us to integrate movement into education,” explains Dr. Honeyford.   

Growing confidence

Dr. Honeyford describes how the writing invitations started small by taking photos and writing 6-word poems. Within two weeks, the students had poetry, photo essays, digital stories, reels, rants, letters, etc., and pieces for publication in the Summer Writing Institute Anthology. Says Dr. Honeyford, “we see the growth educators describe as they reflect on their confidence as writers, and what they plan to take back with them into their classrooms as teachers of writers, and it’s amazing. Every time.” 

Embracing the theme: Ripple Effects Symposium

This summer, the course included a special one-day Ripple Effects/Just Waters Symposium that featured workshops and presentations by the UM Just Waters Project (Dr. Adele Perry, Dr. Jocelyn Thorpe, and Indigenous Knowledge Keeper Ramona Milliea) and Ripple Effects International (Dr. Bronwyn Williams, University of Louisville).

 “Becoming Writers” course participants from previous summers attended the symposium and presented, including Katya Adamov Ferguson (PhD in Education candidate), and Noah Cain (M.Ed graduate). Inspired by the symposium, course activities, and readings, students designed Ripple Effects Place Projects, water-focused writing and inquiry projects they plan to enact in their classrooms and schools in the fall.

Summaries of the projects, which incorporate elements of photography, writing, and publication, will be shared on the Manitoba Writing Project’s website for its Write Out initiative in October.

An international initiative

The “Becoming Writers” course is modeled after the Summer Writing Institute offered by the National Writing Project. Every summer, in nearly 175 university-based writing project sites across the United States, the District of Columbia, Puerto Rico, the US Virgin Islands, as well as international sites including Hong Kong, Malta, Norway, and the Dominican Republic, teachers come together to write—and to grow their practice as teachers of writing. Dr. Honeyford and Dr. Watt are Co-Directors of the Manitoba Writing Project, which became an Associated International Site of the National Writing Project in 2018, the first in Canada.

What was your thesis/practicum placement and major research paper on and who was your advisor?
For my practicum, I was placed at the Canadian Museum for Human Rights, where I focused on the right to health, empathy, storytelling and information disorder. I also worked at the Manitoba Human Rights Commission through the STEP program, where I participated in investigations. My major research paper, advised by Professor Dr. Kjell Anderson, examined Indigenous genocide in Brazil during the pandemic, with a particular focus on state policies, structural violence, and accountability. The paper examined how conventional frameworks of transitional justice frequently fail to adequately address the unique and ongoing harms experienced by Indigenous communities.

Why did you choose that thesis topic or practicum placement?
As a Brazilian physician who worked on the front lines of the pandemic, I witnessed firsthand how public health was politicized and how marginalized communities were disproportionately affected. My transition into human rights advocacy emerged from that experience. The practicum at the Canadian Museum for Human Rights enabled me to integrate my medical background with critical human rights reflection. My major research paper was an extension of my commitment to amplify voices often silenced by dominant narratives and legal frameworks. 

What inspired you to pursue an MHR degree at the University of Manitoba?
After becoming politically engaged in Brazil during a period of democratic backsliding and misinformation, I realized the need to expand my understanding of justice and advocacy beyond clinical care. The University of Manitoba’s interdisciplinary MHR program was one of the few that offered both academic depth and practical experience. It was the perfect bridge between my medical training and my growing commitment to human rights, particularly in the areas of public health, Indigenous rights, and transitional justice.

What was your favourite / most memorable moment or experience while taking this degree?
There were many meaningful moments, but one that stands out was being part of the international partnership project between the University of Manitoba and the University of Brasília. Facilitating knowledge exchange between institutions in Canada and Brazil, especially on Indigenous justice and reconciliation, felt like a full-circle moment, bringing together my roots, my research, and my hopes for collective change. 

What advice would you give to anyone considering taking an MHR at UM as to the benefits the degree will have to your career?
The MHR program at UM opens space for bold, interdisciplinary thinking and action. Whether you come from a law, social sciences, healthcare, or activist background, this program will challenge you to connect theory to practice in a deeply personal and impactful way. For me, it reshaped my career path by blending medicine, research, and advocacy, and provided me with the tools and network to pursue meaningful work at the intersection of human rights and public health.

Applications for the next cohort of the University of Manitoba’s Master of Human Rights program are due December 1.

The sexual assault trial of five former World Juniors hockey players has spotlighted issues around sexual assault and consent.

Sexual assault, intimate partner violence and other forms of gender-based violence aren’t inevitable. Kindergarten to Grade 12 public schools have an ethical obligation to enact sexuality education that is responsive to current contexts, respects human diversity, empowers young people and is rooted in human rights.

We argue for harnessing popular media to advance sexuality education. Children and youth learn about a great deal about gender, relationships, sexuality and consent from popular media.

Although there is strong theoretical rationale for using popular media to confront sexual assault, many teachers identify and experience barriers to putting this into practice in their classrooms.

Read the full article here. 

The SISF provides support for initiatives from faculty and staff that align with UM’s strategic goals – creating knowledge that matters, empowering learners, and reimagining engagement – while also advancing UM’s core commitments to fostering a vibrant community, advancing Reconciliation, and building a sustainable future. For the 2025-2026 year, projects focused on advancing unit-level priorities that moved forward our shared institutional goals.

A MomentUM Implementation Plan will be shared this summer to guide faculties and units in aligning their planning efforts with university-wide goals. In the meantime, recent SISF projects illustrate the kind of transformative work already underway.

A new hub for digital and media literacies in the Faculty of Education

With SISF support, the Faculty of Education has transformed its traditional computer lab into the new Digital Literacies Lab – a digital media production space designed to advance novel and inclusive teaching, learning, and research, and foster creative, transformative knowledge mobilization and community engagement through digital media. The new lab includes audio and video production and editing equipment and software, GenAI tools, and a podcast production room.

Officially opened in January of this year, the Digital Literacies Lab is already enabling faculty innovation and enriching student learning experiences, involving forms of media such as video and audio podcasts, video essays, sound postcards, digital stories, and documentaries. The lab has facilitated digital and media literacies education, media-integrated research, computer-assisted qualitative data analysis and Generative AI workshops, and knowledge mobilization initiatives.

The Digital Literacies Lab is also fostering cross-faculty collaborations and engaging the wider community. Several classes of newcomers from the River East Transcona School Division have already visited the lab, and upcoming visits are anticipated by Grade 7-9 students in the Faculty of Education’s CanU afterschool program. The lab has supported several UM student podcast initiatives, and through additional funding from the Scholarship of Teaching and Learning (SoTL) Seed Fund, Amir Michalovich, SISF Project Lead and Faculty of Education Assistant Professor, will use the technologies to explore live podcasting in class for student engagement, dialogic learning, and communicative skills development.

Michalovich notes, “Digital and multimodal literacies are essential in today’s world, particularly for critically and equitably thinking, meaning, relating, doing, and becoming through digital media. We are very excited about the ways the new Digital Literacies Lab will strengthen innovative and inclusive teaching and research, while also providing a valuable service to K-12, post-secondary, and adult learners across Manitoba.”

Students and staff recording a podcast in the Digital Literacies Lab.

Engineering students witness the realities of hydro development in Northern Manitoba

A collaboration between Jillian Seniuk Cicek (Department of Engineering Education, Price Faculty of Engineering) and Peter Kulchyski (Department of Indigenous Studies, Faculty of Arts) resulted in a week-long immersive learning experience that brought classroom teachings on decolonizing and Indigenizing engineering into the field.

Last summer, eleven undergraduate and graduate students, along with an engineer, an architect, four faculty members, and one community guide, visited six Cree Nations in northern Manitoba – Misipawistik (Grand Rapids), Nisichawayasihk (Nelson House), Pimicikamak (Cross Lake), Makso Sakahigan (Fox Lake), Tataskweyak (Split Lake), O-Pipon-Na-Piwin (South Indian Lake), and Kinoa Sipi (Norway House) – to learn directly from community members about the social, environmental, and cultural effects of hydroelectric development. Indigenous community members spoke of environmental destruction, experiences of racism, broken promises, and internal community division over proposed and implemented projects. Participants also heard powerful accounts of strength and resilience shown by local leaders in the face of these challenges. Their stories left a lasting and profound impact on the participants.

“The trip changed the way we understand the experiences of these Cree communities, and the devastating impact of engineering projects on community members’ lives and ways of being, knowing, doing, and relating,” says project co-lead and tour participant, Seniuk Cicek. “This understanding is crucial for engineering students and faculty as we work to learn the Truth and walk the path of Reconciliation in both engineering education and the profession.”

Grand Rapids Generating Station, visited by a group of engineering students and faculty members to learn about the impact of hydroelectric development on Northern Indigenous communities.

Ernest Turner (left) from Misipawistik Cree Nation (Grand Rapids) speaks with Peter Kulchyski and the group. They stand on the dry riverbed where the Grand Rapids once flowed, a place of deep cultural, spiritual, and economic significance to the community.

Enhancing student wellness through improved private spaces

The Student Wellness Centre (SWC) is an important resource hub for student health and mental well-being, offering drop-in and appointment services with health and wellness professionals and trained peer educators. It also hosts a variety of preventive and promotional health initiatives.

Since opening in 2023, the SWC has seen steady growth in both programming and student engagement. As awareness of these resources grows, students are increasingly seeking one-on-one health-focused support from Healthy U peer volunteers, highlighting the need for a private space for these important and confidential conversations. To meet this need, the SWC received funding from the Strategic Initiatives Support Fund and the Bell Let’s Talk Implementation Grant to install a four-person privacy pod. Since its installation, the pod has significantly enhanced the Centre’s ability to offer confidential, student-centered care, helping students feel supported and empowered to thrive.

Arlana Vadnais, Associate Director, Wellness and Prevention, Student Support, says, “The pod allows us to offer students seeking peer support a comfortable, welcoming, and much more private space than before. It also greatly enhances the multi-purpose use of the Student Wellness Centre, as it is used for team meetings, planning sessions and trainings.”

The newly installed privacy pod room in the Student Wellness Centre.

Learn more about projects funded

These projects are just three examples of how the Strategic Initiatives Support Fund is helping the University of Manitoba move from strategic planning to meaningful action. As the new funding cycle begins, the university community looks forward to seeing how this year’s recipients will continue to advance shared priorities through creative and impactful initiatives.

Visit the Strategic Initiatives Support Fund intranet page for a list of 2025-2026 fund recipients.