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.

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, please follow this hyperlink to the program home page.

March’s mentor of the month is Bailey Hendry.

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

Indigenous Student Advisor and Program Coordinator at The University of Manitoba

Briefly describe what you do in your current occupation:

Using a holistic and strength-based lens, I advise Indigenous students at UM on various experiences they encounter while pursuing their studies! I talk to students about anything and everything, such as academic successes/challenges, degree planning, course registration, navigating UM policies and procedures, personal or emotional matters that affect schooling, funding opportunities and much more! On the side, I also facilitate the Qualico Bridge to Success program and the Neechiwaken Indigenous Peer Mentor Program for first year Indigenous students to support their transition into university. The Student Advising profession falls under the larger field umbrella of Student Affairs, which is dedicated to supporting and uplifting students during their post-secondary journey.

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

Coming into university in my first year, I wasn’t quite sure of who I was and what university was going to do for me both personally and professionally. I knew I wanted to help people, but I wasn’t sure how I wanted to help with the idea of “helping professions” being so broad. I had also just discovered that I was Métis, and I didn’t really know what that meant for me. As I was moving through school, I slowly started to reconnect with my Métis heritage to better understand who I was and how I can connect that to my work post-graduation. One day, I decided to muster up the courage to go to the Indigenous Student Centre for the first time (I was in my fifth and final year of my degree), and it was the best decision I had made! I was able to set the imposter syndrome aside and meet a very caring Student Advisor (who I’m now happy to call my colleague and good friend) who offered me some food as I was cramming for an exam. That small gesture helped me feel like I belonged there and that there was no judgement around the fact that I was a reconnecting Métis citizen. I had wanted every student to feel the way I did on that day, so I slowly I found my way back to the UM to continue the work she inspired me to do, and I love it!

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

Many students may see advising as a transactional service where you go in, get the information you need and leave, but I see Student Advising as heart-work, meaning it can be emotional at times. It helped that I had peer support skills, coaching skills and spent time in the mental health field prior to joining the team because some days you talk to students who are really struggling. In my experience in helping professions and as a Métis person having received many teachings over my lifespan, I think it’s crucial that we approach our work with our heart regardless, but some days can be mentally taxing. It’s important that we care for ourselves in ways that make sense for us in those moments.

I also do a lot of tasks that work towards the bigger picture of program facilitation, like ordering food, booking rooms, purchasing supplies for workshops, and managing my program budgets. There is a lot that goes on behind the scenes to make programming happen!

What do you enjoy most about your job?

It sounds like a cliché, but I love spending time with the student’s the most. They are what keep me going every day, even on the particularly difficult days. I wouldn’t be in this job if it weren’t for them. This job also allows me to be super creative, which is one of my strengths. I’m able to take students out on field trips to build community, create new resources for students that will help them along their post-secondary journey’s and try new things with my programming when I feel like things need a switch.

I especially love when students stop by and share their successes with me as that is the best motivator to keep up with the good heart work… (hint, hint).

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

Each year we see an increase in Indigenous students starting their post-secondary journeys at UM for the first time. I think this speaks to the demand and need for transition programming! This also means that our larger office, the Office of the Vice President Indigenous, is ever growing, and we will need more people to help our mission of supporting students. The opportunities in Indigenous Student Affairs won’t come to an end any time soon.

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

Students who are interested in becoming an Indigenous Student Advisor should have a strong sense of organization, the ability to adapt quickly to changing workflows, the ability to put on various hats (advisor, program planner, facilitator, supportive listener, etc.), a creative outlook on student support and success, and a willingness to try new things! I think having trainings such as Applied Suicide Intervention Skills Training, Mental Health First Aid, program planning and project management, and case management could be an asset to the previously mentioned strengths. I feel it also helps to be comfortable being vulnerable. I share my story of navigating imposter syndrome, cultural reconnection and the challenges I faced during my undergraduate degree with students all the time because it often provides comfort to those students looking for support. Your story is worth sharing (within reason of course).

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

I have come to peace with knowing that it’s impossible to know everything. As a Student Advisor at ISC, we tend to advise students in all kinds of faculties and programs, so we need to know the resources to support them in program planning, course selection, policy navigation, and more. I remember during some of my first advising appointments, I struggled because there were questions I didn’t know the answer to. I put a lot of pressure on myself to know everything. This is unrealistic! In helping professions, we tend to put unrealistic expectations on ourselves to do the best of the best because we think nothing else will be good enough or the folks we work with won’t feel supported if we aren’t the best. I say that’s baloney! Imposter syndrome can really get the best of us, and it will help you to challenge those thoughts and take it one step at a time. You are the best you can be in this moment, and you belong here just like anyone else. Some of these lessons came to me early on in my volunteer work, and some of them came yesterday! We are lifelong learners, and I think we should honour that part of the human experience.

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

In my undergraduate years, I joined groups that helped me learn peer support and program planning skills. Joining teams such as the Neechiwaken Indigenous Peer Mentor Program or HealthyU are great first steps. Lead Neechiwakens (Mentors) in the Neechiwaken program learn about all things mentoring and how to support first year Indigenous students in various realms of their education. It also provides you with experiencing working one-on-one in a supportive capacity, which can be valuable for someone interested in pursuing a helping profession. Programs like Neechiwaken and HealthyU will also give you an understanding on what students are needing support for, and it helped me understand where I could fit my strengths and talents in to best support students.

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

As a Student Advisor, I liaise with many different staff positions at UM, like Indigenous Student Recruitment Officers, other advisors in different Faculties, student counsellors, case managers, student advocates, program coordinators and career consultants! We are all in the business of supporting students, so I enjoy being able to work alongside them in that goal.

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

After working in the Mental Health field for a couple years, I honestly think I realized that I missed the UM community after I graduated. It was a shock to leave that community and have to rebuild what community meant for me in the workforce. I was also burnt out from being in the mental health field, so I needed a change of pace. I was pulled back to UM thanks to the strong relationships I built within the UM Métis community in particular, especially when the UM Métis women’s sharing circle was happening during the pandemic. The strong Métis women I had gotten to know drove me to come back to a familiar space and place that I felt safe to be who I was. I am forever thankful of the experience I had working in mental health as it allowed me to reconnect with ceremony and build more skills through my roles, but I am very happy where I am now. I think it’s important for us to trust our gut and embrace change, no matter how scary it can be.

To meet with mentors like Bailey Hendry, 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, please follow this hyperlink to the program home page.

February’s mentor of the month is Vanessa Lillie.

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

Director of Cultural Integration, Office of the Vice-President (Indigenous)

Briefly describe what you do in your current occupation:

My role is to support Indigenous cultural integration at the University of Manitoba. I spend my time updating processes and policies that are culturally supportive and respectful, supporting UM community regarding respectful cultural protocols, creating more cultural spaces, supporting the well-being of Elders in Residence across all of the campuses, and support the integration of First Nation, Métis and Inuit cultures, histories, languages and ceremonies in a respectful way. I am also building a growing team to support this work and leading conversations to decolonize processes and policies.

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

I’m passionate about education for Indigenous learners. This led me to my role as the first Indigenous Academic Advisor in the Faculty of Arts, then my role as Student Advisor with the Cultural Portfolio in the Indigenous Student Centre. Being in this role as the Director of cultural integration makes a meaningful impact in creating improved learning spaces for Indigenous students.

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

In my role I am leading and building a growing team, ensuring processes and policies are culturally supportive and respectful of the Indigenous people and ways of knowing, doing and being. Creating workshops that support the UM community like the Territory Acknowledgement workshop and advising senior UM leadership. I also support all of the Elders in Residence across all UM campuses.

What do you enjoy most about your job?

The role of the Director of Cultural Integration is very broad and I like the variation in my daily work. I also enjoy supporting creating spaces that are inclusive of Indigenous people in a respectful way. I still enjoy any time I have to spend with students and working with my amazing colleagues in the AVPI – S Leadership team!

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

As organizations place a higher importance on truth and reconciliation, incorporating Indigenous pedagogy and decolonization, there will be an increase in opportunities for Indigenous graduates.

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

Traditional and cultural knowledge! This can’t be learned from a book but can only be learned by spending time with knowledge carriers, in ceremony and community and with elders.

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

Spend time with your families and elders listening to stories. Learn the history of your family, teachings, and cultural ways of your family and community. Learn your ceremonies, language and grow in who you are and find out what your gifts are. There are many kinds of education and they are all important.

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

In my career journey, I did not end up following the path that I began upon. That was ok! I spent time talking with my family quite often but I also had the benefit of being surrounded by wonderful mentors, aunties, and elders. When determining what was next, they encouraged me to put out my tobacco and do the next thing that felt right. This role wasn’t even created when I began my education, so it wasn’t a career option I imagined. I’m grateful to be in this role and have a perfect melding of my gifts, experience and education.

To meet with mentors like Vanessa Lillie, 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, please follow this hyperlink to the program home page.

January’s mentor of the month is Noah Wilson.

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

Senior Business Development Manager for the Indigenous Entrepreneur Start-up Program (IESP) at Futurpreneur Canada covering Manitoba, Saskatchewan, and Nunavut.

Briefly describe what you do in your current occupation:

I support Indigenous Young Entrepreneurs develop a viable business plan and financial projections to gain access to capital and a mentor for 2 years through Futurpreneur programs to help launch their Indigenous start-up or their Indigenous side hustle. I also work to build strong ecosystem partnerships to support clients in their navigation of resources for start-up entrepreneurs. Finally, I look for mentors who are typically experienced entrepreneurs or business professionals that are interested in giving back to the entrepreneurial community through the mentorship of one of the entrepreneurs going through our program.

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

While in University, my undergrad was focused on studying Indigenous Governance, economic development, and business fundamentals. In my studies, I learned about the United Nations Declaration on the Rights of Indigenous Peoples (UNRIP) and started to understand how socio-economic prosperity is a crucial step to achieving Indigenous self-determination and escape colonial systems of dependency that were designed to control our People. I started to want to learn the language of money and got an internship at RBC whilst in university. I soon became very interested in business as corporate Canada has an important role to play in economic reconciliation and I intend to be a leader in that space.

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

In addition to supporting Indigenous start-up businesses, I also work to build strong ecosystem partnerships to support clients in their navigation of resources for start-up entrepreneurs. Finally, I look for mentors who are typically experienced entrepreneurs or business professionals that are interested in giving back to the entrepreneurial community through the mentorship of one of the entrepreneurs going through our program. Based on my regional role, I am able to travel quite a bit to facilitate entrepreneurial workshops across Turtle Island and have been able to meet many Indigenous Leaders coast-to-coast in my travels.

What do you enjoy most about your job?

It’s incredible to be a small part in the launch of an Indigenous business and to watch an Indigenous Entrepreneur take an idea or vision and make it reality. It’s so inspiring to hear the stories and idea’s of the Indigenous Entrepreneurs I work with across Manitoba, Saskatchewan, and Nunavut. Being able to support them with ideation, market validation, business planning, and the launch of their Indigenous business is such a privilege to have the trust and an insider’s look into a new Indigenous Business.

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

The biggest change I’ve experienced in Indigenous entrepreneurship and small business is the massive increase in interest in entrepreneurship in our Indigenous Communities which include First Nations, Metis, and Inuit entrepreneurs across Turtle Island. Not only is their more interest in becoming Indigenous Entrepreneurs, the resources for Indigenous Entrepreneurship is increasing across the entire ecosystem as well.

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

It’s considered an asset to have a good grasp on fundamentals of business which you can acquire through courses at the Asper School of Business at the University of Manitoba. I took foundational courses in accounting, marketing, corporate finance, entrepreneurship, and commercial law amongst others that allowed me to have more confidence when I entered the workforce and my internship at a major bank. Nothing will beat the real-world experience and networks you can gather through internships that will also provide training for you to understand the industry. For example, I joined one of the major banks as an intern and started to learn the language, concepts, and best practices in banking which included day-to-day banking, lending, investments, estates, and more.

It’s important to get outside of your comfort zone and reach out to respected members of the organization to mentor, facilitate connections, and provide avenues for job shadowing opportunities in different areas of the organizations that you never knew you would be interested in. This skill will translate into building relationship management skills required to work with entrepreneurs as well as connecting them with industry supports who have expertise in their various areas of business start-up space.

The best way to understand entrepreneurship is to do it yourself or connect with someone who is an experienced entrepreneur. Many Entrepreneurs have grown businesses from side-hustles that gave them a better understanding of the nuanced challenges entrepreneurs face when scaling to a sustainable full-time business.

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

My advice to Indigenous Students at the U of Manitoba interested in Entrepreneurship is to connect with the Stu Clark Center for Entrepreneurship as students get priority support there to work with their staff as well as attending any webinars or events focusing on business through the Asper School of Business. Interact with organizations such as Futurpreneur, First Peoples Economic Growth Fund, Louis Riel Capital Corporation, North Forge, the World Trade Center of Winnipeg, and Community Futures amongst others to access resources and become familiar with the entrepreneurial ecosystem. If you could intern at a financial institution, it will give you a great foundation of becoming familiar with the banking system and lending requirements that are important to understand for helping entrepreneurs access capital for their start-ups.

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

Stu Clark Centre for Entrepreneurship is the starting point for Students at the U of Manitoba interested in Entrepreneurship as they are familiar with and have connection to the entrepreneurial development ecosystem. Get involved in student leadership.

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

The single most impactful thing I have done for my career is build relationships with more experienced people in the industry I’ve been interested in. It’s important to seek mentorship from experienced and respected members of an organization or institution. Ideally, you should have several mentors in different areas of the community who will help you keep informed about opportunities, resources, events, and connections that can help build your career. Be willing to volunteer your time to build relationships with key people in the community so that they can begin to champion you and your development. Many of the key connections I made in my career journey were made as a result in getting involved in student leadership such as my time being the co-president for the U of M Indigenous Students Association and running for the Indigenous Student Representative for the University of Manitoba Students Union (UMSU). You will also build connection with ambitious peers who you never know where they will end up in the workforce and opportunities for collaboration.

To meet with mentors like Noah Wilson, 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. Learn more about the Indigenous Career Mentor Program and register.

November’s mentor of the month is Dr. Justin Rasmussen

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

Director, Indigenous Leadership Programming, Office of the Vice-President (Indigenous)

Briefly describe what you do in your current occupation:

I work in Student Affairs, a field focused on supporting the holistic development of students in post-secondary institutions. This includes services like academic advising, counseling, career services, and leadership programs, all aimed at fostering student engagement, diversity, inclusion, and community building to ensure overall student success and well-being.

As the Director of Indigenous Leadership Programming within the Office of the Vice-President Indigenous, I lead a dedicated team that supports Indigenous students through culturally centered and identity-affirming leadership development and community engagement initiatives. We oversee impactful programs such as the Bison Spirit Indigenous Leadership Program, Indigenous Circle of Empowerment, UM Indigenous Birding Club, and the soon-to-launch UM Indigenous Student Community Volunteer Program. Our goal is to create opportunities for students to discover their gifts, develop leadership skills, celebrate their identities, and build meaningful community connections. Through these programs, we strive to support Indigenous students in achieving their academic and personal goals while honouring Indigenous values and knowledge.

What initially sparked your interest in the career you have chosen for yourself? During your career journey what support(s), resource(s), and/or event(s) influenced your decision-making process?

My passion for supporting Indigenous students and my love for innovation led me to a career in Indigenous student affairs. I have always admired the work of Indigenous faculty and student affairs professionals across Turtle Island, who have made significant strides by centering Indigenous ways of being, knowing, and wellness into post-secondary environments. These efforts have improved institutions for all students and have been made possible by outstanding Indigenous leaders who have created lasting structural changes.

My own university experience, while deeply transformative, was not without its challenges. I was fortunate to find small, safe spaces within the university that supported my growth, thanks to incredible mentors and supervisors. My research, both as an undergraduate and graduate student, offered me opportunities to meet people from diverse backgrounds and visit places like Costa Rica and New Zealand—experiences I had never imagined before attending university. Such profound experiences inspired me to pursue a career where I could create similar transformative opportunities for other Indigenous students at UM.

While we have made significant progress, there is still much work to be done to ensure all Indigenous individuals have access to safe, supportive, and enriching environments. I am committed to advancing these efforts and feel fortunate to contribute to creating spaces where Indigenous students can thrive and achieve their academic, professional, and personal goals.

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

One lesser-known aspect of my position involves writing nominations, letters of support, and letters of reference. Being in a privileged position where I witness students’ leadership journeys firsthand, I have the opportunity to advocate for them in various contexts, such as prospective employment, academic programs, and other opportunities. This allows me to speak to their growth and achievements, highlighting the importance of leadership skills in any career.

Another responsibility that often goes unnoticed, but is quite time-consuming, involves the financial responsibilities associated with my role. I spend a considerable amount of time reviewing financial statements, preparing budgets, and approving expenses. These financial tasks are crucial for ensuring the sustainability and effectiveness of our programs and initiatives, allowing us to continue providing valuable support to Indigenous students.

What do you enjoy most about your job?

What I enjoy most about my job is seeing that moment where students realize their potential and their agency in being great community members and creating a good life (Minobimaadiziwin) for themselves and their families. While I take great pride in seeing students succeed academically, earn their degrees, and secure amazing jobs, what I cherish most is observing the lifelong friendships that form among students in our programs. These connections foster a profound sense of belonging, well-being, and community, creating a supportive environment that enriches the lives of current students and extends beyond their time at the university.

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

I anticipate that the field of Indigenous student affairs will continue to expand as more Indigenous students pursue post-secondary education. We are witnessing an increasing number of Indigenous students not only graduating with degrees but also finding success in employment after graduation. Additionally, there’s a growing trend of Indigenous students and alumni being called upon by their communities to take on leadership roles.

To meet these evolving demands, post-secondary institutions will need to place a greater emphasis on leadership education. It’s essential that we prepare students not only with academic and technical knowledge but also with the leadership skills and networks necessary to excel in these roles. This comprehensive approach will ensure that students are well-equipped to become effective leaders in their communities and workplaces, enabling them to make a positive and lasting impact.

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

In this field, excelling requires wearing many hats and being proficient in various areas, as the role is ever-changing and evolving to better serve Indigenous students. It demands emotional capacity and fortitude to undertake the work of decolonizing higher education. Creativity is essential for reimagining educational practices by reintroducing Indigenous ways of being and values, which support more effective learning and healthier relationships. An impeccable attention to detail is crucial to ensure that all events and meetings we lead run smoothly. Additionally, strengths in marketing, sound decision-making, planning, problem-solving, empathy, listening, event planning, public speaking, relationship building, and communication are all valuable assets in this field. These skills collectively contribute to creating a supportive and enriching environment for Indigenous students.

What is a piece of advice you would offer to Indigenous students interested entering your field? Are there any resources you feel could support Indigenous students interested in this career path?

For Indigenous students interested in entering the field of student affairs, I would recommend actively engaging in student leadership roles during your time as a student. The experience and skills gained from these roles are incredibly valuable and transferable to many careers within post-secondary institutions. Additionally, seeking out work-study positions can provide hands-on experience and a clearer understanding of various jobs in student affairs, helping you determine if this career path is right for you.

Participate in as many leadership program opportunities as possible to gain insights from a diverse range of perspectives. Finding a mentor can also offer invaluable guidance and support as you navigate your career path. If you’re considering leadership roles within post-secondary institutions, pursuing advanced degrees such as a Master’s or Ph.D. in Higher Education and Student Affairs can be beneficial.

Lastly, attending professional conferences and joining associations like ACPA and CACUSS can keep you informed about the latest innovations and best practices in the field and is a good way of staying updated and connected with others in the profession.

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

In my work, I feel incredibly fortunate and privileged to engage with a diverse range of people from various fields. I am especially grateful for the opportunity to spend time with and learn from Elders, Knowledge Keepers, and Lodge Keepers, whose wisdom profoundly enriches my perspective. Our programs also connect students with Indigenous leaders across a broad spectrum of sectors, including governance, health, business, social work, advocacy, law, media, food, design, science, engineering, and academia. The knowledge and insights shared by these leaders are invaluable.

Additionally, I am privileged to learn from the dedicated individuals who volunteer and work on the frontlines of our community. Their commitment to service and leadership teaches me much about caring for others and the essence of effective leadership. I am deeply appreciative of the opportunity to learn from such a diverse and caring group of people.

To meet with mentors like Dr. Justin Rasmussen, 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, please visit the program home page.

October’s mentor of the month is Sadie Lavoie

What is your position title and where do you currently work?
Program Coordinator of Indigenous Leadership Programming

Briefly describe what you do in your current occupation:
I coordinate Indigenous student leadership programming with the office of V.P. Indigenous, providing quality professional development training that is culturally relevant to Indigenous students at the UofM. I connect Indigenous students with various Indigenous leaders across multiple sectors, combining traditional knowledge systems and culture to foster wrap-around support for student leadership development.

What initially sparked your interest in the career you have chosen for yourself?
I have always gravitated towards exciting opportunities to increase my own leadership development when I was a student and I carried that forward several years later as a community organizer, educator, artist and activist here in Winnipeg. I always knew that the pieces of knowledge and experiences that I gathered would eventually be beneficial for other young Indigenous people at some point in my life. I’ve always had a passion for teaching what I’ve learned from Elders and other Indigenous role models, and so it was important for me to find ways to bridge Indigenous knowledge and culture into the contemporary context of decolonization within an education institution. I believe it is vital for our collective well-being as Indigenous people to share wisdom with other Indigenous youth as we move towards a more just future for us all.

During my time as a student, I helped create history by passing the first-ever Indigenous Credit Requirement at the University of Winnipeg, and so I wanted to carry that same energy into the work I do for Indigenous students here at the University of Manitoba. However, I felt it should be more tailored to their needs rather than reacting to inequities and solely focusing on non-Indigenous people’s education about us. I knew that it was not only important to address inequalities within education, but eventually realized that it can be more important to build up a healthy community and pass on the torch of success to other up-and-coming Indigenous student leaders In Manitoba rather than always trying to fight oppressive systems on my own or with limited people with limited resources. It was special to be part of something that evolves, adapts, and grows along with the community it serves.

What are some lesser-known duties or work outcomes your role is responsible for that people may not be aware of?
That’s a good one. I do more finance things than most people realize but this was mainly due to shifting from an assistant position to the program coordinator position within less than a year and juggling between both positions as we are in the middle process of hiring someone new to fill my previous role. I learned a lot in my previous role but it is one of those things that you become more aware of when you’re managing multiple programs, just how much of a workload it can be to coordinate and ensure we have all our t’s crossed and I’s dotted to ensure everything runs smoothly and we’ve taken in consideration many factors before we move forward with anything. I also think my decade of experience in community organizing definitely came handy, as I had lots of experience with event planning, managing finances, and maintaining relationships within the Indigenous community.  

What do you enjoy most about your job?
The students!! Ugh, they bring me back and they sure get me excited for continuing my own education endeavours. But seeing their growth in the short period of time I’ve gotten to know them, makes me excited to witness the greatness that they will do in the years ahead. It makes me proud that I was just a small part of that and I only want to be of service to them and support them as much as possible. They’re all so unique and special, and it only affirms my goal to be a professor someday. Their success is all of our success as Indigenous peoples because it will be them who truly change this world for the better and that’s so special to me.

 What are some changes you’ve experienced in your field, or changes you anticipate happening in the near future?
Well, I think we’ve seen so much change already, but I truly believe we are only scratching the surface when it comes to Indigenous success and incorporating Indigenous pedagogies into University institutions across Canada. There is so much yet to be done when it comes to decolonizing education and challenging oppressive systems that have historically been used to eradicate our languages, cultures and ways of life, that it will be Indigenous students, staff and faculty that will be trailblazing the ethical and equitable future, and so Indigenous leadership will become the saviour for educational institutions striving towards reconciliation across this country. Our wisdom has been ignored for so long and our knowledge has not received the respect and recognition it rightly deserves, and it will be the Indigenous leaders who will prove that time and time again, nothing about us without us, and we are on the new frontier of decolonization and systemic justice.  They need us more than we need them, and they are recognizing that true reconciliation cannot be imposed or top-down but driven by the fact that students are setting a higher standard for everyone to achieve, and we must heed that call with excitement that a better future is achievable together.

 What are some strengths, specialties, and characteristics that are considered assets in your field?
I believe that it’s important to be very proud and confident as an Indigenous person with the bits of knowledge and experiences I carry with me. I am a two-spirit Anishinaabe who grew up in my reserve for most of my life, and I was told many times growing up how little I deserved in this world by many non-Indigenous people so that kickstarted my drive to prove to them and myself that I am worthy and capable of successes and that I wasn’t going to let hurdles or barriers stand in my way. However, that doesn’t mean that just because one’s path was difficult doesn’t mean that it must be difficult for everyone else thereafter. So, I made it my mission to try my best to help others along the way and to share as much as possible about what I learned along my journey as an academic and as an activist within the community. I think it’s an asset to be a trailblazer but it’s more important about making space and widening opportunities for more Indigenous youth to benefit from as well.

What is a piece of advice you would offer to Indigenous students interested entering your field?
Do it up! Whatever you think your gift is, spread it and share it with others as much as you can. The Creator gave us all gifts and we have to utilize them. If your gift is to trailblaze in the field of research, go for it. If your gift is to write and teach others, speak up! If your gift is to create and spread beauty, never give up! There is not one way to be a leader, they are all valid and are all needed during this time of Indigenous resurgence. That to me would be honouring our ancestors and Creator.

 Are there any resources you feel could support Indigenous students interested in this career path?
Money. Money always helps. Canada is beyond rich from colonialism. I truly believe we must be financially supported during this time of reconciliation and decolonization, because not only are we facing intergenerational traumas and oppressive hurdles that have set us apart from so many other Canadians, but we are also pushing and learning two worlds at the same time. It’s not easy to be Indigenous and struggle to constantly keep our chin up in this economy post-COVID while we support so many people within our own families and communities. I think it’s important that finances not be a barrier to our success and that repatriations are necessary for our well-being, knowing we are valued and supported in a historically colonially oppressive system. We are putting in a lot of work for the benefit of all Canadians and that should be recognized and respected. In my opinion anyways. Lol.

 Within your industry or field, what are some related occupations that you interact with and/or find interesting?
We work closely with the Indigenous Cultural Integration dept, as well as the Indigenous Student Recruitment and Indigenous Student Centre units. I also find the Access Programs interesting as well and always want to find ways to collaborate or integrate our programming to provide wrap-around support for all Indigenous students looking for leadership development.

During your career journey what support(s), resource(s), and/or event(s) influenced your decision-making process?
I think attending every Indigenous event I could juggle within my schedule helped me build my networks and it later helped me maintain positive relationships with other influential Indigenous leaders throughout Canada who inspired me to find ways to collaborate and connect in the future. I am always keen to learn from others in various fields to see what makes people passionate about what they do, and I’ve always noticed that Indigenous people are fundamentally healers, givers and creators. We are always looking for ways to fix things or how to make things better than when we first got them, and I find that so exciting when you chat with people from all over the place. There are always new cool things in the works, and it makes working within an education institution all that more exciting because it’s like we’re on the verge of so many breakthroughs, especially when it comes to breaking barriers, promoting intersectional healing and groundbreaking research. I’m a big nerd when it comes to learning new things, so it’s fun to just be part of a thriving Indigenous community here that wants to make positive change for our broader community.

To meet with mentors like Sadie Lavoie, 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.