The Indigenous Student Centre (ISC), in partnership with the Access Program hosted the 2nd annual Back-to-School Giveaway for UM Indigenous and Access students. Held during the first week of school, this event offerstudents the opportunity to shop for free household items. 

“The giveaway made me feel like I am starting the year with the support of the Indigenous community on campus,” says Amari Dion-Hart, an Indigenous student at UM. “Starting off in a good way, I was able to grab some home necessities such as containers for lunches and dish soap – these are things that may seem small, but they go a long way!” 

UM Indigenous community and friends came together to support the event by donating gently used household items.  

Many students may not be able to bring all their belongings with them when they leave their home communities, which can leave their new homes in Winnipeg feeling lonely and empty. ISC wants to make a direct impact on students’ lives by letting them know that they are there to support them holistically during their academic journey.  

“The goal of the Giveaway is to help alleviate some of the financial stress that students may feel as they start the new academic year,” says Denise Proulx, ISC Student Advisor and Program Coordinator. The cost of coming to school can become expensive very quickly when considering groceries, clothing, household goods and school supplies – especially for those moving to the city for the first time.” 

Students who attended the event were invited to leave notes of gratitude and were entered to win a “Refresh Your Space” prize, which was generously donated by the Blankstein Momentum Program and Access Program.    

“I am grateful to the UM Indigenous community, our generous donors and the dedicated staff whose support made the giveaway possible,” says Proulx. “This initiative honours the Indigenous value of sharing abundance, reflecting our collective commitment to supporting students. We are proud to honour this tradition while also acting sustainably to protect Mother Earth. It’s heartwarming to see our community come together to offer not just essential items, but also a strong message of support and belonging.” 

Next year, ISC is planning to expand the Giveaway to give them the ability to reach more students and accept a larger amount of donations. 

Any remaining items were donated to Centre Flavie-Laurent.  

For questions on this initiative, please visit the front desk in Migizii Agamik – Bald Eagle Lodge (114 Sidney Smith St., Fort Garry campus), call 204-474-8850 or email isc@umanitoba.ca. 

Chloe Ellerbrock

“I loved connecting with my mentee. Being a mentor is a reciprocal relationship where both mentees and mentors learn from each other,” says Ellerbrock. “My mentee and I would collaborate on ideas and share stories from our lives in a dynamic relationship that made me look forward to meeting with my mentee and fellow Indigenous students.”

The Neechiwaken Indigenous Peer Mentor Program helps first-year students in the Qualico Bridge to Success (QBTS) Program transition to university life by promoting student engagement and a sense of belonging on campus. The term Neechiwaken means “friend” in Cree.

The program matches first-year QBTS students with experienced Indigenous students called Lead Neechiwaken mentors who provide academic and social support as well as ongoing advice. Mentors are Indigenous students in any year of study, faculty or program.

The program provides all members with social, academic and cultural learning opportunities, peer-to-peer support, activities to support community building and the opportunity to be a Neechiwaken (friend) to one another.

Bailey Hendry, ISC student advisor and program coordinator, says the past year’s cohort of students were a lot of fun and really seemed to enjoy spending time together.

“We do a lot of activities that get us socializing and crafty,” says Hendry. “One of my favourite nights was our Halloween party in collaboration with the Blankstein Momentum Program. We all carved or painted pumpkins, wore costumes and listened to Halloween music after we shared a meal together. Meals are a common occurrence in our programming and provide us with the opportunity to connect in other ways that are rooted in culture and belonging.”

Ellerbrock says that the program builds a sense of community.

“Indigenous students come together in a safe space to learn from and enjoy one another’s company,” says Ellerbrock. “The UM is a huge environment that welcomes individuals from all walks of life, which can make it a bit difficult to meet people. This program has introduced me to many individuals that I now call friends and spend time with outside of program meetings.”

Students who become a Lead Neechiwaken have the benefit of meeting other Indigenous students, providing support and friendship to a first-year Indigenous student, gaining experience in mentoring and leadership skills and receive training on peer support and active listening.

There are monthly meetings that allow for both Lead Neechiwaken mentors and Neechiwaken mentees to take a break from school and connect with the community. Being a mentor and taking on the Lead Neechiwaken position is recognized in the Experience Record as well; and students can expect to have their experience added if they meet all the requirements throughout the academic year.

Hendry believes that mentoring is important because it gives students the opportunity to build trust with each other, provides a safer space for learning and allows everyone involved to engage in learning new things together. She adds that, as Indigenous peoples, community, mentors and Elders are the sources of guidance often needed to feel a sense of belonging.

“Many mentees have mentioned that they found their mentors to be an incredible source of support and guidance throughout the year,” says Hendry. “The friendships that are built are by far the best part and the monthly meetings provide students with the opportunity to form those friendships in a space like Migizii Agamik that is safe and familiar to them.”

Ellerbrock encourages anyone who is considering becoming a Lead Neechiwaken mentor to apply.

“Being part of Neechiwaken has allowed me to assist other students to achieve their goals as I am striving to achieve mine. I was taught to always give back to our community and to share when we have bounty,” says Ellerbrock. “With the Neechiwaken Indigenous Peer Mentorship Program I was able to do just that while learning from my own mentees. Bailey made the program super welcoming and inviting. She is very easygoing, which made talking to her about anything no problem at all.”

If you or someone you know may be interested in becoming a Lead Neechiwaken mentor please visit the Neechiwaken Indigenous Peer Mentor Program webpage.

“The program sounded helpful and as this was my second time applying to the University of Manitoba through the mature student route, I really needed to succeed,” he says.

And that’s exactly why the Blankstein Momentum Program (Momentum) exists. Offered by the Indigenous Student Centre, it connects Indigenous students like Rear with UM resources that will support them through their academic journeys. Whether a returning student needs help getting back on track, elevating their GPA or connecting with the Indigenous community, Momentum provides Indigenous students with the tools they need to succeed.

Through the free program, students can access holistic programming like biweekly workshops, advisor meetings, access to tutors, group activities and cultural/spiritual care. It also helps familiarize Indigenous students with available UM resources, policies and supports in a safe, culturally inclusive environment.

Scott Rear.

“It pointed me in the right direction to access various supports, even during the COVID-19 pandemic,” says Rear, who is now pursuing an advanced bachelor of arts in Indigenous governance, majoring in Indigenous studies and minoring in business.

Coming out of virtual classes, Rear says a sense of community was more important than ever. He cites the connections he made with the Indigenous campus community as one of the program’s biggest benefits.

“Momentum gave me the opportunity to connect with other Indigenous students, something that had not existed the first time I attempted university in the 2000s,” he says. “It was very helpful to connect every other week and feel like you’re not doing it alone—you’re part of a community of people trying to achieve the same goal.”

The program uses a checklist to help students stay on track, and those who complete its requirements are entered into tuition prize draws at the end of the year.

“For a first-generation university student like me, this program was extremely helpful in bettering my understanding of university. It played a major role in my success, and the staff were all incredibly friendly, helpful and supportive,” says Rear, who is Red River Métis and a citizen of the Manitoba Métis Federation, with family lines including Dauphinais and Lavallée from St. François Xavier, the White Horse Plains and St. Boniface. He is also the elected secretary of the MMF Bison Local.

“I would highly recommend this program—and have recommended this program—to other Indigenous students.”

Momentum runs from late August to the beginning of April. Applications are now open. Learn more and apply on the UM website.

The Blankstein Momentum Program is generously supported by University of Manitoba alumna Dr. Marjorie B. Blankstein [C.M., O.M., B.A. (Man.), M.S.W. (Minnesota), LL.D. (Man.)].

“I applied because I figured it would be a good way for me to connect with the Indigenous community on campus,” says first-year Métis student Avangeline (Ava) Anderson. “I have met tons of people I probably would not have met without it, and it has given me support that I might not have reached out to otherwise.”

Thanks to a donation from real estate development company Qualico, the Indigenous Student Centre (ISC) is able to support student success through the program, which helps to facilitate the transition of new Indigenous students into post-secondary education at the University of Manitoba. It offers pre-orientation activities, academic learning support, advising, peer mentoring and special events that enhance their first-year experience.

One of the most popular components of QBTS is the Neechiwaken Indigenous Peer Mentor Program, where new and experienced students are paired together to engage in a reciprocal process of sharing knowledge, skills and expertise. In this peer-mentor relationship, new students are supported through their transition into university life and experienced students build on their leadership skills.

“With the QBTS program, the whole goal is to facilitate the transition in a holistic way, one that touches on the spiritual, physical, mental and emotional strengths they already have,” says Bailey Hendry, program coordinator and student advisor with ISC. “Maybe they [get the most out of the program] by connecting with others through orientation, coming to see me as an advisor or joining Neechiwaken—it’s up to the student in terms of what empowers them.”

Avangeline Anderson.

The QBTS program also helps build a sense of belonging on campus. “QBTS provided a very welcoming and positive environment full of friendly faces,” says Anderson, who plans to enter the Faculty of Nursing.

“This is a really fun program, filled with amazing and friendly people who are there to help you if you ever experience troubles academically. I know which faculty I am planning on going into now, and I can thank this program and its advisors in helping me decide,” adds Xavier Kent, a QBTS participant from Sagkeeng First Nation. “I would most definitely recommend this program to all first-year Indigenous students.”

Applications to join the Qualico Bridge to Success and Neechiwaken Indigenous Peer Mentor programs open on May 8. Interested applicants are welcome to contact the Indigenous Student Centre at any stage of the admission process.

“I’ve seen a lot of students achieving their goals [with support from the program], which is awesome to see,” says Hendry. “Getting to know them and hearing about their successes has been so special.”

To learn more and for details on how to apply, visit the Qualico Bridge to Success webpage and Neechiwaken Indigenous Peer Mentor Program webpage.

During our recent conversation, Raihanah (currently a fourth-year psychology student) spoke of finding a home in the residence community both as she’s worked towards her academic degree and during her three years as a Don. As she’s found her voice and become part of the community, she’s experienced the residence as a place where she could try new things and build life-long friendships. 

“The college residence has allowed me to step outside my comfort zone and build leadership and community skills. I was nervous yet excited about what it offered when I walked into the college. From the benefits students receive at the residence, like the delicious Daily Bread Café food, accessibility to events and academic help, it’s an accessible accommodation for all students.” 

Living at St John’s college residence offers students more than just a place to live. Students are welcomed into the community through events, connections with staff, and the following benefits that come with your stay:   

• Weekly meal plan from the Daily Bread Café, including snacks on Sunday night and during exam periods 
• Affordable laundry services   
• Student council opportunities to build professional development   
• Access to monthly events planned by the student residence council   
• Access to St John’s college services, including St John’s library, Daily Bread Café, lockers, college classrooms, and Chapel and Chaplaincy services.   
• Dedicated lounge 
• Housekeeping services include cleaning, vacuuming, dusting, and garbage removal.   

Whether you’re an international or domestic student, everyone is welcome to St John’s college residence. In hosting students from all over the world, we are a diverse community that looks to bring people together to build community.   

For residence rates and information, click here to visit our website.   

To submit your application and join our residence, click here to apply!   

For more information about our residence, contact Matthew Bowman, Dean of Residence.   

Nicole MacIntosh will soon graduate with a Bachelor of Commerce (BComm) degree from the Asper School of Business after these years of struggle.

MacIntosh is also a member of Indigenous Business Education Partners (IBEP) at Asper, which provides a welcoming community and services—tutoring, scholarships, networking opportunities—to First Nation, Inuit and Métis students studying commerce at Asper. IBEP also supports students who intend to pursue a degree at Asper.

It was through IBEP that MacIntosh was eventually able to enroll in the BComm program. The additional support and guidance from IBEP helped her understand and meet her degree requirements, all while connecting her to other Indigenous business students.

As she worked toward acceptance in the program, she still struggled and was eventually diagnosed with ADHD—suddenly her years of academic difficulty had an explanation.

“My whole life makes sense now,” she says. “For 27 years, I was struggling and didn’t know why. I hated school my entire life, but I knew it was where I needed to be. Suddenly, I had an explanation for why I felt this way, and I could access resources to address these difficulties and enjoy learning.”

With these resources and a better understanding of herself, MacIntosh went to Riley Proulx [BComm(Hons)/19], IBEP program recruiter and advisor, to ask how she could improve her GPA to finally get into Asper. Proulx suggested the Blankstein Momentum Program, held at Migizii Agamik (Bald Eagle Lodge), home to the UM Indigenous Student Centre.

MacIntosh applied and quickly fell in love with the program, cherishing the biweekly meetings and workshops and feeling bolstered by the community and sense of belonging she found there.

After officially enrolling in the Asper BComm program in fall 2022, she began to feel that she could achieve more and that she had the security to engage in Asper beyond her classes.

“I realized I had a great support system, so I thought maybe this is a good time to get more involved with the Indigenous Asper community,” she says. “I also felt that I needed more experience in business to develop more of that skillset.”

She joined University of Manitoba Indigenous Commerce Students (UMICS) as an executive assistant and events coordinator and became a peer mentor at the Neechiwaken Indigenous Peer Mentor Program.

MacIntosh’s success and persistence through her undergraduate degree had a lot to do with community. At IBEP and in the Momentum program, it was the reminder that people at UM, at Asper and within Indigenous communities across campus were invested in her success.

“At Momentum, they held me accountable—I had to care about school because I had people who wanted to hear about my classes and academic life,” she says. “At IBEP, the team is there for you when you need. Sometimes that means you just want the check-in every six months or so, which is part of the membership; sometimes you reach out for more help, and they are there for you 100%.

“Meaghan [McNeill [BComm(Hons)/19], IBEP program support and engagement] would make me a coffee if I asked and gave me a notebook once when I realized right before class that I’d forgotten mine. They are a safety net. They’re there for us.”

Today, MacIntosh works for the Government of Canada and hopes to advocate for Indigenous communities and pursue work that helps others in the future. She always knew that education was important to her—that it was something she wanted and something she was willing to work for. The resources she accessed and the communities at Asper and UM that welcomed her provided her with what she needed to be resilient, work hard and succeed.

Investing in student success involves resources, workshops, tutoring, funding opportunities and the like. But often the first step is creating communities where students know that there are other people who see their potential and their struggles and truly care about their success.

Faculty of Science student Kyla Fidler recently took part in the Qualico Bridge to Success program (QBTS), which supports Indigenous first year students as they adjust to post-secondary school. The program offers spiritual, mental, emotional and academic support to Indigenous students as they strive for success at such a key point in their personal and professional development.

One of the program’s most unique aspects is that it helps build a strong sense of community for UM’s Indigenous students, especially beneficial to those who are pursuing a degree as mature students or for those whose high-school-to-university transition fell in line with the COVID-19 pandemic. The latter was the case for Fidler, who found the change from high school to university more difficult as she knew fewer people going into UM.

Kyla Fidler

Offered through the Indigenous Student Centre, QBTS programming provides culturally-relevant resources to First Nations, Métis and Inuit students through a variety of activities and events. These include the Neechiwaken Indigenous Peer Mentorship Program, check-ins with academic advisors, and connection to a cultural community on campus, all of which are specifically organized to help QBTS students find success.

“It really made the transition from high school to university a lot smoother since I had an opportunity to learn and ask questions before university even started,” says Fidler, referring to the program’s Qualico Boot Camp. This pre-orientation event delivers detailed information about UM campuses, allows students to meet fellow students, faculty and staff, and delves deeper into what being a university student means or can look like. Many students may even be hearing most of the information for the first time, in which case, the event will foster an informative yet fun and accessible atmosphere.

“Having the opportunity and the push to go see an academic advisor really changed my trajectory in university because I feel like I had a better understanding of what I was supposed to be doing early in my education,” Fidler adds.

She was also able to attend multiple social events to alleviate stress and anxiety around the student experience, provided with a space to bond with her peers, and encouraged to connect with other students in different classes. After spending a full year with the QBTS community, she can confidently say it’s been a pleasure to watch herself and her fellow students progress and grow through their early education: “We became more confident and comfortable in the university space,” and established a strong support system for each other right at the start of their journey at UM.

Her advice to other students in a similar position, starting out at university and trying to figure out their next steps?

“Do not be afraid to reach out ask for help,” Fidler says. “Everyone has been in your shoes before and feeling the same way as you are.” Help-seeking behaviour is a crucial part of every person’s skillset, and QBTS certainly shows the direct value of taking the leap, asking questions, and to leave no stone unturned when it comes to curiosity.

After finding success in the program, Fidler followed her passion for wildlife conservation and has since taken on a position at Wildlife Haven Rehabilitation Centre.

The Qualico Bridge to Success program is accepting applications for the 2023-2024 academic year. Interested applicants can apply today, or contact the Indigenous Student Centre at isc@umanitoba.ca, for any questions. Prospective students must submit an application to UM prior to applying to QBTS.

The Qualico Bridge to Success program at the Indigenous Student Centre is made possible thanks to the generous support of Qualico, a leader in real estate development based in Winnipeg, Manitoba.

ISC student advisor and program coordinator Bailey Hendry says the QBTS program nurtures the spiritual, physical, mental and emotional strengths of Indigenous students to ensure they’re as successful as possible in their first year of study.

“When I was a first-year student, I would have loved a program like this for myself to help me build community right off the hop,” says Hendry. “This program can really step in and provide that support for students—a sense of belonging and the initial push to build friendships on campus.”

Students have access to academic supports in Migizii Agamik, such as tutors and the Learning and Reading Coach and can attend workshops that help them learn new skills for their studies. With the return to in-person learning at UM, this year’s QBTS participants also had the opportunity to participate in cultural outings like a nature walk with the Land and Water program and a visit to Festival du Voyageur.

In addition to QBTS programming, participating students can apply to be matched with a Lead Neechiwaken (mentor) in the Neechiwaken Indigenous Peer Mentor Program. Neechiwaken is a Cree term meaning friend, and the program provides students with the opportunity to be a Neechiwaken to one another. Mentors are upper year Indigenous students who provide academic and social support and ongoing advice. All members in this program experience social, academic and cultural learning opportunities, peer support and community building activities.

“Building community and feeling a sense of belonging both on and off campus is important to student success, and that’s what this program aims to do,” says Hendry.  

This year, QBTS held its first family-oriented event that saw students bring their families together to celebrate their first-year successes while sharing a meal. Hendry hopes to incorporate more family involvement in the program going forward.

Demi Quill, a student who was part of this year’s cohort of QBTS and Neechiwaken students, spoke at the event and shared her experience with Qualico.

“I was a little shy at first, but Qualico Bridge to Success supported me by helping me develop a sense of community for myself,” says Quill. “I found support here on campus and made so many new friends.”

Applications to join the Qualico Bridge to Success program are now open and Hendry says she’s excited to welcome a new cohort of first-year Indigenous students.

“I think it will be an exciting year – and none of it would be possible without the generous support from Qualico. They have been instrumental in helping us to support students who are transitioning to university for the first time,” says Hendry.

And Quill has some words of wisdom for other first-year Indigenous students looking to join the program.

“My advice to you is if you work hard, you will reap the rewards,” says Quill. “And most times, it’s way better than you expected. What you want is on its way to you, what you need is already within you.”

To learn more about the Qualico Bridge to Success program and for details on how to apply, visit the UM website.

One of the largest indoor pow wows in the province, this annual celebration is a way for UM staff, students and faculty to connect with the next generation of Indigenous leaders.

This year’s event – the 34^th annual – will take place on May 6 at the Investors Group Athletic Centre on UM’s Fort Garry campus.

“We are excited to once again bring community together to recognize the academic achievements of our graduates while celebrating our culture,” says Carla Loewen, chair of the pow wow planning committee. “We look forward to this special day where everyone is welcome.”

All Indigenous graduates (First Nations, Métis, Inuit) are encouraged to participate in the Annual Traditional Graduation Pow Wow.

Other University of Manitoba students, graduates, alumni and community members are invited to attend and show their support for the achievements of this year’s Indigenous graduating class. The event is free for all.

Event schedule

9:45 a.m. – Pipe Ceremony

12:00 p.m. – Grand Entry

1:30 p.m. – Honouring the Graduates

3:30 p.m. – Feast

4:30 p.m. – Intertribal and Category Dancing

7:00 p.m. – Closing Prayer

POW WOW 101 / FREQUENTLY ASKED QUESTIONS

WHAT IS A POW WOW?

Pow Wows are a traditional ceremony where people come together to dance and sing in celebration of life and the living. It is a time for communities to gather to visit, dance, sing and celebrate culture and each other.

WHO CAN ATTEND?

Everyone is welcome to attend!

IS THERE AN ADMISSION FEE?

No, admission is free.

ARE MASKS REQUIRED?

Please refer to UM’s Covid-19 website for up-to-date information on COVID-19 protocols.

IS THERE A DRESS CODE?

There is no dress code for audience members; however, please dress modestly. For example, don’t wear a t-shirt with curse words on it. You’ll probably want to wear comfortable footwear. If you are wearing a hat, please remove it during the Grand Entry, Invocation, Honour, Memorial, Flag, Veterans and Closing Songs.

THIS IS MY FIRST POW WOW. DO I HAVE TO SIGN UP? WHEN I ARRIVE, WHERE DO I GO?

Welcome to your first pow wow! No sign-up or registration is required – you can just show up. All guests and visitors are asked to enter the pow wow via the third-floor entrance. When you come in through the main entrance, take the stairs directly in front of you. If you need an elevator, there is one located to the left of the stairs. Once you enter the pow wow, you can sit anywhere in the stands/bleachers.

WHO ARE THE KEY PEOPLE AT POW WOWS?

The arena director is responsible for coordinating the dancers, drum groups and special guests who take part in special events and ceremonies at the pow wow.

The master of ceremony (or emcee) is responsible for announcing the events and guiding the pow wow. He/she keeps the order of the drum groups, explains the dances and protocols, tells jokes and announces events.

And of course, UM’s Annual Traditional Graduation Pow Wow exists to honour the Indigenous graduates. Please help us congratulate them on their successes and wish them well.

We also have many volunteers who can help answer questions.

WHAT IS A GRAND ENTRY?

A Grand Entry signals the official beginning of the pow wow. It’s the time for the people involved to line up for a procession that brings them into the pow wow arena. It is lead by the Eagle Feather Staff, which, for many people, is a national symbol and flag. This Staff leads all other staffs and flags in the Grand Entry. The Eagle Staff is followed by flags (usually carried by Veterans), honoured guests, Princesses, pow wow organizers, dancers and graduates.

Please stand during the Grand Entry.

I’VE BEEN INVITED TO BE IN THE GRAND ENTRY. WHERE DO I GO?

When you arrive, please go to the VIP registration table beside the stage to sign in and get your nametag. Volunteers will show you where to line up.

WHAT ARE THE DIFFERENT KINDS OF DANCES?

At Graduation Pow Wow, you will see Fancy Feather and Shawl, Traditional Cloth and Buckskin, Jingle Dress and Grass dancing.

THE REGALIA ARE BEAUTIFUL. AM I ALLOWED TO TOUCH?

No. Please do not touch anyone’s regalia. Please also refrain from touching other people’s hair/braids. These are all sacred and personal.

IT SAYS THE POW WOW IS AN ALL-DAY EVENT. AM I ALLOWED TO COME FOR JUST PART OF THE DAY?

Yes. You are welcome to come and go at any time during the day. Please check the schedule to be sure you are present for the specific parts of the days that are important to you.

HOW DO I GET TO THE FEAST?

The feast is taking place inside Investors Group Athletic Centre on the floor beside the stage. Please allow for Elders to be served first.

IS THERE A SCHEDULE?

Yes, please refer to the program or visit the website for the schedule of the day. Please note that while we try to stick to the schedule, unexpected things may come up. For example, if an Eagle Feather falls on the floor, all activity stops and there is a specific ceremony to “raise the Feather” that may take some time.

CAN I TAKE PICTURES?

Yes. However, do not take pictures during prayers or when the master of ceremonies has said not to. If you are taking pictures of dancers in regalia, it is always good to ask first.

ARE THERE ANY OTHER RULES I SHOULD BE AWARE OF?

There is no drinking or drug use allowed. Please remember that the dance area is sacred, so refrain from swearing and other negative behaviour.

Selling crafts in the stands is prohibited.

The chairs on the main floor are reserved for singers and dancers.

Please help us keep the ceremony building clean. Put all garbage, compost and recycling in the appropriate bins.

*Please be advised that there will be photos and videos taken during this event.

Kim comes to the university with a robust background, having graduated from UM in 2000 with a degree in Education. Upon graduation, Kim returned to her home community in Sagkeeng to teach middle years students for 17 years.

In 2018, Kim had the opportunity to join the Ojibwe Bilingual Program at Seven Oaks School Division – a program that was the first of its kind in Winnipeg. UM Today sat down with Kim to chat about her background and what brought her to the UM, today.

UM Today: Tell us a bit about yourself.

“Aaniin Boozhoo, I am a proud Anishinaabe from Sagkeeng First Nation. Today my husband and I reside at Lester Beach, Manitoba. We share three children, 16 grandchildren and ten great grandchildren. Our children live in Winnipeg, but Sagkeeng is always home. My mother Theresa Fontaine {Bruyere} gave me life but I was raised by my grandparents William and Angela Bruyere. My grandparents were very active in the community. My mother was a schoolteacher in Sagkeeng for over 30 years. She taught the Anishinaabe language for many years. I had great role models in my life, they inspired me to be who I am today.”

UM Today: What was your experience with post-secondary education?

“UM had a campus in Sagkeeng – it was the first of its kind – and my husband encouraged me to apply. My first thought was ‘yeah right, me?’ but my husband kept encouraging me and so I did, and I got into STEP – the Sagkeeng Teachers Education Program. It took a while to adapt to being a student. I felt like giving up a few times, but deep down I always wanted to be the teacher who made a difference in a child’s life.”

UM Today: How did you play a role in the Ojibwe Bilingual Program at Riverbend Community School?

“My role at Riverbend School with the Ojibwe Bilingual Program was to teach the language and culture along with academics. The program started with four Anishinaabe teachers, all from different communities. With our knowledge of language and culture, we shared different ideas and resources to make our classrooms inviting to learn. We created our own curriculum following the seasons, and used the double vowel system – a structured system that uses short and long vowels. Short vowels are formed using one letter and long vowels are formed using two letters. Following a structured system made a big difference, it was much easier to instruct and comprehend. Students grasped the concept quite quickly, learning to speak, read and write.”

UM Today: What has been your experience in learning traditional knowledge?

“I feel very fortunate to be able to speak my language and understand who I am as Anishinaabe and share that knowledge. The Seven Teachings guide me to what I need to focus on myself and share knowledge and my experiences with others.”

UM Today: How has your journey brought you to this position today at UM?

“I strongly believe I’m working here because my spirit guided me. People walk in your path for a reason. I’m answering the call. I am very fortunate and blessed to be able to work here and share my experiences and traditional knowledge.”

A final message from Kim on advice for Indigenous students:

“Be proud of who you are, I think that’s a very strong message. Having pride, you gain confidence and when you have confidence you can achieve anything. Whenever you feel stressed and feel like giving up, utilize the support that is offered here from Elders and Knowledge Keepers.”

Kimberly Guimond is available for support Wednesday to Friday from 8:30 a.m.- 4:30 p.m. and occasional Tuesdays. You can schedule an appointment with her by emailing isc@umanitoba.ca or by calling the Indigenous Student Centre at 204-474-8850.