Award-winning scholar and human being

Having started law school with a BA in Criminology Bunn settled into law’s challenging academic program as a John Mitchell Scholarship recipient, later receiving the Wendy Whitecloud Bursary in Law. “Both as a law student and fellow Dakota winyan (woman), Wendy is a tremendous inspiration to me,” Bunn wrote in a LinkedIn post. “As the first Indigenous female law professor at the Faculty of Law, Wendy is a trailblazer who paved the way for me and other Indigenous women pursuing careers in law.”

In her second year of law school, Bunn received First Peoples Law LLP’s Indigenous Law Student Scholarship.

In 2024, she was recognized as a CBC Future 40 recipient, an honour celebrating Manitoba’s new generation of leaders, builders, and change-makers under 40. “This recognition is not mine alone; it is shared with my family, my nation, and all the communities and organizations I am fortunate to serve and be part of,” Bunn wrote.

At the end of the year, she was named to Ace Burpee’s Top 100 most fascinating Manitobans of 2024.

Tréchelle Bun was presented with the King Charles III Coronation Medal in 2024. Source: LinkedIn.

The new year started with Bunn being named the 2025 Youth – First Nations Indspire Award Laureat, shortly followed with a most distinguished award: the King Charles III Coronation Medal, which recognizes individuals who have made significant contributions to Canada and their respective provinces. “This recognition is a collective achievement, shared with my family, community, and all those who have supported me throughout my journey,” Bunn shared on social media about the Royal recognition.

This fall, Bunn was honoured with a University of Manitoba Distinguished Alumni Award in the Outstanding Alumni category.

She has spoken on countless panels and conferences, and gave a TEDx Fort Garry talk this past September. Most recently, she was selected to serve on Hockey Canada’s inaugural Indigenous Advisory Circle; spoke on Indspire’s National Education Gathering Youth Panel in Winnipeg; and was the keynote speaker for Sport Manitoba’s 2025 Sport Event Forum.

Truth and Reconciliation

On September 27, 2025, Bunn organized the 4^th Reconciliation Run in recognition of Canada’s National Day for Truth and Reconciliation (September 30). As it happens, the distance between the former Birtle Residential School Ruins in Birtle, Manitoba to the Birdtail Sioux First Nation equals a half marathon (21.1k), inspiring the transformation of what originally started out as a walk into a run. She explained to Dean Jochelson during an episode of the Robson Radio podcast, “The Reconciliation Run kind of started as a second iteration of what my family and community were calling a healing walk. These originally started on July 1^st, 2021 and it was sparked by the 215 discoveries of unmarked graves and Kamloops. Reflecting back on that time, it was a heavy time for Indigenous peoples and communities all across Turtle Island.”

Wishing to honour Residential School Survivors in their own community, she asked her parents what they could do. Their conversation reminded her of something her grandfather, whom she calls her Unkan Donald (“Unkan” meaning “grandfather” in Dakota) had shared with her years before: that when he was at the Birtle Residential school, he wanted nothing more than to run away and go home. “That’s when the thought connected,” she said. “Why don’t we go back to the former Birtle Residential School and run and walk home in honour of my Unkan Donald and all those who never got the chance to?”

Chief Tréchelle Bunn (far right) at the 4th Reconciliation Run with classmate Josh Gandier (3L) (left), and Elizabeth McCandless, Director of Clinics, Faculty of Law (middle).

The 2025 run saw about 150 attendees including runners, walkers, volunteers and community members with participating Faculty of Law community members including Elizabeth McCandless, Director of Clinics, Bunn’s 3L classmates Logan Nadeau, Joshua Gandier, (runners) and Kaitlyn Clarke (volunteer), and The Honourable Justice Alain Huberdeau of the Court of King’s Bench, who volunteered for a second year in a row. “The weather was beautiful, and it’s always amazing to see how far participants travel each year,” said Bunn. “We had runners join us again from Vancouver, and even some virtual participants from as far away as Australia!”

Solid Leadership

Upon starting law school, Bunn had already been moving in the world as a leader in both competitive hockey as a top player and coach, and as Southern Chief’s Organization Youth Chief. During summer break, 2024, Bunn represented 34 Anishinaabe and Dakota First Nations at the 17^thSession of the United Nations Expert Mechanism on the Rights of Indigenous Peoples in Geneva, Switzerland. As part of a contingent of SCO Chiefs, she moderated the SCO panel on Self-Determination and Indigenous Health.

Bunn has been involved locally with the Manitoba Indigenous Law Students’ Association and its activities, but last spring, she modestly posted on her LinkedIn, “I’m happy to share that I’m starting a new position as Chief at Birdtail Sioux First Nation!”

Tréchelle Bunn in Geneva, Switzerland, where she moderated a panel at the 17th Session of the United Nations Expert Mechanism on the Rights of Indigenous Peoples.

Wait – what? Indeed, the 25-year-old second year law student had thrown her hat in the ring and ended up the successful candidate in her First Nation’s election. For the next four years, she will be in charge of overseeing the lives of many people living in the Birdtail Sioux First Nation. As UM professor and Free Press columnist Niigaan Sinclair wrote, she has her work cut out for her. Speaking with Chief Bunn last April after she finished exams, Dr. Richard Jochelson, Dean of Law, spoke to her about what lay ahead, raised that daunting situation. Bunn responded with a positive outlook, rather than with a sense of being intimidated, saying, “Yeah, I think Niigaan said I was ambitious. I do probably come across as ambitious and in terms of taking on this role at such a young age and also managing that with everything else I have going on. But I think there’s a lot of potential to do some really great, fantastic things in my community. And I know my community is excited to enter a new era, this new chapter together alongside me. So, I think that’s really exciting.”

Bunn fully recognized the challenges she was walking into as the new chief, but chose to look forward and rise to the challenge. She assured Jochelson that her legal training thus far would certainly be helpful. “The writing skills and critical thinking skills that have really been enhanced throughout my last two years in law school will be really important for me going forward. Even negotiations in my community and having community meetings and having those important conversations and, drafting band council resolutions and stuff like that.

“I think my experience through law school has really shaped that as one of my strengths that I think communication and the ability to be an effective communicator and writer. In terms of reintegrating traditional legal systems in my community, I think that’s definitely a priority.”

Recalling her years of hockey training, she realized the skills it taught her including time management and work ethic. “I’m not scared to put my head down and go to work and to grind things out,” she said. “I kind of mentioned it earlier, but I’ve never been really one to back down from a challenge. And I do enjoy a good challenge.”

Dr. Richard Jochelson, Dean of Law, records an episode of the Robson Radio podcast with Tréchelle Bunn, Chief of the Birdtail Sioux First Nation and a third-year law student at Robson Hall.

Listen to a complete conversation with Tréchelle Bunn about her extraordinary year with Dr. Richard Jochelson and Christine Mazur on the Robson Radio Podcast.

Elder Norman Meade (left), Grandfather-in-residence Wanbdi Wakita (right) and Carla Loewen (middle), director of the Indigenous Student Centre wearing t-shirts with Thomas’ design.

UM is expanding its iconic bison herd with four new illustrations created by local Indigenous artists that will be released throughout the 2025/26 school year, each adding new layers of creativity and authenticity to the herd. The first to be released was a striking design titled “Nîpîy Iskôtêw – Water Fire” by Ininew (Swampy Cree) and Anishinabe (Ojibwe) artist Peatr Thomas.

This initiative is a true act of collaboration. UM’s Office of the Vice-President (Indigenous) partnered with the Strategic Marketing and Communications unit to commission and champion the new designs. Through thoughtful consultations, members of the UM Indigenous community were invited to participate in the process and offered feedback on initial artist concepts, helping ensure the expanded herd reflects both artistic vision and shared storytelling from community voice.

“The bison is a sacred relative for Indigenous Peoples; one that represents strength, survival and kinship,” says Angie Bruce, Vice-President (Indigenous). “By inviting Indigenous artists to expand UM’s herd, and by listening to the Indigenous campus community throughout the process, we are honouring those teachings while celebrating Indigenous excellence in a very visible way. These bison will remind our community that we move forward together, grounded in both tradition and innovation.”

Elevator on 2nd Floor of Brodie Centre (across from Library entrance).

Launched in 2022, UM’s “What Kind of Bison Are You?” student recruitment campaign introduced a bold collection of illustrated bison, each reflecting the diversity and individuality of our campus to a prospective student audience.

While every illustration carries its own unique energy, together they form a powerful herd—now central to UM’s brand expression. The bison have extended beyond student recruitment to represent our entire community of students, staff, faculty and alumni. Ever-evolving and expanding, the herd is built to grow … just like the university it represents.

Now, that vision is inspired into action.

Inspiring the future by honouring the past

For First Nations and Métis people across the prairies, the bison is more than an animal. It is a relative and a teacher. It sustained communities for generations providing food, shelter, tools and carrying spiritual teachings. The expansion of UM’s herd evokes survival, renewal and collective memory.

“Nîpîy Iskôtêw–Water Fire” bison illustration by Peatr Thomas, Ininew (Swampy Cree) and Anishinabe (Ojibwe) artist, entrepreneur and youth workshop facilitator.

“In Anishinaabe culture, the Bison represents Respect. It also teaches us that nothing should be wasted—its entire being was used with purpose, embodying values of sustainability and gratitude. May we walk with the same awareness, and respect for the world around us,” says Thomas in his artist’s statement.

His bison, “Nîpîy Iskôtêw – Water Fire,” reflects these teachings through its layered design and symbolic elements. His statement continues:

“This piece represents the Bison as a sacred, resilient being—one that has sustained generations and remains a symbol of strength, sustainability and guidance. The blue eyes reflect water, speaking to the Bison’s deep connection to the land and importance of water for all life. The orange Spirit lines flow through and around the Bison, representing protection and guidance, while also visualizing the connections between body, spirit and the land.”

“Buffalo Teachings” bison illustration by Jordan Stranger, Anishinaabe artist and graphic designer.

Drawing on life experiences and teachings, Stranger’s design, “Buffalo Teachings,” carries positive life lessons that strengthen UM’s herd:

“Paskwawi-mostos have been a major part of my life since I was a child. I care for a red buffalo skull as I am a Sundancer. It has taught me and my family many positive life lessons. When we are in need of guidance we look to the animals and the land. I hope when someone looks at this design it inspires something good in them. Ekosi.”

In 2026, two more Indigenous artists will contribute their voices to the herd, ensuring UM’s bison symbol continues to evolve with both tradition and innovation. Stay tuned to see the new bison and learn about the artists’ interpretations.

Just as bison once roamed the prairies together, UM’s herd reflects the student, faculty, staff, alum and community partner collective journey … inspired by possibility and moving forward together toward a stronger future.

“With this landmark funding, the University of Manitoba is committed to continued collaboration with Indigenous partners, acting boldly to support Indigenous learners to thrive and to amplify Indigenous leadership,” says University of Manitoba President and Vice-Chancellor Michael Benarroch. “This builds on our longstanding partnership with the EleV Program, which has been instrumental in our efforts to transform the experience and opportunities of Indigenous students at our university today and for all who follow.” 

Since 2021, UM has partnered with the Mastercard Foundation’s EleV Program, which has supported the creation and development of initiatives that are rooted in Indigenous values and knowledge systems, strengthening pathways to post-secondary education, connecting youth to culture, and redefining what leadership means across disciplines, communities and generations.  

This new $5 million gift will enable us to expand our reach, accelerate change in service of Indigenous youth and deepen partnerships with First Nations, Métis and Inuit communities. This gift comes at a time when Indigenous student enrolment at UM has increased by 10.7 per cent, rising from 2,933 students in Fall Term 2024 to 3,248 in Fall Term 2025. 

“The University of Manitoba, with a growing Indigenous student body, holds reconciliation at the very heart of its work. Its comprehensive, deeply embedded approach reflects decades of work by Indigenous Elders, Knowledge Holders, students, faculty and staff. We made a commitment to young Indigenous people that we would walk alongside them to transform post-secondary education in ways that support them to live a good life. This exemplary organization is contributing to that change and to a stronger country for us all,” Jennifer Brennan, Senior Director, Canada Programs at the Mastercard Foundation. 

An investment in our collective future 

Lauren Hallett, a recent Bachelor of Health Studies graduate and now a master’s student in Community Health Sciences at UM, speaks to the benefits of investing in Indigenous youth. Hallett credits the Indigenous Circle of Empowerment (ICE) leadership program and Two-Spirits Talking (2ST) program with shaping her confidence, leadership skills and sense of belonging on campus. She says the biggest benefit of the programs was being able to learn from different Indigenous voices and find other people like her on campus, as it made her feel so much less isolated and alone as a student. 

“I would describe ICE as a big family,” says Hallett. “It gave me the confidence to be my authentic self and empowered me to step into leadership roles. It also helped show me how much my community has invested in me, and it really instilled that value of reciprocity.”  

2ST, is a space for Two-Spirit and Indigiqueer students to gather, share, celebrate each other and heal together in ways that respect and affirm their identities. “It’s important to me because Indigenous and queer joy is sacred and resistance. In this sometimes grim social, political, and environmental climate, we need places like 2ST that uplift us and nourish our spirits,” says Hallett. 

Mastercard Foundation and UM: A growing partnership 

Since partnering with the Foundation, UM has focused efforts on increasing access to post-secondary education in the places Indigenous students call home, made possible through the development of community learning hubs.  

Other pillars of the partnership include strengthening post-secondary collaboration, enhancing support for transition to university life, connecting to culture, and building pathways to employment and entrepreneurship. Examples of initiatives supported through the Mastercard Foundation include: 

• Where We First Stand Transition Camp for first-year Indigenous students relocating to Winnipeg. 

• Indigenous Youth Mentorship Program, a culturally based, community-focused physical activity program for youth, with Indigenous teachings and worldviews at the forefront. 

• Land and Water Program, an Indigenous land-based education program that brings together Indigenous students and youth, community members, knowledge carriers, and elders to participate in immersive urban land-based experiences.

• Bison Spirit Indigenous Leadership Program provides a supportive, culturally enriching, and identity affirming space where Indigenous students can explore and develop their leadership potential while excelling academically. 

• Post-Secondary Club supports Indigenous youth in Grades 9–12 across Winnipeg high schools and creates a supportive environment where students can strengthen their confidence, explore career and academic pathways, and prepare for post-secondary education. 

Transforming the future 

A decade after the release of the Truth and Reconciliation Commission of Canada Final Report and Calls to Action, it is an important time to reflect on progress and renew our commitment to the work ahead. The Mastercard Foundation recognizes this moment as a vital opportunity to transform education so that Indigenous young people can achieve their full potential. In alignment with this, the Foundation has also made a $25 million gift to the National Centre for Truth and Reconciliation (NCTR) which will enhance the Centre’s ability to reach young people across Canada with reconciliation-focused education. 

“You can’t have reconciliation or decolonization without action, and programs like ICE are proof of the impact that happens when communities are supported,” says Hallett. “Indigenous leaders will change the world.” 

UM is deeply grateful to the Mastercard Foundation for its trust and partnership. Together, we are strengthening, stabilizing, and scaling this work so that the voices, talents, and leadership of Indigenous students like Hallett can continue to transform our communities and our country for generations to come. 

Centering Indigenous knowledge and leadership

“Supporting Indigenous teacher education means much more than training teachers — it’s about nurturing Indigenous knowledge, language, and cultural continuity,” says Rachel Mishenene, RHF Director of the Indigenous Teacher Education Initiative and an Indigenous educator herself. “These projects are led by Indigenous communities who know best how to positively impact the next generation of educators to teach in ways that are deeply connected to identity, and honour distinct worldviews and practices.”

Building on past experience and addressing community needs

Associate Dean of Indigenous Education at the Faculty of Education, Marti Ford, and Frontier School Division Chief Superintendent, Tyson MacGillivray, collaborated on the proposal and played pivotal roles in securing funding for this programming.

Ford’s own experience motivated her to find a solution for teacher shortages in remote communities, “When I was working at Frontier School Division we were unable to hire enough qualified teachers to fill all teaching positions. The people teaching the students required a lot of mentoring and support, and I felt that we needed to provide training to enable them to build their skills. Offering a B.Ed. program to local people would not only fill a need but also provide a long-term solution to the problem.”

This initiative builds on recent successes, including the graduation of the Anisininew Post-Baccalaureate cohort from St. Theresa Point last fall. With a similar strategy, Ford’s hope is to train local people to be teachers in the community so they do not have to leave their families and children in order to get a degree in education.

19 Indigenous teachers from St. Theresa Point comprise the Ansininew Cohort in Inclusion and Reconciliation (Faculty of Education)

Commitment to reconciliation and educational equity

Dean Jan Stewart has championed many Indigenous programming initiatives at the Faculty of Education and is continuously working to forge educational partnerships with Indigenous communities. “We are deeply grateful to the Rideau Hall Foundation and the Mastercard Foundation for their generous support of the Manitoba Indigenous Teacher Education Partnership. This funding represents a transformative opportunity to empower Indigenous communities through education. By supporting local teacher training in northern Manitoba, we are not only addressing critical staffing needs but also honouring Indigenous knowledge, languages, and cultures. This partnership reflects our commitment to Reconciliation and educational equity, and we are proud to walk alongside Frontier School Division in this important work.”

The experience was part of the Pathway to Indigenous Nursing Education (PINE) program at the UM, collaborating with researcher Dr. Wanda Phillips-Beck and the International Centre (IC), which oversees all international mobility experiences for students. The IC was instrumental in arranging the program, particularly with regards to funding.

At Whitireia, Braun and his peers joined nursing classes, engaged in group discussions, and participated in activities where they could learn from Māori community members. One activity that stands out for Braun was going out on the water in wakas ¬– a type of Māori boat – where they received teachings about traditional ways of navigation and the environment around them. According to Braun, their hosts reciprocated their eagerness to learn:

“Everyone was super nice and welcoming and wanted us there, you know? And very happy to share space and excited to learn from us as much as we were from them, because it’s like new people are pulling up from the other side of the world, like, ‘what are you guys up to?’”

The experience also exposed Braun to new innovations in nursing that resonated with his values in community-based healthcare. In particular, he recalls how their use of take-home medical testing alternatives to in-clinic care responded to some community members’ distrust of the mainstream healthcare system. “That was one important day for me,” he remembers, elaborating that this kind of practise supports are a “way of fighting for health equity” that he is passionate about.

However, community health and equity were not always Braun’s focus. Rather, he attributes his interest to his education at UM and the broadened perspective he has gained thought it over the past few years. Before university, he was unsure of what to pursue but followed his people-oriented nature and desire to help. Braun recalls learning through his practicum:

“… You work with the public, and you’re like, ‘oh, these are all of the different lives that are possible,’ and I am now aware of it, and I’m now working with these people, and I am now part of and privy to their pain … It changed my values a lot throughout three years of nursing school, for sure.”

Now, he is invested in working on upstream change in community health, mitigating risk factors and responding to community needs before they turn into crises. Travelling to New Zealand to discover a new world of possibilities in community health approaches was the perfect cap to those years of learning. Since completing the nursing program, he is taking those insights with him into his career. Looking to the future, Braun sees himself “continue to be driven by that want for health equity and working with other people that have the same vision and passion for it.”

Braun also learned a bit about himself along the way. Embarking on such a major excursion made him realise how much he values the company of others and sharing experiences like this with them. He recalls, “my values had kind of shifted,” as he replaced a more individualistic outlook by realizing “people are kind of my main priority.” Furthermore, this experience spurred him to begin considering new potential directions for his career:

“One other thing that came from the trip is I had never considered a masters [degree] before, and after working and seeing what a nursing researcher does … it seems like if I want to work for bigger systemic changes, then that’s a route I would have to go down … and that’s something that was like 100% off the table prior to the trip.”

Ultimately, whether looking internally or externally, to the past or to the future, going to New Zealand as part of the PINE program was hugely impactful for Braun. In his words, the experience made him “reflect on a lot about my Indigenous identity, where I come from, where I see myself going, and my place in nursing as an Indigenous nurse.”

If you are interested in incorporating this kind of immersive learning experience into your degree, look no further than the International Centre. Their mobility team is singularly focused on connecting students with global experiences, supporting them along the way, and ensuring they are accessible to all.

Indigenous students are invited to attend a celebration and learning event on December 6. Attendees will enjoy lunch from Daily Bread and hear the stories of Indigenous students who have recently participated in global mobility programs in a peer-facilitated session.

This session, hosted by the International Centre and Student Affairs Assessment, Communications and Outreach will provide information about international opportunities and the associated funding supports that are available to UM Indigenous students.

One of the students who will be sharing their experience in one of the global mobility programs is Faith Bergman. Bergman is a Métis student in the Faculty of Arts studying Advanced Psychology. She participated in the International Centre (IC) exchange program, which took her to Adelaide, Australia for most of the Winter 2024 term. Support from IC and Global Skills Opportunity (GSO) funds allowed Bergman to make the most of her time. She shared how the experience brought her new appreciation for her studies. She notes that, “You’re gonna have to work with clients who have various different perspectives – like cultural perspectives that affect their lenses on different topics – and so I think that going to some countries that are very different than Canada … I can understand where they’re coming from a bit more.” These same experiences held further value as well. Bergman shared, “It made me just feel more excited to connect with my culture, because I hear people talking about their cultures and practices and how excited they are about them.” Read more about Bergman’s experience.

Kaidence Kalcsics, who participated in the Asper exchange, will also be sharing stories and benefits of the global mobility programs. If you would like to hear more about these experiences, register for this event in advance.

Event:
Friday, December 6, 2024
12:30 – 2:00 p.m.
Migizii Agamik Circle Room

Global Mobility Programs

If you would like to learn more about the global mobility programs and how they could benefit you in your studies, as well as whether you might be eligible for funding, visit the International Centre homepage. You can also reach out directly to the International Centre with any questions or to discuss your options at international[at]umanitoba[dot]ca. If you are eligible and would like to pursue GSO funding, contact GSO[at]umanitoba[dot]ca for an application form.  

Carla Loewen, the director of the Indigenous Student Centre, says she looks forward to Indigenous Orientation every year.

“It’s such a fun and interactive way to celebrate community and showcase the resources and opportunities available,” says Loewen. “We want to start off the academic year by highlighting the vibrant Indigenous community at UM. We hope this will foster a spirit of belonging for students looking to get involved or feel connected.”

This year’s Indigenous Orientation, hosted by the Indigenous Student Centre (ISC), will be held Wednesday, September 11 from 11 a.m. to 2 p.m. at the UM Fort Garry campus; and will feature entertainment, traditional games and a student resource fair – and a chance to get to know the ISC Elders and Knowledge Keepers in residence.

All activities are open to the campus community, and everyone is welcome. 

Opening remarks begin at 11 a.m. on the UMSU patio.

At the UMSU patio and Migizii Agamik – Bald Eagle Lodge:

Welcome to UM – 11 a.m. – 2 p.m. 
Meet new people, have some fun and learn about the Indigenous community at UM at these interactive stations: 

• Indigenous Student Centre booth 
• Student Resource Fair
• Popcorn station 
• Tipi

Student Resource Fair – 11 a.m. – 2 p.m. 
Meet staff from student resource offices, Indigenous programs and student representatives from student groups as well as the Indigenous Student Centre team. 

Live entertainment – starting at 11:15 a.m. 

Binesiikwé Singers followed by Jason Lepine.

Prairie Wildlife Rehabilitation Centre – 1 p.m.
UM has an Indigenous Birding Club! Learn more about the club and interact with some special feathered friends joining us from Prairie Wildlife Rehabilitation Centre.

At Migizii Agamik – Bald Eagle Lodge: 

Visit with ISC Elders in residence – 11 a.m. – 12 p.m.  

Indigenous games – 11:30 a.m. – 1:30 p.m.

Lunch provided – 12 p.m. – 1 p.m. 

Photo Booth – 11 a.m. – 2 p.m. 

If you have questions about Indigenous Orientation, email Carla Loewen or 204-291-5257. 

Share your photos and join the conversation with #UMOrientation and #UMIndigenous on Instagram, Facebook and Twitter. 

“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.

By fostering collaboration between educators, community stakeholders, and academic experts, this cohort-based approach ensures that professional development initiatives are rooted in local contexts and responsive to evolving challenges.

The Faculty offers a comprehensive program including both practical and theoretical components. The Post-Baccalaureate Diploma in Education (PBDE) serves as a foundational stepping stone, providing educators with practical skills and strategies relevant to their daily practice. The Master of Education (M.Ed.) cohort offers a deeper dive into theoretical frameworks, research methodologies, and advanced topics in inclusive education and reconciliation. “STP wanted a Masters in Inclusive Education because they recognized that they were not meeting the needs of students with disabilities or with different learning needs in the community in many ways, that is why they wanted to focus on a Masters in Inclusive Education,” explains Enns.

The enthusiastic support from the Inclusive Education faculty members underscores the collective commitment to advancing the Anisininew M.Ed. Cohort in Inclusion and Reconciliation. With an anticipated completion date in Winter 2027, this program represents a milestone in the Faculty’s journey toward fostering a more equitable, inclusive, and reconciliatory education system.