How it all started?

I started working for the program in winter 2023 when we were just a team of four mentors sharing an office space. As a new immigrant to Canada, I found myself deep in winter blues trying to find ways on how to be a good student while also maintaining some semblance of a social life. Working for charge ahead helped me just do that! Not only I found an amazing cohort of peer mentors who excitingly shared strategies on how to prep for my first winter, I also found avenues to make connections with the student population at UM.

Where have we come so far?

As the program grew from a pilot to an independent student resource, so did our dedication to work with diverse student populations. I am glad to have had the opportunity to work on some amazing programming material like a personalized calendar (I assure you it’s Pinterest approved) to developing workshops and conducting one-on-one sessions to understand student needs. In my years of working with students I can now say we are there to support students no matter where they are in their journeys.

Why did I become a peer mentor?

My story of becoming a mentor is imbedded in my personal experience of being a mentee. I have been a student for the most part of my life and the one thing that has always helped me get to places is my mentors. I still remember my peer mentor from my undergrad days helped me learn everything about student life- from teaching me how to create a timetable to navigating public transport they were there through it all. Since that mentorship program, I have always wanted to help people navigate their journeys and find some amazing people like I did. Nothing makes it easier than a supportive mentor!

My favourite memory as a mentor?

This was in my early days at the program when I was still learning about UM policies and procedures. I recall meeting a student who wanted to transit to their faculty of choice but weren’t sure if they have met all the criteria. We sat down, looked at all pre-requisites and figured out their eligibility. I walked them to their academic advising office and was rooting for them while they completed the process. Being a part of one the happiest academic moments of their life made me realise true joy and also the value of helping each other as a community.

As we enter the new academic year, I wish all the very best to all incoming and returning UM students. Remember you are not alone, Bisons always are part of a herd. Whenever you need us, we are there support to you, rooting for you from the stands!

If you are interested in becoming a peer mentor, Charge Ahead is hiring this fall term. Check out our job posting on UM Connect for more details. You can search “78871 – Charge Ahead Peer Mentor (Fall)” to find the posting quickly in UM Connect.

• The UM Indigenous Career Mentor Program (ICMP)connects Indigenous students to Indigenous mentors who are working in their fields of interest.  

• UM Café: Ten Thousand Coffees is a networking platform that connects students to alumni. 

• The UM Career Mentor Program (CMP) is a career exploration tool that connects students with professionals in the community to explore one or more occupations of interest.  

The Career Mentor Program, established in 1989/1990, celebrates 35 years of operation at UM! The program is one of the many excellent ways students can connect with experts in fields of interest. Mentor meetings are powerful experiences that play a crucial role in shaping student’s career planning.  

Over the past 35 years the Career Mentor Program has received countless positive reviews from students and mentors. Student participant and current program assistant Olamide Nwankpele notes that: “Everyone can benefit from meeting a mentor. Before I used the program, I thought I had done a lot of research, but my mentor told me things I couldn’t find online… Which is the point of the program!” 

Our mentors consistently receive accolades from students in the program, including mentors Brenden Dufault, a Biostatistical Consultant in the Rady Faculty of Health Sciences, and Robert Le Neal, a Senior Rocket Systems Engineer at the Rockwood Propellant Plant. Mentor volunteers recognize the benefit of mentorship and are often keen to connect with students.  According to Robert, mentorship provides students “a general idea of career paths and opportunities within an industry which is equally helpful for students about to graduate and new students choosing their profession.”  Brendan highlights that with mentorship students “gain a sense of what the day-to-day work looks like and what skills they should focus on acquiring”.   

“You would be surprised how much people would love to help you, even if they only have 5 minutes. We were once young and eager students too!” – Brenden Dufault, Career Mentor 

To read more from Brenden Dufault and Robert Le Neal, the full interviews are included below.  

To read additional career mentor interviews or profiles, check out the Indigenous Career Mentor Programs’ Mentor of the Month profiles as well as the Career Mentor Program 25thAnniversary mentor profiles.  Students can sign-up for the Career Mentor Program and Indigenous Career Mentor Program September to April of each year. 

For career support any time of year, visit the Career Services website to connect or come by our office at 474 UMSU University Centre. Appointments for career planning, job search or interview preparation can be booked in-person at our front desk, online, or by phone (204) 474-9456.

Thank you again to Brenden Dufault and Robert Le Neal, two mentors from our list of 700+ volunteers, for sharing their thoughts with students about the benefits of mentorship: 

Provide a summary of your position and training background. 

Brenden Dufault: I am a biostatistical consultant in the Rady Faculty of Health Sciences. I have the pleasure of helping design and statistically analyze research projects from many different areas of health research, and I also teach statistical programming and methods to students. My academic background is in statistics and epidemiology, with just enough biology to understand the acronyms. 

Robert Le Neal: Upon graduating from the University of Manitoba in 2007 with a Bachelor of Science in Engineering (Mechanical), I was hired as an Engineering Intern at Magellan Aerospace, Winnipeg. I am currently employed as a Senior Rocket Systems Engineer at the Rockwood Propellant Plant. My day-to-day activities include the design, manufacture and testing of solid propellant rocket motors. 

What advice do you have for students who are interested in following in your footsteps?  

Brenden Dufault: I would strongly advise students to gain exposure outside the classroom, and to contact working professionals in the field and pick their brains. You would be surprised how much people would love to help you, even if they only have 5 minutes. We were once young and eager students too! Talk to career mentors, and email people in your future field with questions about opportunities. Participate in a Kaggle competition, attend a journal club meeting. Lastly, let yourself have fun and worry less. If you love a subject, studying its ideas becomes a pleasure and your imagination becomes active again. Creativity is more important than memory in the current era. 

Robert Le Neal: I recommend students choose a program that provides many career options and enables them to follow their interests. In addition, developing other attributes are important for near and long term career development: the ability to function as part of a team, showing initiative, and assuming responsibility. Participating in internship or co-op programs, technical societies, or University / community associations, chapters and interest groups are excellent ways to demonstrate continued development of these attributes. 

How do you feel students benefit from taking part in mentorship opportunities? 

Brenden Dufault: I hope that students gain a sense of what the day-to-day work looks like and what skills they should focus on acquiring. Hopefully mentors can not only answer questions but point out things that students aren’t even thinking of, including co-op and other networking opportunities. 

Robert Le Neal: Programs offered by the University of Manitoba open doors to exciting opportunities and career paths. However, students often remain unaware of available career paths until they are actively working in industry or their chosen field of interest. 

Mentorship opportunities help participants map career paths and opportunities in the participant’s field of interest from an early stage. For instance, in the aerospace industry here in Winnipeg Engineers not only work in Design, Manufacturing and Testing, but also participate in other departments such as Marketing, Quality Control, Procurement, Auditing, and Management. A general idea of career paths and opportunities within an industry is equally helpful for students about to graduate and new students choosing their profession.

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.

Her daughter lives with Type 1 Diabetes, diagnosed when she was nine years old. “It’s been an 11-year journey for us and my family,” says Beardy. “The work that I do is my heart’s work, working with children and community, and developing that partnership with my people.”

The IYMP is a culturally based, community-focused physical activity program for youth, with Indigenous teachings and worldviews at the forefront. In it, university and community mentors work with high school mentors to plan and deliver weekly after-school physical, nutrition and education activities for early-years students, tailored to the needs of each school and community.

“It provides a fun, safe space for kids—a place of belonging, friendship and learning,” says Beardy. “We play traditional Indigenous games, which many kids aren’t aware of. It teaches the basic components of nutrition and diabetes prevention, offering healthy snacks and physical activity while having fun. The kids look forward to it every week.”

Tamara Beardy is the IYMP program coordinator for Northern Manitoba.

In Winnipeg’s eight sites, the program is referred to as Rec and Read, but the IYMP is active in communities across the province.

“In 2016, we were in four communities: Wabowden, Thompson, Sagkeeng and Garden Hill, and by the end of the year, we were in seven,” says Beardy, who is a certified phlebotomist and now works as the IYMP program coordinator for Northern Manitoba, along with Lisa Spence and Seneca Chartrand for the Winnipeg area. “Garden Hill—the very first community—is still running the program, which is such an amazing thing to see.”

During its initial years, the program focused on conducting research and building relationships in the communities. “Looking at the data, we see a tremendous change from the beginning to the end of the school year. The positive outcomes really show the value there.”

Working collaboratively to develop their mentorship and leadership skills, university and high school students manage the program and receive ongoing support from UM.

“By the middle or end of the program, the high school students really see themselves as role models in mentoring the younger students. It gives them the opportunity to be a leader and to have a voice,” says Beardy. “That’s one of the core things we want our kids to come out of the program with—being able to vocalize, plan and structure their program. While we’re here to support, it becomes a place of ownership with their space and their ideas.”

With some youth, it has even encouraged them to become educators, she notes. For one mentee, who participated in the program as a child back in 2008, that meant supporting the program as a mentor in high school and later, overseeing the program as a staff member. “They’re now seeking an education degree to become a teacher,” she says.

The adult health leaders who oversee the program are typically educational assistants, teacher champions or even parents. “They don’t have to hold a label within the school,” says Beardy. “We train them every year on safe activity, foods, consent forms, etc. and then they go back to the communities and develop their own training.”

As the program coordinator, Beardy regularly speaks to the adult health leaders—and community leads like education directors and superintendents—and visits every site twice a year to continue to build and strengthen relationships with the people on the ground.

“We’ve become a family—and that’s how it’s always felt, right from the beginning,” she says. “Our end goal is to be in every school in Manitoba, [a vision that program founder and now-retired UM kinesiology and recreation management professor Joannie Halas championed after a high school mentor shared it with her]. I want to see it flourish all over, and transition from research to a not-for-profit so we can have even more opportunities. It’s exciting work and it’s beautiful.”

Since 2006, thousands of high school and elementary students, and hundreds of university students and community mentors, have participated in the program. Though the COVID-19 pandemic put a temporary pause on activities, two new communities—Mathias Colomb and Norway House—are preparing to deliver the program.

Beardy sees its benefits first-hand as she visits the communities in which it’s offered, and hopes to see it continue to grow as it receives support from UM’s partnership with the Mastercard Foundation’s EleV Program.

“It has brought such life to the communities. I’m sure happy and proud that we’re able to provide something like this in community and give our kids a place to grow. It’s just amazing and I’m so proud of our program.”

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

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

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

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

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

Cathy Lund

Interview with Cathy Lund, former Indigenous Career Consultant

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

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

Tell us about yourself?

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

What are the benefits for students participating?

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

What are the benefits for mentors that participate? 

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

Why do you want to be a mentor?

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

What does mentorship mean to you?

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

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

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

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

Starting university is an exciting time, but it can also bring uncertainty, especially if you are beginning your studies in a new country. For international students adjusting to student life, there can also be a steep learning curve adjusting to a new culture without having someone help guide them through it.   

It was with this in mind that the International Centre created their Welcome Mentors program, which pairs new international students with experienced University of Manitoba students, allowing both sets of students to develop meaningful relationships and expand their skillsets.  

Mentors that are part of the program are trained to help support their mentees as they adapt to university life in Canada. Through the Welcome Mentors program, mentees receive one-on-one personal, intercultural, and academic support from a mentor throughout their entire academic term.  

“New international students really value the support they receive from the program. Many return to the program as volunteers themselves so they can give back to another new student,” says Roxanne Tackie, Intercultural Programs Coordinator at the UM’s International Centre. “Being a mentee is also a great way for students to enhance their cross-cultural competence by developing a relationship with a peer who may be from a different country or culture.” 

International students who are new to life at the University of Manitoba are welcome to apply for Welcome Mentors. The program is for graduate or undergraduate students interested in enhancing their first term experience by connecting with a peer mentor for advice and support. Apply by December 10 at https://umanitoba.ca/international/intercultural-experience#welcome-mentors-application or contact Roxanne.Tackie@umanitoba.ca for more information. 

For more information on how to apply, click here. 

1. Career Mentor Program – A mentorship program for you to explore occupational options by meeting with industry professionals for informational interviews. Mentors share advice, life experiences and knowledge that will help you plan your future career and educational paths. The Career Mentor Program runs through the academic year, from September to April.
2. Career Café – Join us on November 30^th for a fantastic opportunity for you to meet one-on-one with employers from different industry sectors to obtain feedback on all aspects of the job application including resume, cover letter, CV and interview preparation. Receive advice on which experiences and skills employers value, and use this information to help shape . Career Consultants are also available to talk with you about occupations and ideas on how to launch your career.
3. UM Café – A simple networking tool that will provide you with opportunities to connect virtually with mentors. You are matched with University of Manitoba Alumni based on similar career interests, and you will receive guidance, support and advice related to career planning. Mentors are eager to share their life and/or work experiences, as well as explore occupations in more depth to help you on your path to developing career clarity.
4. Peer Mentorship Program Get peer support around academic, personal and professional challenges. Peer Mentorship allows you to connect with other trained student mentors on a drop-in basis. The mentors help by offering guidance and direction, providing resource referrals and coaching.
5. Stu Clark Entrepreneurship Coaching Programs – Have an idea for a business? Interested in learning more about entrepreneurial opportunities? Entrepreneurship coaching and resources are available to all students regardless of your degree or field of study.

At Career Services, we can help connect you to a mentoring program that will guide you in mapping your future career! Check out our website to learn more about the resources we offer to support you. Career Services is working remotely to serve students by email, phone, tele-conference as well as through virtual workshops. Contact our office at 204-474-9456 or cs [dot] receptionist [at] umanitoba [dot] ca to make an appointment.

“I come from a family of teachers,” says Alessi-Severini. “My grandfather was an excellent teacher. Other members of my family were teachers. It’s just this call that came to me.”

Alessi-Severini is an associate professor in the College of Pharmacy and a scientist at the Manitoba Centre for Health Policy. She received the award from the Health Sciences Graduate Student Association council, which recognizes excellence and distinction in mentorship, teaching and research. 

The students who nominated her say she has supported them in numerous ways, such as helping them find them office space, serving as an advisor for their student club and giving them opportunities to gain teaching experience by teaching in her course.

Hamad (centre) with Alessi-Severini (L)

Dr. Amani Hamad, a postdoctoral fellow at the George & Fay Yee Centre for Healthcare Innovation, was advised by Alessi-Severini as a PhD student.

“She is a strong student advocate,” says Hamad. “She guided me through manuscript submissions and was there to review and edit and encourage me when I was faced with rejections. She always attended our presentations to give us feedback and cheer us on.”

Alessi-Severini says she tailors her approach to mentoring students depending on their personality and level of experience.

“If the student is just starting out, you need to be a coach. As they progress to be more independent, you are a motivator, a facilitator, then a delegator.” she says.

The students say Alessi-Severini celebrates their successes, hosting social events at her home to celebrate milestones such as student defences and graduations or to welcome new faculty members.

Janzen (R) with Alessi-Severini

“She mentors not only grad students but junior faculty members. She really helps set a good work environment, very collaborative, and she made graduate school a very positive experience all around,” says PhD candidate Donica Janzen, who is supervised by Alessi-Severini.

Master’s student Olasumbo Ojo says that while Alessi-Severini is not her advisor, she takes the time to chat and answer questions and her passion for pharmacoepidemiology rubs off on those around her.

“It’s inspiring because she’s so passionately involved with pharmacoepidemiology. It makes me want to do and learn more. It’s now my focus,” says Ojo.

Janzen says she was a key person in growing pharmacoepidemiology as a research area at the University of Manitoba.

“For me she’s a very good example to look to when considering a career in academia. She is very committed to service in the university and to teaching. She has very high standards for research, doing it with integrity and making sure the methods are rigorous and our research is well-designed,” says Janzen.

Alessi-Severini credits her own mentors at the College of Pharmacy with helping her to build her skills and lending her support, including Dr. Colleen Metge and Dr. Keith Simons.

“I don’t think I have a natural way of being a mentor, I just imitate what my mentors did with me,” she says.

In turn she encourages senior students to mentor younger students.

“As a mentor, you can see the talents of some students, some have the qualities to be natural leaders.”

One thing that Alessi-Severini feels strongly about is helping students secure financial support by writing letters of recommendation and encouraging them to apply for awards, saying the support available for students, particularly international students, is very limited.

“We should support graduate students more, and not only from the academic perspective. It’s an important aspect that we need to address,” she says.

Alessi-Severini says she was surprised when she found out about the award and that her students didn’t tell her they had nominated her.

“I felt really humbled and honoured. You don’t expect it, since this is my job, but when it comes from your students, it’s very rewarding as a teacher. I would like to thank the students, it’s been a privilege to work with them and they share this with me.”

The Ed Kroeger Mentorship Award is named in honour of Dr Edwin Kroeger, professor of physiology and pathophysiology, Max Rady College of Medicine, who chairs the annual national Canadian Student Health Research Forum at UM, Canada’s premier event for graduate student researchers in the health sciences. The forum provides a venue for health research trainees from across the country to present their work, network, attend presentations on innovative research, and be recognized for their scientific accomplishments.

“We feed every kid that comes to CanU, every time they come—either through a nutrition program, or food-services program,” Berrington said at a cheque presentation event held at the University Centre post office.

“We’re really honoured to be a part of this. CanU is proud to be affiliated with Canada Post and the idea of supporting kids with great potential in our community.”

A part of a Canada Post Community Foundation program, the grant represents a portion of $1.2 million invested in 118 community groups nationwide this year. Money raised each year stems from the sale proceeds of specific foundation fundraising stamps.

“These funds will help organizations like yours build better, safer and more supportive communities for Canadian youth, said Canada Post retail business manager Jason Candaele. “Canada Post employees, partners and customers make a difference for children in our communities coast-to-coast.”

A mentoring and leadership-development program, CanU introduces Winnipeg youth to the dream of a post-secondary education through programming on campus. Since its inception nine years ago, CanU has grown to partner with over 60 schools, working with more than 800 youth.