Good evening everyone,

I am truly honoured to stand before you tonight representing the Robson Hall Class of 2024. When I was chosen as Valedictorian, I could not have been more thrilled – then I realized I actually had to write a speech. The daunting task of capturing three tumultuous, yet rewarding, years of law school in just a few minutes seemed impossible.

Naturally, I turned to a highly academic and respected source for inspiration – the movie Legally Blonde. For those who may not know, the story follows Elle Woods, a sorority girl who attends Harvard Law School. At first, Elle is a fish completely out of water, questioning her place among classmates who seem to have credentials much beyond her. This feeling resonates with many of us, bringing to mind the all-too-familiar term “imposter syndrome” – a phrase I have heard more in these past three years than in my entire life combined. “Am I supposed to be here? Am I as capable as my incredibly intelligent, charismatic, and driven peers?”

I wanted to share a personal story with you. Not many people know that after my first-year of law school, I faced significant mental health challenges and seriously considered not continuing with my studies. The weight of the workload, the constant self doubt, and the mounting pressure to measure up made me question whether I could continue in this profession. I vividly remember a conversation I had with Rosa about what it would look like to take some time off or even discontinue my studies altogether.

Standing here today, I cannot fully express how grateful I feel to have reached this milestone. I owe so much to the incredible people in this room who believed in me, even when I struggled to believe in myself. What makes this graduating class so special is our unwavering support for one another through both the good times and the bad. As we prepare to enter a challenging and demanding profession, it’s natural to feel hesitant about the uncertainties that lie ahead. However, if our time here has taught us anything, it’s that we are strong enough to overcome obstacles. So, to my fellow graduates, if you find yourself doubting, as I have, whether you belong here, remember this: you are resilient, capable, and deserving of every success that comes your way. Most importantly, you are never alone. Together, we are about to step into the world armed with more than just a degree, but with a wealth of  shared challenges and triumphs that have prepared us for whatever the future holds.

As we reflect on our journey from anxious first-year students to confident soon-to-be graduates, it’s amazing to see how much we’ve changed and grown. For all the graduates here, I encourage you to take a moment and think back to our first day, where torts were merely desserts and the bar was a place to be visited on a Saturday night. It’s September 3^rd, 2021, and you’re sitting at your computer eagerly awaiting our online Zoom orientation. How overwhelmed we felt as we juggled syllabus after syllabus, met our professors, and yes, got our first assignment. We arrived as individuals with diverse aspirations and backgrounds, and we’ve become a cohesive group of skilled professionals.

Let me share some of the highlights that define our graduating class:

• We navigated the challenges of both online and in-person learning. While confined to those little boxes on the Zoom screen, we mastered the art of muting and unmuting at just the right moments and making sure our top half looks impeccable while secretly wearing pajama pants. When we finally transitioned back to the classroom, it was a another adjustment – with the help of free coffee from the common room, we had to relearn how to engage face-to face and manage the dynamics of a physical classroom environment. This unique blend of experiences not only tested our adaptability, but also strengthened our resilience, preparing us to handle any professional challenge with flexibility and grace.
• We didn’t just study; we excelled. Publishing legal articles, winning legal writing awards, and proving our tenacity and spirit in competitions, from negotiations to moot courts. Don’t just take it from me – Team Manitoba has literally won the “Spirit of the Laskin” award for two consecutive years. Not to mention, our law games team can now proudly add “Talent Cup Champions” to their resumes and the Robson Hall Jets hockey team has remained undefeated at the Cross Border Classic hockey tournament.
• We wholeheartedly embraced opportunities to hone our practical skills through our dedicated involvement in clinics, externships, and clerkships. These invaluable experiences, such as assisting with the process of law creation and reform, working with judges in the courtroom, and representing real clients who might otherwise lack access to legal support, allowed us to step beyond the classroom and apply our knowledge in meaningful, impactful ways.
• Under our leadership, clubs and committees at Robson Hall thrived. Our graduating class has spearheaded impactful conferences, planned extensive networking events, and organized social activities that further knitted our community together. The Social Committee did such a great job planning last years Carbolic Smoke Ball that the Forty Garry hotel might not let us back again! Thanks to the Business Law Group, Robson Hall now offers students the opportunity to participate in The Art Braid Business Law Case Competition, which has been a huge success for two years. The Communications Committee took on the daunting task of revamping our social media accounts and created an entirely new website. Members of our own Manitoba Indigenous Law Students Association have been elected to the National level, showcasing our leadership on a broader scale. These achievements are by no means exhaustive, but they reflect the dedication and collaborative spirit of our class, leaving a lasting legacy for future students at Robson Hall.
• Above all, we’ve learned the importance of trusting ourselves. We’ve built confidence in our legal instincts and analytical skills, understanding that our worth extends far beyond the accolades we accumulate. The true measure of our value lies in the resilience we’ve developed and the integrity we bring to every challenge. While our achievements may open doors, it is our recognition that each person’s well-being is just as important as their professional growth that makes our class unique.

If I could highlight one final thing about the Robson Hall class of 2024, it is our commitment  to showing up. We’ve shown up to every Carbolic, Med-Law, bomber game, law banquet, wine and cheese; even during a global pandemic. We show up academically. I remember talking to lawyers who would be impressed that our cohort is “so involved”, which is just another word for major keeners.

Above all, we show up for each other. Our time at Robson Hall has been more than just lectures and exams; it’s been about forging lasting friendships, sharing both laughter and tears, and embracing every moment. Beyond simply being classmates, we’ve become a community of friends who support each other through difficult times and celebrate each others successes. This is what truly defines our graduating class – we stand together, ready to take on the world.

Of course, none of this would have been possible without a league of extraordinary people who have made this day a reality.

To our friends and family – you’ve listened to endless rants and talked us off many ledges. Your love, encouragement, and sacrifice have been the backbone of our law school experience. We owe you more thanks than can be covered by our future lawyer salaries, and we are forever grateful for your unwavering support. A mi familia, gracias y los quiero mucho.

Thank you to our esteemed faculty and staff. Your dedication has made us more knowledgeable, thoughtful, and yes, even more opinionated. Because of you, Robson Hall has been more than a school; it’s been our community. Here, professors are not just educators, they are mentors and advocates for our success. Robson Hall has prepared us to be excellent lawyers; but it has also taught us the value of hard work, of compassion, and of building something greater together.

And finally, to the extraordinary Class of 2024. What a ride it’s been! From our first Zoom call where we nervously adjusted our screens, to this moment. Whether our paths take us to the corridors of the Supreme Court, the boardrooms of major corporations, or even on a spaceship to Mars with Elon Musk, I am forever grateful to have shared this journey with you.

Although our time at Robson Hall is ending, I am confident that our impact on this profession is just beginning. Let’s embrace this new chapter and show the world the power of showing up — not just as lawyers, but as unwavering supporters and compassionate friends. Here’s to us and our future, may it be as bright and ambitious as the class that stands ready to embrace it. 

Thank you.

“People were always inviting me to alumni events, and I was regretfully having to say, “Actually, I didn’t study law here,”” says Lebois, who holds both a BA (2005) and an LLB (2008) from the University of Ottawa.

Lebois had initially selected the U of O because, he explains, “continuing my education in French was important to me, and very few options were available in Western Canada at the time. I was thrilled when Robson launched the A2J in French program, and saw an opportunity to celebrate that and participate in Robson’s French common law culture by completing my thesis in French.”

While Lebois was contemplating whether or not to do an LLM at the University of Manitoba, the founders of the Access to Justice in French (Common Law) Concentration program, then-Professor Gerald Heckman (now Justice Gerald Heckman of the Federal Court of Appeal), and Professor Lorna Turnbull, reached out for support from the Francophone legal community. The timing was right, and Lebois joined the Faculty’s graduate program in 2021 as an LLM student, inspired by the research of (now-retired) Professor Karen Busby, founder of the Centre for Human Rights Research housed in Robson Hall.

His thesis, written in French under Turnbull’s supervision, was titled, “Les modes substitutifs de résolution des différends en matière de violence à caractère sexuel ou de discrimination chez les institutions postsecondaires au Manitoba.”

Lebois’ thesis drew from a number of experiences including his time working as in-house Counsel at the University of Manitoba, where one of his portfolios was serving as Human Rights Counsel for the Office of Human Rights and Conflict Management. “As I was continuing to learn about the investigatory process and continuing to administer it at the University, I was also talking to counterparts across the country and seeing what was going on at their universities,” recounts Lebois. “I was asking questions about how their systems worked and what was successful within their areas, and how we could improve.”

These mechanisms are provincially legislated but not very standardized, and Lebois argues that they could be improved.

“My generalized observation was that everyone who is involved in the complaint mechanism is somehow diminished by the complaint process,” Lebois says. “So, whether you’re the complainant or the respondent, and regardless of how the outcome ended up flowing, whether the complaint was substantiated or not, whether there was obviously visible discipline of the respondent or not, that didn’t really matter, people were finding themselves lacking something for having participated in it.”   

He wondered if there was a better way to handle complaint mechanisms. Then he discovered the book, Achieving Fairness: A Guide to Campus Sexual Violence Complaints (Thomson Reuters, 2020) by Johanna Birenbaum and now-retired UM Faculty of Law professor Karen Busby, which goes into depth about the complaint mechanisms that exist across Canada at post-secondary institutions. He used this book as a roadmap and focused his research on a complimentary idea—how to better integrate certain types of dispute resolution models into the complaint mechanisms that currently exist.

Lebois’ bold and innovative research focuses on complaint mechanisms for human rights violations as they exist at postsecondary institutions in Manitoba. Based on his careful research and experiences, Lebois’ dynamic thesis proposes a different system than the one that postsecondary institutions currently use. The current model is a concurrent offering of resolution options, where a complainant is offered alternative dispute resolution concurrently to more formal mechanisms of redress. “Offering these concurrently is the wrong choice in my opinion, and that is what I argue in my thesis,” Lebois explains. “I believe that they should be offered as a cascade where the alternative dispute resolution for non-criminal behaviors should always be offered first before a formal complaint mechanism is explored.”

“ADR doesn’t get necessarily a great rap outside of certain types of uses, and certainly, there are some who say alternative dispute resolution is only appropriate in certain circumstances; for example, only when desired or asked for explicitly by a complainant. I’m not necessarily in agreement with that assessment,” Lebois explains. “I think that there are a number of examples wherein groups have participated in alternative dispute resolution even if it wasn’t given as an entirely opt-in option and that’s still benefited a number of the stakeholders. In the criminal sphere you see this a lot already, where you have diversion programs that move someone to sentencing circles or to alternative resolution where they have to take actions that are really specific to the crimes that they have committed, and the accused is expected to take ownership of the actions that they have posed within their community. And that is something that works.”

Lebois admits that there are valid critiques of ADR, and in some cases, it certainly draws out more of the complainant’s time and energy. But, as Lebois says, “There is a lot of opportunity for presenting a space in which the accused can take ownership, can apologize, can learn, and can make concrete steps towards restitution.”

He drew a lot of inspiration from the Dalhousie School of Dentistry case from 2015, where many of the students involved saw great outcomes from ADR rather than more formal mechanisms. “There is much more room for alternative dispute resolution to take centre stage as part of the complaint mechanisms that exist at post-secondary institutions,” is a key takeaway from this research according to Lebois.

When asked who benefits from his thesis, Lebois says, “It’s not really a stretch to say it’s everyone that benefits from this. […]  Universities are an economic driver within Manitoba, representing a lot of important work being done, a lot of important training being done, and a lot of innovation that’s taking place. You want the systems that underpin all of that to work well as well.”

However, the research itself gears more towards the decision-makers of complaint mechanisms, boards of governors and directors, depending on which post-secondary institution, because it is about the ways that the system can be adjusted to better serve everyone.

Lebois is a testimony to the University of Manitoba’s LLM program at the Faculty of Law.  Completing a master’s degree in law, being a Francophone lawyer, and conducting research in the French language are possible, even outside of Canada’s Francophone hubs like Quebec, Ontario and New Brunswick.

Even though his thesis topic is not related to language rights, his decision to write it in French, is “a nod to the language rights that are entrenched in the University of Manitoba Act,” he explains, “and an acknowledgement of the oft-forgotten cultural realities that founded both the province of Manitoba and the University of Manitoba (thanks to its founding colleges, one of them now operating as Université de Saint-Boniface). Just as we seek to show prospective JD students the value of completing the A2J in French program, I also wanted to be an example of that at the graduate level.”

Lebois recommends that lawyers with the capacity to upgrade French/English bilingualism to communicate clearly and concisely should do so, as this opens a lot of opportunities, including a graduate degree. He suggests that more lawyers should consider investing in their French skills because of the benefits to themselves and to the community they serve. “Bilingualism really does have a lot of benefits noted throughout the profession, and so I really wanted to shout that from the rooftops as much as I could to say it’s doable, and it’s worth taking the time and effort to do it,” he says.

The Faculty of Law at the University of Manitoba hosts the Access to Justice in French Concentration program for JD students, and now has graduated its first of hopefully many more LLM students in French.

Mamie Kroeker-Tom, the Indigenous student representative for the Physical Education Recreational Kinesiology Student Council (PERKS), says the month is a great opportunity to learn and reflect on Indigenous history.

“It’s really important to have this time to celebrate,” says Kroeker-Tom. “In so many other aspects of life, we can be overlooked and not recognized.”

Kroeker-Tom says if she weren’t about to graduate, she’d keep being part of the council as long as possible. She says having the opportunity to “build more relationships with peers and faculty members” and “contribute to the betterment of the community” was very special.

Mamie-Kroeker-Tom // Assembly of Manitoba Chiefs

Having competed in rhythmic gymnastics for most of her life, Kroeker-Tom hopes to use her bachelor of kinesiology degree to make a difference in the rhythmic gymnastics community in Canada by bringing more attention to the sport.

“I am very excited about what’s next, but it’s sad to be done with everything and moving on from my time at UM,” she says. “I didn’t think I would feel this way. But now that it’s come, I’m feeling slightly sad.”

While Kroeker-Tom prepares to cross the stage at convocation, Cassidy Copple, a bachelor of kinesiology student about to begin her fourth year, prepares to take over her role as Indigenous student representative.
“It’s important to have someone willing to engage with everyone and let them know about the opportunities out there,” says Copple.

Her biggest goal for the upcoming year? Connection.

Cassidy Copple

“I want to improve the involvement of students and highlight more of like the indigenous events,” she says. “I want to share opportunities, whether new or reoccurring and help students get to know what’s going on in our faculty.

Copple says there were many opportunities and supports she wasn’t aware of when she started in the faculty and hopes to make things more open for students.

Copple says “the best way to improve everything is to share knowledge.”

Echoing Kroeker-Tom, Copple says June is a chance for the community to learn more about the rich history of Indigenous People.

“I find it important to share stories because our history has so often been swept under the rug,” she says. “Sharing knowledge and getting people informed can have a major impact.”

Copple hopes people will use the month to recognize Indigenous peoples’ role in Canadian culture and give themselves time to learn more.

For new students, Copple says she hopes they get involved, reach out to each other and/seek guidance or help when they need it.

She hopes everyone has a chance to “share their knowledge, ask questions, and get involved.”

When did you know you wanted to study Education?

I started the journey with education sector in Bangladesh as an educator. As a part of practicum in Bachelor of Education in the University of Dhaka, I taught in a secondary school in Bangladesh. From that time, I feel that how can I create a joyful and interactive teaching learning process in the classroom. When I started my career as an administrative role, I realized that I am passionate about the professional development of teachers which has enormous impact on overall education quality. From that time, I was yearning in my mind to pursue a higher education degree specialized in educational administration so that I can contribute to the professional development of teachers. In addition, during my career as an instructor in post-secondary level, I closely involved in teaching to adult learners. I have realized that the systemic change requires for the holistic development in education sector. Furthermore, I discerned that such teaching-learning approach should be learner-oriented and experiential. As professional learners are experienced in their own fields, I believe that students’ achievement can be ensured by enhancing professional learners’ quality. This experience has motivated me to choose my research area on academic leadership particularly instructional leadership in higher education.

What is the most exciting part about being in your field of study?

I would like to mention that my field of study has indispensable impact on life. The holistic growth of learners and process of lived experiences, all elements play vital role in the process of education. It may be different from young to adult. During the study of educational administration, I have discerned that to give the agency and empowering the learners is essential so that they can change the microscope as an insider of the system. As I adapt to the new learning interface, I have worked to leverage the strengths of Bangladeshi and Canadian education systems to develop a knowledge interface that could promote critical thinking, amplify student perspectives, and transform the education system. I think that to unmask the imbalances of the system is challenging. Albeit I believe that taking a heuristic approach, focusing on raising meaningful questions rather than offering immediate solutions based on contextual perspectives, would ultimately lead to more effective outcomes.

What is the best advice you have received that has helped you in your studies?

In every course, we have discussion session, group activity and presentation which helped me to develop my critical thinking skills. Furthermore, during first semester I learned about worldview and positionality from Introduction to Educational Research course with Dr. Catherine Neumann. That course helped me to make a shape about my research interest. In addition, I would like the mention that Theoretical perspectives of educational administration course with Dr. Cameron Hauseman which helped me to unmask the interrogation and deconstruction of the existing education system and find out the critical impacts on the overall national development. As a part of individualized course plan, I took Canadian school systems and their public purposes course with Dr. Merli Tamtik which provided me with a comprehensive understanding of the Canadian school system and enhance my familiarity with this education system.

Did you have any faculty mentors? How have they been valuable to you?

During my journey, I have faced several challenges in different aspects. Such as-distance from family, language barrier, cultural difference, particularly context difference. As an international student and second language speaker, I struggled to understand the new concepts and familiarize with new context here. I found all my course instructors very cordial and welcoming to me. I would like to express my gratitude to my supervisor, Dr. Merli Tamtik, for her unwavering support and motivation throughout my academic experience in the Master of Education program journey. Furthermore, I would love to mention, my course instructors Dr. Catherine Neumann, Dr. Cameron Hauseman, Dr. Peng Liu, Dr. Heather A. Anderson, Dr. Corinne E. Barrett DeWiele, Dr. Satoru Nakagawa, Dr. Ee-Seul Yoon, Dr. Nathalie Piquemal who encouraged me and supported me by providing additional resources and their meaningful time.

Any insights about the faculty that would benefit future students?

I believe that actively engaging with university resources and continuously developing my skills was a key strategy that I followed in my journey. Transitioning to a new environment can be daunting, but I approached it as a learning opportunity. I familiarized myself with various university services, such as the academic learning center, student counseling services, career services, and international center. These resources offered workshops that proved to be invaluable in helping me navigate the university landscape more effectively. Furthermore, I particularly found the academic learning center to be beneficial in improving my writing skills. As I began my academic journey in a new setting, I experienced a mix of apprehension and optimism.  During the first semester, I engaged in numerous workshops in an effort to familiarize myself with the services offered by UoM and integrate into the university community. These experiences not only boosted my confidence but also enhanced my cultural competency.

Do you have any favourite memories from the Faculty of Education?

I have a lot of precious memories in the Faculty of Education. During my initial participation in the Greet and Meet program 2022 post Covid-19 pandemic, I was excited to have the opportunity to engage with professors, researchers, and fellow students in person. I found the experience to be quite enriching and insightful. As an international student, I believe that Meet and Greet program organized by EDGSA gives an opportunity to introduce new graduates and exchange experience with new and current graduate students. On top of that, I was thrilled when my name was announced in the University of Manitoba Graduate Fellowship (UMGF) and Robert A. Rodgers Graduate Award in Education. All these academic achievements have encouraged me to complete this academic program successfully. One of my most valuable memories is when I have been graduated in GTP program (Graduate Teaching Program) offered by the Center for the Advancement of Teaching and Learning, University of Manitoba and accredited by the Staff and Educational Development Association (SEDA).  In addition, I enjoyed working as a mentor in welcome mentor program at International Centre, I appreciated sharing my personal experiences with my mentees and facilitating the exchange of cultural norms and values between us.

What’s next for you after graduation?

I am now interested in exploring potential opportunities within the Canadian education system. I believe that education is often shaped by its specific context, for which I am eager to immerse myself in an education system that is distinct from Bangladesh. I hope to apply my pedagogical expertise in a new work environment, with the intention of furthering my practical knowledge and eventually pursuing a professional degree in my future endeavour. I believe that all these experiences enable me to be meaningful contributor in my future profession.

Finally, I would like to express that this has been a worthy and an exciting journey, allowing me to engage in critical thinking through reflective learning. While there were challenges in meeting goals in a timely manner, I am grateful for the support and motivation provided by my teachers, university services, and individuals within and outside the academic setting. This has enabled me to fully immerse myself in the learning community. Thank you for having me.

When did you know you wanted to study Education?

I am part of the fortunate few who has known since a young age (four years old to be exact) that I wanted to be a teacher. For years, I forced my younger siblings, family pets, and all my dolls and stuffies to play school day-after-day. If I could not teach, I don’t know what else I would do.

What is the most exciting part about being in your field of study?

The part that I find the most exciting about the Education field is that everyone loves to learn! It is an excepting, caring, and diverse community who are trying to do the best for children. I think it’s a field that is trying to reinvent itself, and the discussions and debates are often invigorating!

Did you have any faculty mentors? How have they been valuable to you?

I have been so fortunate to have so many amazing professors in my Graduate Studies program at the University of Manitoba. Dr. Dawn Sutherland is my official Faculty Advisor and she has been very supportive in pushing me to try lots of the opportunities that U of M campus provides for Graduate Students. Dr. Jennifer Watt had also invited me to speak to pre-service teachers during a learning lunch in the fall with a focus on establishing belonging in the classroom. I have also had the privilege of working with other great teachers who really had me question my positionality and approach to education. If you are ever able to take course with, or work with, Dr. Wayne Serebrin, Dr. Shannon Moore, or Dr. Bruno De Oliveira, DO IT!

Any insights about the faculty that would be benefit future students?

Something I learned at the U of M Education department, is that is a small university feel, with the large campus benefits. Your instructors and professors take the time to know you, and are invested in your success, thanks to the smaller class sizes, but you have access to lots of campus amenities outside the department as well. It was kind of the best of both worlds!

Do you have any favourite memories from the Faculty of Education?

Seeing as my studies were part-time, mainly in the evenings, weekends and summers (as two courses that were still virtual), I don’t have as many memories as others might. One memory that stands out is on our first day of an intensive writing course this past summer with Dr. Michelle Honeyford and Dr. Jennifer Watt. The course incorporated movement and here we were right in front of the Ed building, on the raised grassy platform, being asked to dance to EDM/House tracks and being prompted to move our bodies in jerking, waving, contortions. We got a lot of attention from passers-by. Some people joined us, other adverted their eyes. Either way it was so embarrassing, but also fun to let loose!

What’s next for you after graduation?

I am still teaching full time in LRSD. After graduation, I am hoping keep my foot in the University sphere by teaching pre-service and post-bach courses in the evenings. I love the academic discourse and discussions. I also feel that it is important to have practicing teachers in the room, helping our pre-service teachers prepare for the ever-evolving, increasingly diverse atmosphere of public education.

What course was the most impactful for you and why?

The courses I took in Political Studies and History had the most significant impact on me. These courses offered a comprehensive understanding of the diverse perspectives that shape governance and policy-making. I gained critical thinking and analytical tools to dissect and evaluate political concepts and comprehend the complexities in both contemporary and historical contexts. Overall, I enjoyed broadening my intellectual horizons and sharpening my ability to engage in informed discourse.

What has the most exciting part about studying at the University of Manitoba?

I came to the university and Campus Life program in 2015 for a better life and to gain an education. During high school, I was interested in attending university or college. While in high school, there was an E.A. who wanted me to push my way further in my life and to be successful. He said, “Ian if you want to get life skills you need to go into the integrated classroom”. So, I did.

“It changed my personal life and my opportunities for the future and helped to pave the way for university through the Campus Life program. This is also why I chose to pursue courses in Political Studies and History and do assignments that concerned disability issues. I hope to see more inclusive education programs for people with disabilities in the decades to come.”

My most memorable assignment has been an ongoing blog project where I write about different topics that interest me and are explored in my classes. I write about topics such as disability issues, the Russia-Ukraine War, and political ideology. These were my favorites because they let me explore important issues and share my thoughts with others. Even when life got busy or tough, I made sure to keep writing in my blog because it was something I was passionate about. It helped me grow as a writer and thinker, and I’m grateful for the experiences it gave me.

What’s next for you after graduation?

The right path for me is to be an independent blog writer and photographer on topics such as travel, history, culture, and much more. I will continue writing more blogs after graduating from the university. Another hobby of mine is transport spotting, I plan on expanding on this interest in the future.

Advice to others thinking about university

Be confident and be yourself. Be realistic yet hopeful about your dreams. Ensure that you know your capabilities and know that you can definitely do it. Don’t let others convince you otherwise. Be open to learning new things and meeting new people. Stick with your friends and don’t get caught in the trap of trying to impress people. You have the right to life, love, education, and employment. You will have to work hard to obtain these things but if you put in the effort and the time, just like everyone else, then eventually the opportunity that is right for you will come. Even if the uncertainty that life has to offer can be scary and fearful, when you embrace the journey, you’ll find yourself really living life the way you’re meant to, instead of staying in your comfort zone. You need to be grateful for the people around you and the experiences life provides.

Find out more about Campus Life visiting  https://umanitoba.ca/education/campus-life