The plan was developed by a steering committee comprised of faculty, staff, students and senior leaders. As implementation is an ongoing and iterative process that involves everyone – faculty, staff and students – the committee will regularly review actions, gather feedback and use evidence to guide next steps and report back to the community. 

Central to this work is ongoing collaboration with the Truth and Reconciliation Advisory Committee to ensure that the commitments of Time for Action are meaningfully embedded in our implementation efforts and in measuring our progress moving forward. 

“Being successful in our actions towards Reconciliation requires integration at all levels of UM’s structures and systems. Therefore, it’s also important that we measure our progress collectively,” said Angie Bruce, Vice-President (Indigenous). 

Throughout the process, reciprocal relationship-building, collaboration and meaningful engagement—both within and across our institution and with community partners – will be key. 

“We’ve heard from members of our UM community that they are inspired by the goals we’ve set out to achieve, and want to be engaged in taking us forward,” said Diane Hiebert-Murphy, Provost and Vice-President (Academic). “I look forward to seeing the many impactful and creative initiatives that will happen through this process.” 

How you can join the momentum 

• Check out stories of how faculty, staff and students are advancing our strategic goals across UM on the MOMENTUM website. 

• Add your voice to the UM Community Experiences Survey. This survey will capture shared experiences, sense of belonging and identify inequities across UM, helping measure our progress and inform actions and decision-making moving forward. Please watch your inbox this September for more details and the survey link. 

• Faculty and staff: Explore the MOMENTUM Implementation intranet page to view sample actions relevant to your work, or to share the success of a project or initiative that aligns with our strategic plan. 

The SISF provides support for initiatives from faculty and staff that align with UM’s strategic goals – creating knowledge that matters, empowering learners, and reimagining engagement – while also advancing UM’s core commitments to fostering a vibrant community, advancing Reconciliation, and building a sustainable future. For the 2025-2026 year, projects focused on advancing unit-level priorities that moved forward our shared institutional goals.

A MomentUM Implementation Plan will be shared this summer to guide faculties and units in aligning their planning efforts with university-wide goals. In the meantime, recent SISF projects illustrate the kind of transformative work already underway.

A new hub for digital and media literacies in the Faculty of Education

With SISF support, the Faculty of Education has transformed its traditional computer lab into the new Digital Literacies Lab – a digital media production space designed to advance novel and inclusive teaching, learning, and research, and foster creative, transformative knowledge mobilization and community engagement through digital media. The new lab includes audio and video production and editing equipment and software, GenAI tools, and a podcast production room.

Officially opened in January of this year, the Digital Literacies Lab is already enabling faculty innovation and enriching student learning experiences, involving forms of media such as video and audio podcasts, video essays, sound postcards, digital stories, and documentaries. The lab has facilitated digital and media literacies education, media-integrated research, computer-assisted qualitative data analysis and Generative AI workshops, and knowledge mobilization initiatives.

The Digital Literacies Lab is also fostering cross-faculty collaborations and engaging the wider community. Several classes of newcomers from the River East Transcona School Division have already visited the lab, and upcoming visits are anticipated by Grade 7-9 students in the Faculty of Education’s CanU afterschool program. The lab has supported several UM student podcast initiatives, and through additional funding from the Scholarship of Teaching and Learning (SoTL) Seed Fund, Amir Michalovich, SISF Project Lead and Faculty of Education Assistant Professor, will use the technologies to explore live podcasting in class for student engagement, dialogic learning, and communicative skills development.

Michalovich notes, “Digital and multimodal literacies are essential in today’s world, particularly for critically and equitably thinking, meaning, relating, doing, and becoming through digital media. We are very excited about the ways the new Digital Literacies Lab will strengthen innovative and inclusive teaching and research, while also providing a valuable service to K-12, post-secondary, and adult learners across Manitoba.”

Students and staff recording a podcast in the Digital Literacies Lab.

Engineering students witness the realities of hydro development in Northern Manitoba

A collaboration between Jillian Seniuk Cicek (Department of Engineering Education, Price Faculty of Engineering) and Peter Kulchyski (Department of Indigenous Studies, Faculty of Arts) resulted in a week-long immersive learning experience that brought classroom teachings on decolonizing and Indigenizing engineering into the field.

Last summer, eleven undergraduate and graduate students, along with an engineer, an architect, four faculty members, and one community guide, visited six Cree Nations in northern Manitoba – Misipawistik (Grand Rapids), Nisichawayasihk (Nelson House), Pimicikamak (Cross Lake), Makso Sakahigan (Fox Lake), Tataskweyak (Split Lake), O-Pipon-Na-Piwin (South Indian Lake), and Kinoa Sipi (Norway House) – to learn directly from community members about the social, environmental, and cultural effects of hydroelectric development. Indigenous community members spoke of environmental destruction, experiences of racism, broken promises, and internal community division over proposed and implemented projects. Participants also heard powerful accounts of strength and resilience shown by local leaders in the face of these challenges. Their stories left a lasting and profound impact on the participants.

“The trip changed the way we understand the experiences of these Cree communities, and the devastating impact of engineering projects on community members’ lives and ways of being, knowing, doing, and relating,” says project co-lead and tour participant, Seniuk Cicek. “This understanding is crucial for engineering students and faculty as we work to learn the Truth and walk the path of Reconciliation in both engineering education and the profession.”

Grand Rapids Generating Station, visited by a group of engineering students and faculty members to learn about the impact of hydroelectric development on Northern Indigenous communities.

Ernest Turner (left) from Misipawistik Cree Nation (Grand Rapids) speaks with Peter Kulchyski and the group. They stand on the dry riverbed where the Grand Rapids once flowed, a place of deep cultural, spiritual, and economic significance to the community.

Enhancing student wellness through improved private spaces

The Student Wellness Centre (SWC) is an important resource hub for student health and mental well-being, offering drop-in and appointment services with health and wellness professionals and trained peer educators. It also hosts a variety of preventive and promotional health initiatives.

Since opening in 2023, the SWC has seen steady growth in both programming and student engagement. As awareness of these resources grows, students are increasingly seeking one-on-one health-focused support from Healthy U peer volunteers, highlighting the need for a private space for these important and confidential conversations. To meet this need, the SWC received funding from the Strategic Initiatives Support Fund and the Bell Let’s Talk Implementation Grant to install a four-person privacy pod. Since its installation, the pod has significantly enhanced the Centre’s ability to offer confidential, student-centered care, helping students feel supported and empowered to thrive.

Arlana Vadnais, Associate Director, Wellness and Prevention, Student Support, says, “The pod allows us to offer students seeking peer support a comfortable, welcoming, and much more private space than before. It also greatly enhances the multi-purpose use of the Student Wellness Centre, as it is used for team meetings, planning sessions and trainings.”

The newly installed privacy pod room in the Student Wellness Centre.

Learn more about projects funded

These projects are just three examples of how the Strategic Initiatives Support Fund is helping the University of Manitoba move from strategic planning to meaningful action. As the new funding cycle begins, the university community looks forward to seeing how this year’s recipients will continue to advance shared priorities through creative and impactful initiatives.

Visit the Strategic Initiatives Support Fund intranet page for a list of 2025-2026 fund recipients.

More than 350 people attended the event, including Elders, faculty, staff, students, community members and government representatives, to listen, learn and reflect. Before the public event, a pipe ceremony was led by Elder Carl Stone to ask for blessings and to make the intentions of the event, and the work moving forward, clear.

The launch began with the lighting of the qulliq by Elder Martha Peet and words of guidance from Knowledge Keeper Leslie Spillett, who was an integral part of the Reconciliation Advisory Committee.

“Every single person has a responsibility to contribute to end the ongoing institutional violence of the colonial project,” said Knowledge Keeper Leslie. “I can hear the echoes in this call: ‘Time’s up. Time for Action.’ from all those who have now walked on. We do this for them, for those here now, and for those still to come.”

A call to action

Vice-President (Indigenous) Angie Bruce, a co-sponsor of the Framework, emphasized that Reconciliation must start with truth.

“This Framework is call to action and a challenge to all members of the UM community to recommit to building strong, respectful relationships, and co-creating spaces, places and structures where Indigenous excellence centres who we are and what we do.

The Framework is built around four key commitments:

• Integrating Indigenous Knowledges – Ensuring Indigenous perspectives shape teaching, research, and governance.
• Creating a Sense of Belonging – Fostering a welcoming environment where Indigenous students, faculty, and staff feel valued.
• Empowering Learning – Expanding opportunities for all members of the UM community to learn about Indigenous histories, cultures, and contemporary realities.
• Decolonizing Spaces – Transforming physical, cultural, and institutional spaces to better reflect Indigenous identities and histories.

The Framework outlines specific commitments for UM’s units and faculties and President and Vice-Chancellor Dr. Michael Benarroch made it clear that our actions matter.

“This is not a ‘nice to do.’ This is a must do. Reconciliation is not just an aspiration—it is a responsibility. We must hold ourselves accountable and take meaningful action to create a more just and equitable future.”

Jeff Leclerc, University Secretary and co-sponsor of the Framework also explained that Reconciliation must start with the truth and that it goes beyond diversity, equity and inclusion efforts.

What comes next?

Truth and Reconciliation Framework Implementation Committee has begun the work to provide strategic guidance and direction to the MomentUM (UM’s strategic plan) Implementation Steering Committee. This committee will ensure the commitments in the Framework are integrated into the MomentUM implementation plan, including actions and key indicators.

To learn more about the Framework and how you can take action, visit umanitoba.ca/reconciliation-framework.

As well, watch the timeline of Truth and Reconciliation at UM. 

You can also watch a recording of the entire Framework launch event, which included a panel discussion with representatives from the Faculty of Architecture who shared their faculty’s Reconciliation journey.

“I think the best I think the best part of Mini U is the ever-changing climate of our programs,” says Sheffield. “We’re constantly trying to evolve the program to be as cutting edge as possible.”

Sheffield says the leaders who bring a “fresh vibe to the environment” is also a highlight for him each year. Mini U employs over 150 UM students each year as leaders and supervisors in its summer camp and seasonal programs. Sheffield says Mini U prides itself on being a first for many students.

Drew Sheffield, Mini U Program Coordinator

“We are often their first interview experience, the first job orientation and their first role taking on real responsibility,” says Sheffield. “It’s important we get it right so that we can create really good future leaders, to move onto whatever their career might be.”

Sheffield says Mini U also helps to build the student experience, with leaders and supervisors growing a particularly strong bond over the summer.

“You’re learning how to properly communicate with each other, how to build relationships, not just with the kids, but also amongst your peers. And those relationships, because of that shared experience, are long-lasting.”

Adam Toffan, the Joe Dope Recreation Centre supervisor, says Recreation Services also builds a shared bond in the recreation facilities of both campuses.

Adam Toffan, Joe Doupe Recreation Centre Supervisor

“We want to have a welcoming and inclusive community where people feel free to be themselves,” says Toffan. “We get to work with people through their journeys and get to know their stories. We want their experience to make them feel centred and heard.”

Toffan says that communities develop through shared interests across all recreation facilities, clubs, programs and classes. He says the close relationship between Recreation Services and its members creates a larger impact beyond physical health and well-being.

“We try and look at health and fitness with how it transfers to other parts of your life and creating an active lifestyle that works for you,” says Toffan. “We want people to leave the gym feeling ready for whatever they have coming at them next, whether it’s school or work or just life in general.”

At their core, both Mini U and Recreation Services share the goal of building a healthier community by fostering physical, mental and emotional well-being. They aim to create spaces where individuals can grow and develop into healthier, more capable and well-rounded people.

Faculty, staff, and students were asked to contribute to a community mural by submitting their answer to the prompt, “My UM will be …”

Nearly 200 responses were received and consolidated to capture a variety of ideas, hopes, and languages that reflect UM’s diverse community.

“A place of opportunity, inclusivity, where everyone feels seen,” reads one message. Others read, “Sab se accha” meaning “the best” in Hindi, and “Maamawi” meaning “together” in Ojibwe.

The bold, colourful mural brings to life UM’s new strategic plan, ‘MomentUM: Leading Change Together’ and reminds viewers of the university community’s shared goals and aspirations for a brighter future. Its focal point is the bison, a symbol of UM’s strength, leadership, and determination.

In their role to hold UM accountable to the commitments within the strategic plan, the four Witnesses from the UM Indigenous community shared their guidance in the framing of the responses and also contributed their own response, “kweyask-tetotamak”, meaning, “to do the right thing” in Cree.

Students from the School of Art collaborated with UM’s Strategic Marketing Communications team to design and paint the piece over the summer.

“This new mural brings to life the vision of our vibrant community to be a university of positive change in our province and the world,” says Diane Hiebert-Murphy, Provost and Vice-President (Academic). “I hope it will inspire people as they see it and remind them of the goals we established together.”

Visit the Strategic Plan website to learn more and join the momentum.

The mural can be found on the second floor of UMSU University Centre, at the west corner beside the Multi-Purpose Room (MPR) and across from the Graduate Students’ Association Lounge. A copy of the mural will be installed at the Bannatyne campus and William Norrie Centre in the coming weeks.

Thank you to all who have participated in the engagement process and provided feedback on the University of Manitoba’s Truth and Reconciliation Framework: Time for Action (PDF) (Framework).

From May until early September 2024, we have held engagement sessions to help inform and strengthen the draft Framework, ensuring it reflects the diverse voices within the UM community. These sessions have included UM Elders, Knowledge Keepers, Grandmothers, Grandfathers, students, faculty and staff, as well as external Indigenous community partners.

We gathered rich and valuable feedback from each session, direct email and online feedback form submission. Below is a high-level summary of the main themes we’ve learned from your feedback to date:

Accountability: Feedback from the UM community and external Indigenous community partners indicated the need for all UM units, departments and faculties to be accountable for Reconciliation commitments. This means setting clear goals, regularly reporting on progress and being transparent about both successes and areas needing improvement.

Direct and Honest Language: Feedback emphasized the need to make the language in the Framework clearer and more direct, and to ensure it speaks to both Indigenous and non-Indigenous audience perspectives. Helping build trust and ensuring everyone is on the same page.

Anti-Indigenous Racism and Oppression: Feedback highlighted that language concerning the need to address and dismantle systemic racism and oppression faced by First Nations, Métis and Inuit students, faculty and staff needs to be stronger.

Real Systems Change: Feedback showed a desire for deep, structural changes that go beyond surface-level adjustments to making fundamental changes to policies, practices and workplace culture to support Indigenous rights and perspectives.

Transparency on Progress: Feedback indicated the need for the university to be open about its progress on the Truth and Reconciliation Framework and following implementation. Regular updates and clear communication are essential.

Truth-Telling: Feedback stressed the importance of acknowledging historical and ongoing injustices faced by Indigenous Peoples, specifically at UM. Sharing the truths related to UM’s history and relationships with Indigenous Peoples is a crucial step towards healing and being in right relationship. It also reinforces the message that without truth, there can be no Reconciliation.

Distinct from EDI Efforts: Finally, some feedback indicated the need for clarification of how this work is distinct from the UM’s equity, diversity and inclusion (EDI) efforts; that the Truth and Reconciliation Framework is not simply about promoting diversity and inclusion; it is about fulfilling our obligations and commitments to Indigenous Peoples.

This feedback will inform the work as we move forward with developing the next draft of the Framework.

Thank you again to everyone who has contributed to ensure the Framework has meaning. We appreciate your time and commitment to advancing Reconciliation at UM.

We invite anyone who wishes to share additional feedback to email us at reconciliaction@umanitoba.ca by September 20, 2024. Your input is invaluable as we continue this important journey.

Chi-miigwech. Thank you.

Angie Bruce,
Vice-President (Indigenous) and UM’s Reconciliation Advisory Committee Chair and Co-sponsor

Jeff Leclerc,
University Secretary and UM’s Reconciliation Advisory Committee Co-sponsor

“It’s been years of work increasing our profile and exposure, so the best Manitobans choose to stay home [and compete] and that we attract great student-athletes from across the country,” Warkentin says.

Warkentin says these championships are only one area they focus on to build a culture of success and support within the Bisons system. He says Bison Sports continually works to build an inclusive, safe and competitive system centered around the welfare and well-being of all their student-athletes.

“We want joining our teams to be a welcoming situation where a student-athlete can thrive academically, socially and athletically,” says Warkentin.

Bisons men’s basketball head coach, Kirby Schepp

Kirby Schepp, head coach of the men’s basketball team, says part of Bison Sports’ role is to put their athletes in a position to be leaders in whatever fields they enter once their time on the fields of play is over.

“Whatever they’re going into, they become leaders in the community and that’s not by accident,” says Schepp, who likens Bison Sports to a “faculty of leadership.”

Schepp says building an environment to help student-athletes thrive is about helping them “stretch” in an environment that provides a safe place to be themselves while also being challenged.

“The first hurdle is getting them in a space where they’re willing to reach and try things that are outside of their comfort zone, and we have to create that environment,” Schepp says. “We’re trying to push people to maybe their limits, where they didn’t know they could go.”

Schepp says that to accomplish those goals and allow student-athletes to take the lead, they need to feel they’re “safe, supported and included.”

Warkentin says they’ve also been trying to grow the community around Bison Sports, between s

Associate director of operations for Bison Sports, Curt Warkentin

tudent-athletes, the wider campus community and alumni. He says they want to showcase the community surrounding these teams.

“It’s about trying to build that connectedness for everyone,” he says. “Finding these areas of connection and finding ways where we’re all on the same side and pulling in the same direction is a big thing.”

Schepp says he wants student-athletes to understand the scale of what they’re a part of and that it’s bigger than any one of them individually.

“It’s bigger than just their five years and we want student-athletes to know that,” he says. “But it’s also important for alumni to know that even though their time has gone and they’ve moved on, they’re a part of something bigger, and not only came before them but what comes after them as well.”

Warkentin and Schepp say they’ve seen growth in the connection between Bison Sports teams and their student-athletes over the last few years and are now excited to continue to build and strengthen the community across campus.

“From Arctic accessibility and climate change to food and water security, UM has significant capacity to solve complex environmental, social and economic problems and drive transformational change” said Mario Pinto, Vice President (Research and International). “This plan outlines our research strengths and opportunities for growth that will inspire creativity and innovation, resulting in greater impact, external profile and recognition.”

The plan outlines seven themes that will guide UM research in the next five-year period. These thematic areas are:

• Foundations
• Social Justice and Human Rights
• Research by, for, and with Indigenous Peoples
• Water and Food Security
• Health and Well-Being
• Climate Action and Sustainability
• Manitoba, Hudson Bay, Arctic and the World

These interconnected themes will promote the overarching mission of transforming research culture, advancing understanding and creating positive societal impact.

“This plan builds upon disciplinary strengths and embraces inter- and multi-disciplinary expertise in new and imaginative ways to explore bold ventures and opportunities for UM to lead on the global stage,” said Pinto.

In addition, the plan outlines ambitious goals to position UM as a leader in new and critical research areas, including to be in the Top 200 in the world and the Top 10 in Canada in the Center for World University Rankings, in the top 251-300 in the Times Higher Education Rankings and in the top 100 in the Times Higher Education Impact Rankings.

The plan is informed by institutional priorities outlined in MomentUM: Leading Change Together and the draft Truth and Reconciliation Framework: Time for Action (2024-29). It is a result of a co-creation process with the Strategic Research Plan Committee and the entire UM community through extensive consultations and feedback sessions. Hundreds of researchers, innovators, staff and students shared their ideas and priorities for research excellence at UM, helping to shape the creation of this document.

To learn more about the UM Strategic Research Plan, visit: https://umanitoba.ca/research/strategic-research-plan

“We were once again excited to see tremendous enthusiasm for this initiative,” says Diane Hiebert-Murphy, Provost and Vice-President (Academic). “We received over 60 applications from a variety of academic and administrative units. The quality of ideas put forward and the collaborative nature of the projects reflect our stated vision to boldly lead change together.”

SISF targets small-scale short-term projects, ranging in cost between $10,000 and $100,000 which could be completed by March 31, 2025. A complete list of funded projects is available on the Strategic Initiatives Support Fund intranet page. We look forward to sharing more with the community on the outcomes of these projects as they move us forward in creating knowledge that matters, empowering learners, and reimagining engagement.

Celebrating our progress: Project outcomes from SISF 2023-24

As the newly funded projects get underway, many projects from last year’s SISF fund have been completed. While their strategic goals were aligned to UM’s previous strategic plan, the project outcomes nonetheless drive us forward toward many common priorities. Here are three examples of impact from the SISF 2023-24.

Project: Inclusive Hiring and Hiring in Good Ways

Lead unit: Human Resources

UM aspires to create belonging rooted in human rights and dignity of all. This vision is reflected in our current and previous strategic plans, as well as other guiding documents such as the President’s Task Force on EDI report and the Indigenous Senior Leadership Report. This project contributed to those efforts to build an outstanding learning and working environment for all, and specifically, to create pathways for Indigenous achievement.

The Human Resources department partnered with CultureAlly to enhance Equity, Diversity, Inclusion (EDI) and Indigenization and De-colonization in its hiring and retention processes. The EDI consultant provided an external perspective on UM hiring practices, identifying gaps and highlighting strategies to engage, hire and retain diverse talent.

The project led to the development of two workshops relating to hiring staff, “Inclusive Hiring Practices” and “Hiring in Good Ways.”  The “Inclusive Hiring Practices” workshop was rolled out this spring, with six sessions offered. The training leads participants in exploring their implicit bias and how it can impact decision making, as well as teaching mitigating tactics and strategies to address bias in the hiring process.

“Many of the workshop attendees commented on the importance of this opportunity to learn about practical steps and the resources available to support those involved in hiring to follow inclusive practices,” says Sandra Woloschuk, associate director, Learning & Organizational Development. Additional in-person sessions will be offered this Fall term and an on-line self-directed version of the workshop is being developed. Watch for upcoming offerings of the workshop on the Learning and Organizational Development intranet page.

The second workshop, “Hiring in Good Ways,” currently in development, will emphasize the importance of addressing discriminatory practices in hiring that specifically impact Indigenous candidates. Together, these trainings will provide a foundation of knowledge that supports UM’s institutional efforts for consistent and widespread integration of inclusive hiring practices.

Project: Period Poverty and Equity, on Campus and Beyond

Lead units: Faculty of Arts and the Centre for Human Rights Research

The “Period Poverty and Equity” project brought together a collaborative team of faculty and staff to address the issue of period poverty, period equity and menstrual stigma. The research team describes the experience of menstruation as an issue of discrimination due to the financial burden posed by the need for menstrual supplies.

The project, involving members from the Faculty of Arts, Faculty of Social Work and the Office of Sustainability, set out to identify barriers and advocate for equitable solutions for period equity. It aligned with strategic goals to create an outstanding learning and working environment and to forge connections for high-impact community engagement.

The research team conducted a physical audit of all sources of menstrual supplies on UM campuses and an online survey to understand the menstruation experience of UM students, staff and faculty. They also hosted several on-campus events, such as a panel featuring renowned experts on menstrual justice. Their final report outlined several recommendations, including that the University of Manitoba offer free menstrual supplies throughout its campuses. At this time the University is reviewing the recommendations.

Find the full report Period Poverty and Equity on Campus and Beyond.

Menstrual product dispenser in washroom. Photo credit: The Manitoban

Project: A Framework for Experiential Learning with-and-for UM Faculties

Lead unit: The Centre for the Advancement of Teaching and Learning 

Building on previous commitments to build capacity and infrastructure for Experiential Learning (EL), this project worked to develop a framework to guide the development, integration and enhancement of EL across the university. Increasing EL experiences at UM is a central pillar of our strategic goal to inspire minds through innovative and quality teaching.

The Office of Experiential Learning held consultations with faculty and instructors aimed at creating a collective vision for Experiential Learning at UM. These consultations resulted in important dialogue across faculties and helped identify the barriers to integrating EL in academic courses from the faculty perspective. Though not yet fully developed, the consultations led to greater understanding of the systems, policies and supports required to implement an Experiential Learning Framework at UM.

In addition, the project led to the development of an EL Faculty Advisory Committee to increase faculty involvement in institutional-level EL initiatives, as well as membership growth in the EL Community of Practice.

Example of Experiential Learning. Project: Art, Community and Resistance 2019, Chiloe, Chile.

These projects are examples of the significant impact of our faculty and staff working together to advance our strategic priorities. Together, UM is making meaningful change in our province and the wider world.

We are excited to share the Truth and Reconciliation Framework: Time for Action – 2024-2029 (PDF). Informed by community consultations and MOMENTUM: Leading Change Together 2024-2029, this draft framework outlines the vision, mission and shared values, which has guided the Reconciliation Advisory Committee in its work. 

Before the Reconciliation Advisory Committee moves forward with presenting a final plan to Senate and the Board of Governors for approval, we invite you to read and share your feedback on this important document. This Framework will guide our shared work over the next five years. We want to ensure that it resonates and that the diversity of voices and perspectives that strengthen our UM community are reflected in the Framework.

Using the Indigenous Senior Leadership Report and Recommendations and the MOMENTUM: Leading Change Together 2024-2029 plan as guides, the Truth and Reconciliation Framework  provides the high-level context to champion a university-wide Reconciliation Implementation Plan in 2025, which will drive UM’s commitment of advancing the Truth and Reconciliation Commission of Canada’s Calls to Action and integrating Indigenous ways of knowing into what we do.

The draft plan is now available on the UM website and an online form is available to provide your thoughts. The form will be available until Friday, July 12, 2024 at 4 p.m. CST and will take approximately 10-15 minutes to complete. The Reconciliation Advisory Committee will be presented with your feedback to inform the final framework.

Thank you for the time and energy you have given to help us develop this draft. We look forward to receiving your feedback.

Miigwech. Thank you.

Angie Bruce,
Vice-President (Indigenous)

Jeff Leclerc,
University Secretary