Through UMVP, students can volunteer at major campus events and initiatives, earning Experience Record recognition for their involvement. Volunteers also develop transferable skills such as communication and teamwork and leadership, while also enjoying perks like free food, social engagement, and the chance to meet new friends.

Open House: be a tour guide and campus ambassador

One of the UMVP’s current areas of focus is recruiting volunteers for the Winter Open House, one of the University’s largest recruitment and community events. The open house welcomes prospective students and their families to campus, giving them the opportunity to explore programs, services and student life at the UM.

As an Open House tour guide, volunteers act as campus ambassadors for leading tours, answering questions and sharing their own experiences as UM students. Volunteering is a great opportunity to practice public speaking, build confidence, and connect with students who are just beginning their university journey.

Career Fair: support students and build professional skills

UMVP is also in search of volunteers for the upcoming Career Fair, where students connect with employers and explore career paths to gain insight into the job market. Career Fair volunteers support event logistics, assist employers, and help ensure the day runs smoothly.

Volunteering at a Career Fair gives students behind-the-scenes exposure to professional events, and as volunteers, you are there to support and develop facilitator skills that aren’t as accessible to others.

Leadership Opportunities: Orientation Team Leaders

For students looking to build on their volunteer experience, UMVP also offers leadership opportunities through the Orientation Team Leader (OTL) stream, which allows for returning student volunteers to take on greater responsibilities. Students selected as OTLs gain in-depth experience in team leadership, communication, volunteer coordination, and event planning. It’s a great opportunity to develop your skills and make a lasting impact on the student community.

 To find out more about the program and apply, visit: UM Volunteer Program | University of Manitoba

1. Know the date and time

Most instructors will let you know the date and time of the exam as soon as the schedule comes out, but you can also check it yourself through Aurora! On Aurora Classic, go to the “Enrollment and Academic Records” tab, click the “Registration and Exams” link, and select “My Exams.” On New Aurora, look for the “My Exams” card to take you to the same page. 

If you have multiple exams, check all the dates and times to ensure there are no conflicts. A conflict isn’t just two exams scheduled for the same time – three exams in consecutive slots, even across two days, also counts as a conflict. Reach out to your faculty’s academic advising office ASAP if you notice a problem!

2. Find the classroom

Aurora will also display the building and room your exam has been assigned to. This room will almost certainly be different from the one your class was held in, and it may very well be in a building you have never visited before. Always locate the room in advance of your exam. You could even meet up with some classmates to search for the venue together!

3. Gather your supplies

Many students have gotten used to doing all their writing on a computer, so don’t forget to take your pencils and pens  out of retirement for the exam period! If your exam involves a multiple-choice bubble sheet, a pen won’t suffice – make sure you get an HB pencil. Always expect the unexpected: it’s wise to bring a backup pen or pencil. Plus, if you’re using a pencil, you will need a sharpener and eraser along with it. Many exams will require extra materials, such as mathematical tools, so be sure to thoroughly check all your course documents and listen up for exam instructions from your instructor.

The other material you will absolutely need is your student ID. Bring this to your table, and the exam invigilator will verify your identity when they bring around the sign-in sheet.

4. What not to bring

Don’t bring anything to your exam that you don’t need. Usually, you will be asked to leave your outerwear and bag at the front of the room or under the table, so any prohibited materials will stay there. Leave your computer, phone and any smart watches, and don’t forget to silence your phone to avoid embarrassing interruptions! You will likely not be allowed to have food or beverages at your desk, but water bottles are generally permitted.

5. When you can’t make it

For any number of reasons, you may not be able to write your exam at the scheduled time. When you are aware of an issue in advance, you can apply for a deferral through your faculty’s academic advising office. Find more information on permissible reasons and the deferral application process, read this article from Student Affairs, ‘Support for extenuating circumstances during exam period‘.

6. During the exam

Be aware of the rules of exit and entry to the exam room. Once the exam has commenced, no student is permitted to leave the exam room for the first half hour. Late students may still be permitted to enter during this period before anyone has left. After that, students may be permitted to turn in their exam and leave, and they can leave temporarily to use the washroom (accompanied by an invigilator).

Inevitably, some students will encounter unexpected circumstances on the day-of, or even during the exam. Don’t fret, the university has policies in place for these situations! If you are unable to complete an exam that you have started – for instance, a sudden-onset medical issue or a family emergency – you have options. You can leave the exam and choose to hand in your materials as complete or not complete, and incomplete exams may still qualify for a deferred examination.

Good luck on the last stretch of fall term, Bisons! Remember these tips, study up, keep yourself rested and fed, and you will make this exam period a success.

This award was set up by Wendy McLean (former First Year Centre Academic Advisor) and recognizes exceptional advising with an award of $500 donated to the UM Food Bank in the recipient’s name.

“As an advisor, Wendy’s greatest joy was to see growth; in both the students she advised and in the staff she mentored. In fact, when I was first an academic advisor in University 1 in 2010, Wendy was instrumental in helping me to see the transformational impact academic advising has on students.”, says Ali Wood-Warren, Director, Student Transitions and Success Centre. “Now as a leader in that same academic advising unit, I know that Wendy’s influence on advising at UM is still felt.”

Nomination Process

Nominees must be current UM staff members in continuing roles which provide direct support of students through academic or student advising, within academic or support units. Any member of the UM community (Faculty, Staff or registered UM Student) can nominate an advisor for this award by submitting the following:

• a completed nomination form
• a letter of support detailing the nominee’s contributions and demonstrating how they meet the award’s eligibility criteria (1 page maximum)
• at least two letters of recommendation from staff and/or learners who can attest to the nominee’s contributions and impact as a mentor, coach, or advisor.

Criteria for Consideration

The selection committee will evaluate nominees based on several key criteria, including:

• Improvements to processes and procedures
• Advancements in collaboration and/or teamwork excellence
• Notable creativity and innovation in advising techniques
• Outstanding efforts with individual students
• High levels of student engagement resulting from innovative practices
• Creative programming for advising students
• Productive use of university or community resources

Student Affairs looks forward to celebrating the exceptional work of UM advisors and supporting their impact on students through this award, says Ali Wood-Warren. “We are so grateful to Wendy McLean as the establishment of this award allows us to both celebrate excellence in advising and provides direct support to the students that we, as advisors serve.”

Application deadline for 2025 award: December 23, 2025
Award presentation: February 2, 2026

For more information, please visit the Wendy McLean Advising Excellence Award SharePoint site.

Opening November 17, 2025 is a new Child Feeding Room in 532 UMSU University Centre. Caregivers are welcome to use the space for: 

• Breastfeeding 
• Pumping milk 
• Storing breastmilk 
• Diapering 
• Feeding young children 

Dr. Brandy Usick, Executive Director, Student Engagement and Success spearheaded the project made possible thanks to the Strategic Initiatives Support Fund. 

“We are grateful for support through the Strategic Initiatives Support Fund to help us to expand support for those with family responsibilities in our community. Creation of a centrally located Child Feeding Room provides community members, particularly students, with a comfortable place to pump and to feed their infants and children.” 

This project is aligned with MomentUM strategic theme of Reimagining Engagement. Our physical spaces play a vital role in reflecting the diverse needs of our community and importance to be accessible to all. 

Francene Perehinec, Family Resource Coordinator, summarises the goals of the project: 

“The Child Feeding Room is designed to offer practical support and convenience, helping families manage their responsibilities efficiently and with confidence. We truly hope this space will become a valued and frequently visited resource for those who are pumping, nursing, or need to feed their little ones.” 

The space was designed with comfort in mind. Users will find a quiet, inviting atmosphere. Furnishings include comfortable seating, a sink, a microwave, a kettle, a mini fridge, and a change table. Supplies for easy cleanup and disinfection of surfaces are provided. For privacy, the room is also equipped with a lockable door and blinds. 

Inclusivity is another key principle incorporated into the space.  The room is accessible by elevator and has enough space to fit a stroller or wheelchair. Caregivers with multiple children can also bring them inside while they breastfeed or pump, and some books and toys are available to occupy them. 

The room is located on the 5th floor of UMSU University Centre, Room 532. Those interested in using the space can sign out the key at the International Centre (down the hall in Room 541). The room can be accessed during regular office hours 8:30 a.m. – 4:30 p.m. Those wanting to access the room during after-hours events and programming are encouraged to make arrangements with Francene Perehinec, Family Resource Coordinator.

To ensure this new resource meets the needs of the community, caregivers who use the space are encouraged to complete a feedback survey via the QR code and link in the space. UM will use the responses to continue to improve this service.  

In addition to the new space, there are several other existing child feeding areas across both UM campuses: 

• Migizii Agamik – Bald Eagle Lodge (114 Sidney Smith, Fort Garry Campus) 
• Student Wellness Centre (162 Extended Education, Fort Garry Campus) 
• Global Lounge at the International Centre (542 UMSU University Centre, Fort Garry Campus) 
• Faculty of Arts Quiet Room (605 Fletcher Argue, Fort Garry Campus) 
• The Women’s Centre (190 Helen Glass, Fort Garry Campus) 
• Child Feeding Room (Room 290a Brodie Centre, next to the RFHS Family Centre, Bannatyne Campus) 

Many of these spaces are subject to access upon request. Visit UM’s Family Resources website for more information including details about other services, resources, and spaces. Student can find ways to connect with community and receive support while meeting academic requirements at the Student Parents/Caregiver webpage.

1. Lounge: The SWC boasts a comfy and convenient lounge space, and anyone is welcome to use it! Sometimes you just need a spot on campus to study, eat lunch, or just decompress, and the lounge is available for any of those purposes and more.
2. Wellness resource library: Come check out the text resources that the SWC has made available for students. You’ll find a variety of books and pamphlets on subjects related to health, wellbeing, safety, and more. Maybe you’ll find the answer to a question, or maybe you’ll discover a new strategy for maintaining your mental health.
3. Harm reduction and health/hygiene supplies: The SWC views wellness from a holistic perspective, so sexual and physical health is an important part of the whole picture of wellness. That’s why they stock safer sex supplies – such as various forms of contraception and HIV self-test kits and menstrual supplies. These materials are available for free to all UM students and can be found in the wellness resource library. If you or someone you know could benefit from these materials, the SWC is a non-judgmental, safe place to source them.
4. Consultations: Interpersonal support is also available. The SWC is staffed with Healthy U Peer Health Educators who are trained to listen to or talk through your wellness needs. If you’re seeking out a higher level of professional care, the SWC is still a great place to start. Peer Health Educators are equipped with a knowledge of further supports at the university and in the wider community, and they can help point you in the right direction.
5. Events: Keep an eye out for the wellness events that the SWC hosts throughout the year! The goal of the events is to help students de-stress, whether by offering fun activities and snacks or by distributing helpful resources. Past activities have included pet therapy, crafts, and movie nights. To stay in the loop on upcoming events, follow @healthyuofm on Instagram or visit healthyuofm.com.
6. No reason at all: You don’t need a reason to visit the SWC! If you’re just curious to check out the space, come poke your head in. The SWC was created to be a comfortable and inclusive place where students can relax; no one will interrogate you about why you’re there. The space operates on a drop-in basis – no need for an appointment, just stop by!

Why not take a minute to check out the SWC this fall? You can find them at 162 Extended Education Complex (Fort Garry Campus) Monday through Friday. Check out @healthyuofm on Instagram for the  most up-to-date open hours. Questions? Reach out to healthandwellness[at]umanitoba[dot]ca.

Ready to Roam provides new students with an idea of what to expect in their first days on campus in the fall. This year, the event took place on July 30, with over a thousand students attending! New students familiarized themselves with the environment by joining tours, got a feel for classes with a Mini Lecture, learned academic success strategies, and broke down the differences between high school and university.

UM Essentials is a set of online modules that new Bisons can complete at their own pace, from home. The content features a wide array of topics, so students will discover strategies for taking on their first classes, university resources to help them succeed, wellness advice, tips on getting involved in student life, and the values and guidelines that keep the university a respectful and safe community. All incoming students are automatically enrolled in UM Essentials in August, so they can complete it at any time and refer back throughout the year. The online resource is also a great way for new students to familiarize themselves with the UM Learn interface, as the site also hosts all course homepages.

Prep Week is the best way to immerse yourself in the campus community! On August 26 and 27, all new students are invited to the Fort Garry campus where they can participate in university skills workshops, attend a special panel presentation, play games, and meet peers! The main component of Prep Week is a series of workshop sessions led by Student Affairs staff who specialize in supporting students by building their academic skillsets. Topics will include writing, academic integrity, study tips, and self-care. The panel discussion, titled “What I Wish I Knew,” features upper-years students providing the advice they would’ve liked to have when they started their journeys at UM. Additionally, there will be a Zoom webinar on August 28 about essential research and writing skills.

Welcome Day is the day before the start of classes, and it’s the grand finale of our orientation programming! To start, students are assigned homerooms for the day. Next, students will make their way to the Pep Rally to celebrate joining the herd! In the afternoon, students can enjoy the Carnival with new and old friends. Look forward to food, inflatable games, a photo book, a DJ, and more! If students still have questions before starting classes the next day, there will still be campus tours running through the afternoon, and they can stop by the Welcome Day Info Fair for more information on campus resources.

Are you starting your university journey with us this September? Ogechi Agba, Transition Events Coordinator, has a few words of advice:

“This is your first year at UM! Make the most of orientation by taking part in opportunities that have been created just for you. Meet new people with common interests and get an advantage by becoming familiar with the expectations and resources available to you.”

Participating in orientation programming is the best way to start off the new academic year on the right foot. That means knowing your way around, strengthening your academic skills, discovering resources to support your success and wellness through the year, and getting to know your peers. Check out the Fall Orientation website to discover more programming details and register for the events!

We are so excited for new Bisons to join the herd!

Between the International Centre coordinating funding and Community Engaged Learning helping them prepare as a team, the group of students was ready to take on the week. Regular sessions leading up to their departure helped this group of students – all from different cohorts across the university – prepare socially through icebreakers and team building. Thordarson recalls how Meghan Young, head of the Community Engaged Learning team, set them up for success, guiding them through the purpose of the program and what it would look like. He describes, “Meghan did a really good job at preparing us so that it wasn’t just this jarring experience. We knew we were all going there together, and that really built the trust so that from the second we stepped foot in the airport to getting back, we knew who our team was. We knew what they were like. We knew what worked and how to recognise stress and deal with each other.”

When Thordarson departed for Belize, he was first struck by the newness of it all. He explains, “The entire journey was insane. I had never been on a plane or seen the ocean, never left the province – so every bit of it was new for me.” Once there, speaking to community members and participating in their ways of life, it didn’t take long for the feeling of newness to give way to familiarity. Speaking to the common ground between their cultures, Thordarson describes how they are “so similar that it doesn’t feel like I’m talking with someone not from Canada, that our Indigenous culture is only that of an Indigenous Canadian, but there are some innate beliefs, like spiritual stuff or just relying on that symbiosis with nature that we’ve held and experienced being taken away from.” Through many conversations with community members, Thordarson learned the consequences of colonialism have been similar for their respective peoples, as well. Although the new environment was still jarring, he maintains, connecting with people was not.

The week of activities was led by the community, providing students with the opportunity to engage with Maya culture and the environment and exchange cross-cultural perspectives. “Every day was just jam-packed with stuff,” Thordarson describes, listing a range of activities: free-flowing conversations over home-cooked meals, birdwatching, medicine walks, and even exploring Mayan ruins. With the focus being foodways, the group experienced the production process from farm to table, and it was a far cry from the prairie agriculture Thordarson knew. “We did get to see one of the farms that they maintain,” he recalls, “it was like a hillside, jungle farm. It was nothing similar to what you would expect a farm to be. It was literally a giant trek into the mountains, too.”

Although the environment felt strange and harsh at times, the community was warm and welcoming. To Thordarson, the people seemed to have everything they needed: a loving community and fresh, filling food. He reflects, “That’s something that sticks with me a lot, because I feel like every time I talk about it with someone, they expect to hear me pitying people from a developing nation – but I felt like I would have killed for what they had.” Coming from an Indigenous and low-income background, he explains, he understands that these things cannot be taken for granted.

The group consisted of students from a range of subject areas at UM, and Thordarson was the only student from the Asper School of Business. “We were all students with different backgrounds and perspectives, so we all experienced the same thing but took different lessons from it,” he explains. Letting his own academic background and interests guide him helped him connect the experience to his studies and his future aspirations, such as addressing structural inequalities in Manitoba and contributing his own scholarship to economic theory. As Thordarson describes his position, “I approached this through the lens of someone who was genuinely interested in economic development and sustainable business.” That lens brought certain elements of the experience into focus, particularly the ways colonial economic systems change or threaten the Maya communities.

He connected what he learned directly in conversation with Maya people there to what he has learned from the scholarly theorists he studies: “I think it relates to economic theory, gives me more insight, and helps me understand why these old academic guys wanted to write about their observations.” Since returning home, Thordarson has invoked his experiences abroad to illustrate concepts to his peers. Explaining systemic problems Indigenous Peoples are subject to, he says, is much more effective when he is “able to guide them through a story” rather than “finding a citation in a textbook.” That kind of experiential learning, taking concepts from community engagement rather than solely from the classroom, is exactly what international mobility experiences are designed to provide.

The International Centre is here to help you enhance your learning by bringing your academic journey outside the classroom. They aim to make these experiences accessible to everyone in the UM community by connecting you with the resources to make it happen and supporting you at every stage of the process. You can also begin exploring other global mobility possibilities at UM’s International Centre homepage or reach out to international[at]umanitoba[dot]ca.

Even the most prepared student, however, may be faced with unexpected circumstances. In this case, a deferred exam may be considered. In the case that a medical or compassionate circumstance arises which prevents a student from writing an exam as scheduled, they may request a deferral. A deferral is a privilege for students. The UM’s Self-Declaration Policy for Students considers the reasons students may be unable to write an exam.

If you are unable to write an exam, and no other documentation is available, you must complete the Fillable Self-Declaration Form for submission with your request for a deferred exam(s).  Students should be aware that submitting a Self-Declaration form either dishonestly, or for a non-valid reason, is the same as submitting any other fraudulent (false) document, which may result in disciplinary action under theUM Student Discipline By-Law.

Examples of non-valid reasons 

• Attending a personal or family event (e.g., vacation, wedding) 
• Optional travel
• Technological difficulties
• Competitions or events, related to personal interests (choir, acting, pageants, exhibitions)
• Employment-related commitments
• Academic/Exam Related Stress

Examples of valid reasons

• Sudden illness or injury on the day of an exam
• Unexpected compassionate circumstances
• Known conflicts of religious observance
• Bereavement or loss of a loved one
• Participation in an inter-university, provincial, inter-provincial, national or international scholastic or athletic event

If you are unsure if your reasons is valid or not, please check with an advisor in your faculty to help navigate the Self-Declaration form.

Even if the circumstances may not fall under what is acceptable for the Self-Declaration form, UM understands that regardless, students may be stressed or may have some difficulties preparing for their exams.  In those cases, now is the time to reach out to student supports and resources. Student Affairs is in full swing for the exam season and students looking for support should reach out.

• For students who are not able to meet academic requirements due to stress reasons, health reasons, or have other accessibility concerns, please contact the Student Accessibility Services.
• The Academic Learning Centre is ready to help students with study skills, exam preparation, and writing workshops.
• The Student Wellness Centre, Student Counselling Centre, or other Student Supports are there to help manage stress, anxiety, and approach the exam season head-on.

Best wishes to all students in their preparations for final examinations.

Student Affairs is seeking volunteer tour guides to help at Preparing for University, the first event of the UM Orientation series. The event will take place on May 4, 2025, from 1 to 4 p.m. on the Fort Garry campus.

To join the team, volunteers must:

• Be current UM students
• Be outgoing and comfortable sharing their experiences in groups
• Have a basic navigational understanding of Fort Garry campus
• Have a basic understanding of the essential UM services on Fort Garry campus
• Be physically capable of standing and walking for up to a couple hours at a time
• Be an enthusiastic member and advocate of the UM community

Kareem Sowid is an example of the type of students who make perfect orientation volunteers – friendly, well-spoken and invested in helping others. He was first drawn to a volunteer recruitment posting in his first year because he saw value in supporting new students at what can be a confusing, stressful time. Sowid explains, “Getting to meet new students, seeing their faces when they first walk into university, and getting that first impression – it really made me think, ‘wow, that was me two years ago when I first walked into university, and I was this nervous.’ So, when I volunteer, I genuinely always try my best to accommodate the students and I always let them know that there are no embarrassing questions or stupid questions.”

As much as new students benefit from the help of orientation volunteers, volunteers derive many personal benefits for themselves, too. For instance, volunteering is a great way to meet students from different faculties who you might never encounter in your classes. “It was very nice to meet people with different interests,” Sowid reflects, “I met a lot of my friends from the planning for university and I think it was a very good experience.” Furthermore, Sowid recalls how the experience left him feeling valued by his community, both at the event and long after.

If you are interested in becoming a volunteer tour guide, Student Affairs encourages you to apply. Start by filling out the 2025 Orientation Volunteer Application Form and choosing a 30-minute interview timeslot (if you’re a new volunteer). Successful applicants will need to attend a training session the week before the event to understand the structure of the event, learn the campus tour script and route, and cover any additional information they will be expected to know or convey to new students.

The Academic Learning Centre, in partnership with the Faculty of Graduate Studies, is hosting an intensive 2-day writing retreat designed to help graduate students progress in writing their theses/dissertations.  This Graduate Writing Retreat is based on the Australian National University “Thesis Bootcamp,” where attendees focus on writing as much text as possible in a supported environment. Each day starts with a short workshop on writing faster, managing procrastination, and developing a consistent writing routine.  Attendees will be provided with a quiet space, writing tutor support (if needed), beverages and snacks each day, and lunch for one of the days.

The aim for students attending this bootcamp is to write 5,000 words. This is a stretch goal and aiming big encourages commitment and focus. To increase success, attendees are required to develop and submit a writing plan in advance of the retreat (See: How to prepare a thesis “road map” )  to academic_learning[at]umanitoba[dot]ca with the subject line “thesis roadmap” by April 20, 2025 (midnight). Submitting early is encouraged. Students are encouraged to discuss their writing plans with their advisors or an ALC graduate tutor.

The UM Graduate Writing Retreat will run 9 a.m. to 5 p.m., Monday May 5 and Tuesday May 6 on the Bannatyne campus. Students must apply by April 13 to attend.  The Graduate Writing Retreat is NOT virtual and attendees must commit to attending all three days (flex time is available for parents who have children in daycare).