“It was one of my most memorable experiences,” she told Indigenous high school students at the University of Manitoba (UM) New Buffalo Education Gathering. “Some of the things that they discussed are things that I think of to this day.”

It’s that kind of insight the Indigenous Student Recruitment and Community Relations team (ISRCR) strives to provide prospective post-secondary students through its annual event. Now in its third year, the gathering drew 382 high school students to UM’s south Winnipeg campus on Nov. 14, 2025.

“Every time, in my first year, I faced a challenge, I just thought of them and I saw how far they came,” added Bushie.

“It reminded me that as Indigenous students we’re so capable, and we have it in us to do so much for our communities. I think that was so empowering for me.” — Aliyhia Bushie, science major, Hollow Water First Nation

Left: Ashely Sinclair and Aliyhia Bushie share their experiences with the students. Right: UM Resident Kookum Karen Courchene talks about the importance of education while Desiree Morrisseau looks on.

The gathering is the brainchild of Desiree Morrisseau, Director of ISRCR and member Grassy Narrows First Nations with maternal ties to Crane River.

Morrisseau introduced seven team members who helped produce the gathering that includes information on academic programs, tours of the student residences and campus, and resources and strategies for safety and self-care.

“Yup, a round of applause for them,” agreed Morrisseau, as the crowd clapped and cheered. “It takes a community to put on an event like this.”

Karen Courchene, the “Kookum”- or grandmother-in-residence at UM’s Indigenous Student Centre, said the event is based on a now-famous quote from Indigenous scholar Blair Stonechild that “education is the new buffalo”.

“The buffalo once sustained the Plains Nations’ people with food, shelter and tools,” explained Courchene, a member of Sagkeeng First Nation. “They gave the people everything they needed to survive and to thrive.

“Well, like the buffalo,” Courchene added, “education now sustains First Nation, Métis and Inuit people with knowledge, opportunity and empowerment.”

But, it’s a big step to follow the buffalo like their ancestors did, suggested Morrisseau, so the gathering would help them map their journey.

Nearly 400 Indigenous high school students attended the third-annual New Buffalo event.

“This event is for prospective Indigenous students – to welcome you because you deserve a seat at the table, you deserve to be here, you deserve to be seen,” she said. “And we want you to know that there is such a large, welcoming Indigenous community on campus, and we want you here as a student if you choose.”

However, the team is careful not to pressure students into attending UM, the largest post-secondary institution in the province with more than 3,200 Indigenous students, over other options. It may host the event, but encourages aspiring students to make their own decisions.

“One of the things that our team is really big on is ethical recruitment,” said Morrisseau. “So if you don’t know what ethical means –  ethical is making sure that you do things in a good way.

“We want you to succeed wherever your heart sends you. When you succeed, we succeed.”

But that didn’t stop Ethan Temmerman, a kinesiology student from Ebb and Flow First Nation, from putting in a good-natured plug for UM as part of a presentation by senior students.

“The main thing that sets this university apart from the other universities – and will be relevant to people in this room – is the supports,” Temmerman said. “From what I can gather at the other universities, there is a lot less support for Indigenous students. Whereas, here, it is almost overwhelming how many Indigenous supports there are.

“I felt very supported in my first year.”

Students have fun colouring Indigenous-inspired artwork.

Hearing that kind of testimonial and watching the students take it in, made Vanessa Lillie’s day.

“New Buffalo is Desiree’s dream,” said Lillie, UM’s Director of Cultural Integration,“and she made it come to life with really just sheer determination and willpower – and an amazing team.

“I have been here every year, and it has just grown and grown,” said Lillie, who has roots in Peguis First Nation. “To see so many Indigenous students interested in attending post-secondary is just phenomenal and makes my heart so happy.

“I never had this chance when I was young and I wish that I would have.”

To listen to the full interview, please visit CBC’s Unreserved.

This year marks the 50th anniversary of the Department of Indigenous Studies – a milestone born from courage, resilience and vision.

“Today, we are not only celebrating,” said Department Head Lorena Fontaine at the recently held 50th anniversary celebration. “We are also remembering a history born out of pain. This department exists because students refused to be ignored.”

Lorena Fontaine, Head of the Department of Indigenous Studies

Her words carried the room back half a century – to the moment when a small group of Indigenous students decided that their languages, laws and histories deserved a place in the university.

Their voices would ultimately reshape the institution.

Pictured here are the founding members of the Indigenous Manitoba Engineering Student Association (IMESA). Front row, left to right: Reg Blackbird, Public Relations; Ovide Mercredi, President; Albert Stevens, Vice-President. Second row, left to right: Emile Garson, Committee Chairman; Yvonne Monkman, Secretary; John Allooloo, Member.

1970s–1980s — Carving space out of Silence

In 1970, the University of Manitoba – located on the original lands of the Anishinaabeg, Cree, Oji-Cree, Dakota and Dene peoples, and on the National Homeland of the Red River Métis – had more than 13,000 students, but fewer than 50 were Indigenous.

They learned about “exploration” and “civilization,” yet rarely did classroom lessons include Indigenous perspectives or experiences.

In 1971, a racist article published in The Cursor, the engineering student newspaper, became the catalyst. Eleven students from the Faculties of Arts and Education formed the Indian, Métis and Eskimo Student Association (IMESA), demanding accountability and change.

“We had no textbooks, no mentors, no role models,” remembered Ovide Mercredi , then IMESA president. “All we had was each other – and one belief: our voices belonged here.”

UM held its first campus pow wow in 1972. Since then, Indigenous graduates have had the opportunity each year to celebrate their academic achievements and excellence at the annual Grad Pow Wow.

In 1972, UM held its first campus pow wow. Three years later, the Department of Native Studies was formally established – the second of its kind in Canada. “That day, we were no longer guests,” said Mercredi. “We had truly come home.”

In 1982, the department faced closure due to budget cuts. It survived only because Professor Emma LaRocque, alongside students and community allies, organized petitions and public appeals.

“We had to prove, again and again, that our existence mattered. If we had stayed silent, this department would not exist today.” — Professor Emma LaRocque

Left: Professor Emma LaRocque

1990s–2020s — From the margins to the mainstream

By the 1990s, the department launched one of the first master’s programs of its kind in Canada, later expanding to the PhD level and becoming a national leader in Indigenous graduate research and studies.

In 2021, the Faculty of Arts introduced the Indigenous content degree requirement, calling for all Arts undergraduate students to complete at least three credit hours of Indigenous course content in their studies to graduate with a Bachelor of Arts degree. Members of the Indigenous Studies department have been instrumental in developing, evaluating and delivering the courses which cover a variety of areas of study such as history, political science, sociology and women’s and gender studies.

The requirement seeks to give every future graduate an understanding of the place of Indigenous people in Manitoba’s and Canada’s history, and how that is woven into contemporary society, especially our workplaces. Since it has been introduced, other Faculties at UM have also implemented the requirement.

At the 50th anniversary celebration, the Department of Indigenous Studies gathered in Marshall McLuhan Hall with alumni, friends and long-time supporters.

Today, more than 3,200 Indigenous students are studying at the University of Manitoba. Across the university, 127 students – both Indigenous and non-Indigenous – are pursuing majors or minors in Indigenous Studies, Indigenous Governance or Indigenous Language programs.

The Department of Indigenous Studies has continued to expand its academic offerings. In addition to degrees in Indigenous Studies and Indigenous Governance, the department delivers a range of language courses, including two new micro-diplomas in Anishinaabemowin and Cree that support language learning and revitalization.

Regular colloquia and international conferences also create spaces for scholars, students and community members from around the world to gather, exchange ideas and learn together.

Faculty members take pride in the diverse accomplishments of their graduates, who can be found in every field – from health care, education, business and the arts to public service, law and counselling.

Professor Niigaan Sinclair

“Without the Department of Indigenous Studies, none of what exists today would have been possible – not the Indigenous Student Centre, not the Vice-President (Indigenous), not the National Centre for Truth and Reconciliation,” said Professor Niigaan Sinclair. “All Indigenous progress at UM has grown from here.”

He also spoke about the deeper purpose behind studying Indigenous Studies.

“Don’t let fear guide your life; let love guide it. Taking Indigenous Studies is an act of love – not just for Indigenous peoples, but for this country.”

Alumni, faculty and friends reunited to honour five decades of Indigenous scholarship—some embraced after years apart, while the new generation carried the spirit forward.

The future — The drum continues

Today, generations of Indigenous scholars are following the paths their mentors cleared – continuing to learn, research and create on their own land and in their own classrooms.

Sarah Hourie, Métis scholar, Assistant Professor in City Planning and PhD candidate in Indigenous Studies, said: “I was very excited to take my own language… through the Indigenous Studies department, through a lot of hard work through people who came before me.”

Adrienne Huard, Anishinaabe Two-Spirit curator, writer and Instructor in the department, also a panelist at the 50th anniversary celebration, added: “Our bodies and our art are archives. Every performance is telling the world – our very existence is knowledge.”

From left to right: Elder Carl Stone, Adrienne Huard, Rhianda Redhead and Sarah Hourie.

As the celebration drew to a close, Elder Carl Stone honoured Mercredi, Moses Okimaw, Edwin Jebb, LaRocque and Sinclair with a song.

“Everything that I know about me, and the love I have for myself, the knowledge I have about my people and the love that I have for my people, came from my own people,” he said, pausing as his eyes filled with tears.

Beyond the hall, the rhythm of the drum continued on a new platform.

First-year Indigenous Studies student Rhianda Redhead took over the UM Indigenous social-media account that day, writing in her closing post:

“It was an unforgettable afternoon – we’ve come so far from our ‘humble’ beginnings, and we’ll keep moving forward.”

In that moment, the drum and the words resonated together.

Fifty years of echoes became a new beginning. From resistance to resurgence, from the margins to the centre, the Department of Indigenous Studies continues to write its living story – a true House of Knowledge for all.

Over the coming months, the Researching in Good Ways team will host a series of consultations with faculty, graduate students and Indigenous community partners. These sessions will create a space to share insights and experiences, helping shape principles that honour Indigenous knowledge and uphold mutual respect. 

“At the heart of this project is a commitment to listening first.” says Project Director Kathleen Wilson. 

“ Rather than leading with our own assumptions, we are focused on creating space for Indigenous communities to share their stories and wisdom about research. By placing these voices at the forefront, we honour their guidance and ensure the framework grows from lived experience.” 

Building on community wisdom

RIGW project builds on the foundation of Working in Good Ways — an Indigenous framework for community engagement developed by the Community Engaged Learning department several years ago through conversations with Indigenous partners, faculty and students. 

During Working in Good Ways consultations, many participants shared stories about their experiences with community-based research — stories of successes, challenges and lessons learned. 

Nicki Ferland, Director of Land-Based Education and Indigenous Curriculum and co-lead of Working in Good Ways, recalls: 

“ These stories become the guide for what to do, and what not to do, and will help us change the way we research here at the UM.” 

Extending the work into research 

While Working in Good Ways focused broadly on community engagement, this new phase turns its lens specifically toward research — exploring what has gone well, what barriers still exist and what lessons can shape future collaborations.

Supported by the Office of the Vice-President (Indigenous), the Office of the Vice-President (Research and International) and the Strategic Initiatives Support Fund, the new project aims to create a resource to help researchers engage in more respectful and reciprocal ways. 

“Research doesn’t begin when a project is launched,” says Ferland. “It begins much earlier—with learning, reflection and relationship building—the work before the work.” 

From left to right: Kathleen Wilson, Nicki Ferland, Dr. Don Davies and Vanessa Lamirande.

Led by Indigenous experience and leadership 

The project is guided by a team of Indigenous scholars and community leaders: 

• Kathleen Wilson – Project Director, a Two-Spirit Métis educator and researcher with extensive experience in curriculum design and interdisciplinary research 
• Nicki Ferland – Director of Land-Based Education and Indigenous Curriculum and co-lead of Working in Good Ways 
• Dr. Don Davies – Director of Indigenous Research at UM, committed to advancing Indigenous research sovereignty 
• Vanessa Lamirande – Assistant to the Directors, supporting coordination and relationship building across the project 

Wilson hopes the outcomes will inspire long-term institutional change. 

“The hope is that the framework and its associated resources will become embedded within university research structures, fostering meaningful and lasting change in how researchers engage and collaborate with Indigenous partners.” 

An invitation to participate 

Do you have experience conducting or supporting research with Indigenous communities? The team welcomes you to share your insights. 

Consultations will take place from October 2025 through March 2026, in both in-person and online formats. Dedicated sessions for Indigenous participants will also be available to ensure discussions happen in safe and culturally grounded spaces. 

For more information or to participate,  

• Contact: Kathleen Wilson – Project Director (kathleen.wilson@umanitoba.ca) 
• Learn more: Researching in Good Ways landing page 

Researching in Good Ways is more than a project—it is an ongoing commitment to shaping a research path that moves forward in true partnership with Indigenous communities.

Reflecting on the meaning of teaching

According to Dakota teachings, the Hoka, or Blue Heron, symbolizes patience, grace, balance, and determination – qualities that not only embody the role of teachers but also serve as central themes in EDUA 1790 Introduction to Teaching, a course offered exclusively to students in the Access Program. First offered in Fall 2024, the course invites students to explore a career in teaching, reflect on the purpose and meaning of education, and consider its impact on communities. Marti Ford, an Associate Professor and Associate Dean (Indigenous Education) in the Faculty of Education, who taught the first offering in Fall 2024, relates the significance of the course to her own experience: “I was planning on going into medicine. But I wanted time to focus on being a good mom. I wanted to help the Indigenous community. Education was the way to go. Education is such an important career. You can do so much with it. You can make changes in your own community. You can provide children with opportunities. If they have people to guide them, they can see what they can be, and they can do anything.” That sense of purpose resonates with many students. Saige Marchand, a second-year Access student with Métis roots, chose to participate in the course for similar reasons: “I knew I wanted to join a field of study that involved helping others. Education provides help and care to people of a wide range of backgrounds and experiences.” Taking the course allowed Saige to “meet people within the Education field that gave me knowledge and insight into the world of Education.”

The Access Program in Extended Education and Faculty of Education unveil the name of the new pathway.

Building relationships

Beyond the introductory course, the Blue Heron Pathway offers Access students ongoing opportunities to deepen their connection with the Faculty of Education. Joint information sessions led by advisors from both Access and Education, networking luncheons with Education faculty and staff, as well as workshops with teachers in the field – some of them former Access students – help foster a sense of familiarity and belonging that inspire students and strengthen their commitment to pursuing a degree in Education. Throughout their academic journey, students continue to benefit from the holistic supports provided by the Access Program, which include personal counselling, spiritual guidance, and academic skill building – all of which contribute to their success and well-being as they work toward completing their first degree. With its strong emphasis on community building, the Blue Heron Pathway also models a core value of teaching. Jordan Flett, a third-year Access student from Norway House who hopes to return to his community as a Physical Education teacher, recalls how meaningful student-teacher relationships shaped his own school experience: “When I was in high school, I used to notice students with their teachers and how the students were full of joy. There are teachers who have that friendly, conversational, and honest attitude that kids can go and talk to. I want to be one of those teachers because they make school more enjoyable and comfortable.”

Supporting the needs of Indigenous communities

The initiative could not be more timely. “It is always an honour to guide students toward the teaching profession,” says Diedre Desmarais, Director of the Access Program, “but right now, our communities are in desperate need of these trained individuals. We are so happy to be a part of this initiative that has been years in the making.” Jan Stewart, Dean of the Faculty of Education, also stresses the need for action: “We have a serious shortage of teachers in Manitoba as well as across many parts of the country. This is particularly critical for our Indigenous communities and rural areas of Manitoba. Indigenous students need to see themselves better reflected in the schools that they attend and in the curriculum that they study. If we can encourage more Indigenous youth to be teachers, we will also be building the foundation for our next generation of educational leaders, policy makers and school administrators.” This message is not lost on students pursuing the Blue Heron Pathway – many of whom plan to return to their home communities after earning their Bachelor of Education degree. By centring the pathway in traditional Indigenous teachings, students are able to integrate both disciplinary and cultural knowledge while experiencing education through an Indigenous lens. Gherie Swampy, a student from Sagkeeng Anicinabe Nation who worked in her community as an Educational Assistant prior to joining the University of Manitoba and hopes to return as a teacher, recalls one of the most powerful moments on her journey: “My most memorable experience was sitting down and listening to Elder Mary Courchene talk about her experience as a First Nations educator and what inspired her. I loved listening to her life story and what she has overcome throughout her lifetime to achieve the things she has. This helped me bring to light the kind of educator I would love to become one day.”

Myth 1: All residential school Survivors had the same experience

Residential schools operated for more than 150 years. While many Survivors share common themes of being separated from family, language, and culture, each experience was also shaped by the child’s community, the school itself, and when and where they attended. Kaila Johnston, Director of Education, Outreach and Public Programming, at the National Centre for Truth and Reconciliation, explains why assuming all experiences were the same risks overlooking the unique histories and healing journeys of Survivors.

Myth 2: Indigenous medicines are not real medicine

Dr. Marcia Anderson, Vice-Dean Indigenous health, social justice and anti-racism at UM’s
Rady Faculty of Health Sciences, dispels the myth that Indigenous medicines and ways of knowing are not real medicine. Anderson speaks not only to their validity and influence in modern medicine, but the role they can play in the future of medicine.

Myth 3: Residential Schools were well-intentioned

Sean Carleton, Associate Professor in the Department of History and Department of Indigenous Studies, addresses the critical issue of residential school denialism, a form of misinformation that distorts the facts about the residential school system. Carleton explains how twisting the truth undermines public confidence in efforts toward truth and Reconciliation.

Myth 4: Indigenous Peoples get everything for free

Niigaan Sinclair, Professor in the Department of Indigenous Studies, columnist, and sought-after voice on education, politics and reconciliation debunks the widespread myth that Indigenous Peoples receive everything for free, including education, health, and housing. He uncovers the falsehoods to explain how treaties, meant to be mutually advantageous, have left Indigenous communities struggling for the same rights and privileges that Canadians often take for granted.

For education:

Increase your understanding of the issues affecting Indigenous Peoples in Canada and calls to action at:

• United Nations Declaration on the Rights of Indigenous Peoples Act (UNDRIP)
• Truth & Reconciliation Commission of Canada: Calls to Action

For support: 

• The Indigenous Student Centre (ISC) offers support such as meetings with the ISC Elders or Knowledge Keeper in residence and student counselling services that can be accessed by contacting ISC directly at 204-474-8850 or by email at isc@umanitoba.ca.
• The National Indian Residential School Crisis Line provides 24-hour crisis support to former Indian Residential School students and their families toll-free at 1-866-925-4419.  
• First Nations, Inuit and Métis seeking immediate emotional support can contact the Hope for Wellness Help Line toll-free at 1-855-242-3310 or by online chat at hopeforwellness.ca. 

The Access Program supports the hearts, minds, bodies and spirits of a diverse student population on their journey to academic success. Since 1975, Access has supported over 700 UM graduates. Here are the stories of two students.

Brett Naylor

Brett Naylor worked as a cook for 20 years, and then he realized he missed being outside and close to nature like when he was growing up in Thompson and Gimli, Manitoba. He wanted to explore his options so he came to the University of Manitoba where an academic advisor and former Access student suggested he explore the Access Program.

Now the member of the Bloodvein First Nation is studying biological sciences in the Faculty of Science as an Access student. He plans to return to his community one day to advocate for it, and to encourage Indigenous kids to consider university.

Naylor fondly remembers his initial orientation with the program, and now he makes a point of speaking to new Access students at their orientation.

“University is hard. I had no idea what it entailed. It was reassuring to meet some students who were succeeding. A couple of mature students assured me I had a place here. I was not an outsider. I was not going to be alone.”

When he attended a science class with instructor, Emily McKinnon, he knew he wanted to pursue sciences. “It reminded me of my childhood on the lake and in nature.”

With Access, he says, “I got to see the university through a different set of eyes, from an Indigenous perspective. At Access, I felt more at home.”

Initially, Naylor worried about being a mature student in large classes full of 18-year-olds who had privileges he never had like being able to live at home during their studies.

“Access was pretty perfect. Smaller classes, other Indigenous students, other mature students, access to counselling, tutoring, cultural support, smudging… I got more exposure to my culture.”

Access helped him make the transition to university.

“I invite kids to check out the program all the time. Kids from up north are worried to come to Winnipeg. It’s a big city, culture shock. You are changing everything. You are thrust into adulthood, having to figure out the bus, rent, food, where to do your laundry. You spend half your time just trying to get by. It’s not just education. Access supports your ability to deal with life. It’s such an open, welcome place. Everyone’s nice and friendly. It is worth checking out.”

Naylor looks forward to stopping by the open house. “You get to know people. You are not just a face in the crowd. You form relationships. That’s really nice. University can be lonely. Just seeing a friendly face helps. It’s nice to touch base, to see where everyone is at. I will go to Migizii to say hi, to catch up with people from my first-year classes.”

Jesse McGregor in his white coat at Rady Faculty of Health Sciences

Jesse McGregor

Jesse McGregor put on his white coat last week to start his medical studies at the Max Rady College of Medicine. This First Nations student from the Mispawistik (Grand Rapids) Cree Nation who grew in in Norway House began his journey at the University of Manitoba with the Access Program.

“I have always been a helper. It’s important to my identity to take on a caregiver role,” says McGregor, noting this calling is reflected in the Indigenous name he was given in ceremony when he was still in high school: Pimichiwan (Flowing Water), as water serves as a healer. His mom is also an inspiration, serving as a nurse in the north.

“Life on the reserve and life in the city are like two different worlds,” he says. “I remember walking in University Centre and feeling like I was a little fish in a big sea. Students were walking in many directions. There were moments of doubt. Every student is trying to find their way.”

The feelings of culture shock, the loneliness, the longing for home are tough for a bush kid who has come to the city, he says, sharing that his choice to go home for the weekend instead of study for his first exam led to him failing it.

“Access supported me through that. They really care. They helped to create a plan for me. They provided a tutor for me.  I passed the course. Without the support, what would I have done? I had no plan. I was learning new skills. I needed guidance. It was a tough experience but I pulled through.”

McGregor is still friends with the fellow students he met in his first-year classes with Access. He attended many of their academic workshops to build his skills.

“The Access Program was always my place to go. Even after I transitioned to the Bannatyne Campus, I had their support system. They really did take great care of me.”

During a recent job as an Indigenous Student Recruitment Officer, McGregor had the opportunity to encourage others to pursue a university education and he always recommends the Access Program.

“They are the most down-to-earth, incredible team. On their 50^th anniversary, I wish them all the best, many more students and many more years of success.”

Learn more about the Access Program

He talks about the importance of Indigenous-focused programs, the changes he’s seen at the university, and how efforts to support Indigenous students continue to grow. Rasmussen also shares what the day means to him and why he helped start an Indigenous birding club on campus.

To listen to the entire conversation, please follow the link to CBC Manitoba.

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.

Launched in Winter 2022, ENG 2400: Decolonizing and Indigenizing Engineering (previously ENG 4100), brings together Indigenous and non-Indigenous engineering students to learn from Indigenous engineers, educators and leaders, and reflect on the ways that engineering can emphasize and incorporate Indigenous Knowledges, perspectives and worldviews into the profession, and how engineers can and should respectfully interact with Indigenous communities. The course was created and is taught by Randy Herrmann, Métis Professional Engineer and Director of the Engineering Access Program (ENGAP), Morris and Seniuk Cicek, and is part of their response to the Truth and Reconciliation Commission of Canada’s Calls to Action. Through the course, students are equipped with the knowledges and perspectives necessary to collaborate respectfully with First Nations, Métis, and Inuit communities in Manitoba and throughout Canada. While new graduates may not be able to create immediate change, they can start the conversations, and as they move into more senior roles in their careers, they may be able to influence meaningful cultural changes. Plans for the course include offering it annually and having it approved as an Indigenous Knowledge course at UM. The goal is to teach 50 to 60 students yearly, with the hope that the newly released documentary will spark curiosity and encourage more students to enroll.

Meaningful Reconciliation requires more than just words; it requires seeking the Truth, and it demands action. Morris and Seniuk Cicek tell us that this journey for engineering students, staff and faculty must begin with Truth, an essential step to understanding the harms of colonization, the Residential School System, and generations of systemic injustices inflicted on Indigenous Peoples that continue today. Reconciliation means working in respectful partnership with Indigenous communities to break down barriers and ensure Indigenous students, staff and faculty can thrive. It involves incorporating Indigenous Knowledges, perspectives and worldviews into engineering education while also recognizing that the responsibility for doing this work rests primarily on non-Indigenous people. Indigenous Peoples need to guide the process, but they should not be expected to carry its burden. As Herrmann states,

“In engineering we are heavily boxed in by Western science, that’s our box. And Indigenous Knowledge, it’s all outside of the box. We discredit all that knowledge. And as Engineers I know we are good at one thing at least and that’s designing boxes. Can we design a bigger box? A box that holds the Indigenous Knowledge?”

His words reinforce the documentary’s message of challenging traditional engineering systems and reimagining how knowledge is defined and viewed.

Turning reflection into action, the Price Faculty of Engineering ensures that reconciliation is not just discussed but practiced. To graduate, all engineering students must complete at least one three credit hour Indigenous content course offered at UM. This ensures that future engineers have some knowledge of Indigenous Peoples prior to graduating. This reflects the faculty’s commitment to integrating Indigenous Knowledges into the curriculum and promoting historically accurate and culturally responsive education. This vision also aligns with UM’s Truth and Reconciliation Framework: Time for Action, which outlines four key commitments: integrating Indigenous knowledges and ways of being; creating a sense of belonging; empowering learning; decolonizing and Indigenizing spaces and places. These themes direct how UM is evolving its systems, policies and environments to engage more effectively with Indigenous communities, a commitment also being made by The Price Faculty of Engineering.

For example, the Price Faculty of Engineering has a successful Engineering Access Program (ENGAP), helping Indigenous students enter, prepare for and succeed in engineering, while offering a safe space and a home away from home. As of 2025, the program has graduated 177 Indigenous engineers, highlighting its impact and significance. One of those 177 graduates is Morris, who earned her B.Sc. in Mechanical Engineering in 2017 and, in addition to her faculty position, is currently working on her PhD in Mechanical engineering. She shares, “The ENGAP program played a crucial role in my success. They provide a lot of support, like financial assistance and tutoring, but I think it is also about having someone in your corner. There were times when I was managing more than just coursework, and ENGAP supported me, allowing me to keep moving forward.” In keeping with the Truth and Reconciliation Calls to Action, there is a strong need for engineers with Indigenous backgrounds, and the Price Faculty of Engineering plays an active role in helping to meet that need.

Truth and Reconciliation has also taken a visual form within the faculty. A large section of wall outside of the Dean’s Office and Engineering Student Services on the main floor of the Engineering and Information Technology Complex (EITC) has been transformed by a dynamic mural by Mike Valcourt, a local Cree and Métis artist. “The mural is about acknowledging the past and focusing on reclaiming that which was lost, using traditional methods”, said Valcourt. Its significance is discussed in the UM Today piece Dynamic mural sparks conversation and frames the newly released documentary. The Price Faculty of Engineering is also in the process of installing additional pieces of art by Indigenous artists throughout EITC to enhance the spaces, work being supported by Seniuk Cicek and Herrmann. The Dean of the Price Faculty of Engineering, Marcia Friesen, tells us, “The engineering profession has been central to the development of Manitoba and Canada, bringing European settlers’ visions of energy, infrastructure, agriculture and other elements of economic development to life. Over time, we have come to understand the tremendous social and cultural costs of these approaches to many Indigenous communities. It is important for engineers and engineering students to tussle with this history and understand a better way forward for a future that includes everyone’s health and prosperity.”

These efforts reflect the broader institutional commitment described by Knowledge Keeper, Leslie Spillett, who emphasized that true progress is built on love, relationships, trust, truth-telling and promise-keeping. According to Spillett, this work requires individuals to lead with integrity, listen deeply, act with purpose and take full responsibility for what they do right, what they do wrong and what they fail to do.

At the Price Faculty of Engineering, Truth and Reconciliation goes beyond academics; it is work that needs to be embedded in its culture, environment, and in the everyday actions of its community. From ENGAP to the documentary, to the visual symbols in EITC, the faculty is making tangible efforts in their commitment to Truth and Reconciliation. Looking ahead, the faculty remains committed to building on this progress through a faculty-focused Truth and Reconciliation Action Plan and by deepening its collaboration with Indigenous communities. While meaningful steps have been taken, Morris and Seniuk Cicek remind us that Truth and Reconciliation is not a destination, but a lifelong commitment. It requires humility, a willingness to listen, and the courage to learn from mistakes. There is still much work to be done. As the late Honourable Murray Sinclair said, “Education got us into this mess and education will get us out of it.”