Education | December 2022

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SATURDAY, DECEMBER 10, 2022

A SUPPLEMENT TO THE

Guide EDUCATION

View online at winnipegfreepress.com/lifestyles

INQUIRIES: 204-697-7390 | AMY.ANDERS @ FREEPRESS.MB.CA

Attaining the skills of tomorrow today. Lifelong learning.

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EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, DECEMBER 10, 2022

UNIVERSITY OF MANITOBA

The experience of a lifetime BY JIM TIMLICK SUPPLIED PHOTO Elder Indigenous midwives in Ecuador showcase a demonstration given to a University of Manitoba group to teach about local tools and medicine used in traditional midwifery practices of the Quechua people.

says Spearman, who is currently studying global political economy. “It was cool to be able to challenge my own ideas of what civilization is and my western ethnocentric views. It just went to show how little we know about our world. It was a very humbling experience.” Spearman says one of the main reasons she decided to take part in the Community Engaged Learning offer- ing was the fact she is a huge proponent of experien- tial learning. She studied in several different countries throughout high school because she was intrigued by how people learn elsewhere. Brandy Usick, executive director of student engage- ment and success for UM, says one of the most common misconceptions that people have about the university is that it focuses exclusively on theoretical learning and doesn’t provide much in the way of hands-on, practical experience. Nothing could be further from the truth, she explains. Experiential learning has been a core component of pro- grams such as medicine, nursing and teaching since the university was founded. More recently, there’s been an increased emphasis on providing experiential learning opportunities to students as part of the university’s long- term strategic plans, she added.  CONTINUED ON PAGE 3

I magine attending classes in the heart of the Amazon rainforest and learning from people whose roots in the region date back more than 800 years. As implausible as that scenario might seem, it was exactly the kind of situation Amy Spearman found her- self in not too long ago. Spearman, who is enrolled in the Faculty of Arts at the University of Manitoba, spent 10 days in Ecuador in February 2020 as part of Amazon: Rainforest Experience, a Community Engaged Learn- ing program that is recognized as an official experiential learning opportunity by the university. As part of the program, Spearman got to work with members of the Amupakin Collective, a group of Indig- enous Kitchwa health practitioners who provide mid- wifery and other services to people living in the region. She also helped harvest traditional medicines in the field, gather and cook traditional foods, and met with lo- cal Indigenous people who shared their stories with her. Spearman says it was an eye-opening experience. “It sometimes felt like you were out of touch with civi- lization and then you realize civilization has a whole dif- ferent meaning than what western countries think it is,”

SUPPLIED PHOTO A midwife teaches University of Manitoba student Amy Spearman how to plant a tree in their community’s chakras, which are traditional farming systems of the Indigenous people in Ecuador.

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“Yes, we want them to successfully graduate from their program. But we’re also looking to help them develop their careers and to serve as contributing members of their com- munities,” Usick says. “At the end of the day, it’s about helping students in their growth and development and for them to be able to look back one day and see how much they’ve learned. Conversa- tions are often about getting a job at the end of your degree program and that’s important, but it’s also about learning, thinking critically, developing new skills and being a good citizen of the world.” It was cool to be able to challenge my own ideas of what civilization is and my western ethnocentric views. It just went to show how little we know about our world. It was a very humbling experience.”

— Amy Spearman

Faculty of Arts student University of Manitoba

UM offers a number of experiential learning opportunities in addition to Community Engaged Learning. They include: • Applied Research: allows students to learn by collaborat- ing with faculty researchers and community partners. • Campus Integrated Learning: provides campus and com- munity-based learning opportunities with a wide range of collaborators and partners. • Co-operative Education: combines academic program- ming with paid, full-time work experience. • CreativeWorks: offers students an opportunity to produce everything from fine artwork, dance and writing to film- making, music and other forms of creative expression. • Entrepreneurship: provides a chance to engage in the ear- ly-stage development of business start-ups and advance ideas that address real-world challenges. • Program-Based Experience: engages students in explor- ing and practising discipline-specific concepts and com- petencies for academic credit or recognition. This can include everything from working at a dental clinic to shad- owing a practising lawyer as part of an externship. Usick says at its core, experiential learning is when stu- dents learn by doing and then reflect back to make mean- ing from what they just learned. The university recently launched a new digital platform called UM Connect at umconnect.umanitoba.ca . It serves as an online catalogue of all the university’s experiential learning programs and will help students choose which ones best match their interests or needs. As for students who may be interested in experiential learning but aren’t sure if it’s the right fit for them, Spearman has a few words of advice. “I always say that university is about academic learning, personal learning and emotional learning,” she says. “The classroom can only give you one side of that. An op- portunity like a Community Engaged Learning program al- lows you to accomplish those other two goals of personal and emotional growth. I think all of those bundled together will make your university experience so much more mean- ingful than if you just have the academic side of it.”

SUPPLIED PHOTO University of Manitoba student Amy Spearman wears face paint done by a midwife as a gesture of respect to the Quechua gods before entering the jungle.

SUPPLIED PHOTO

University of Manitoba students gathered with elder Indigenous midwives and local Ecuadorian youth volunteers of the Amupakin community.

Find the future you want at our compact, cozy campus. BrandonU.ca/Future-Students

CANADA’S finest regional university BE agile • BE courageous • BE inclusive

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EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, DECEMBER 10, 2022

Find your potential at the Asper School of Business ASPER SCHOOL OF BUSINESS

A bachelor of commerce (honours) from the Asper School of Busi- ness is more than just a degree. It’s an opportunity to learn from world-class profes- sors, gain new perspectives, make meaningful connections, and dig deep into the issues and challenges of today’s businesses. Our small class sizes, scholarship opportunities and diverse course of- ferings make Asper the perfect place to discover a career in business that is right for you. The Asper School of Business offers a range of majors at the undergradu- ate level providing students skills to work just about anywhere — in gov- ernment, international commerce, health care, arts and non-profit orga- nizations. Students even learn how to turn their big ideas into successful business ventures. Learning doesn’t only happen inside the classroom. Asper BComm students benefit from the school’s experiential approach to learning through a range of opportunities. While tackling real issues, students build problem-solving and leader- ship skills to prepare them for a rewarding career in business. STUDY AND TRAVEL ABROAD Through the Asper Exchange Program , you can travel the world and expand your cultural horizons by immersing yourself in a new language and way of life. Students in the program can study at one of over 60 top-ranked business schools around the world. All courses are taught in English, you’ll receive sup- port throughout the experience, and credits transfer directly to fulfill your degree requirements. “The relationships that you build while on exchange will stick with you for a long time. This program was the perfect opportunity to meet people and build long-lasting connections. I’m extremely grateful that I took the leap and tried something new that’s out of my comfort zone.” -Avleen Kaur, Asper BComm stu- dent

PHOTO BY DAVID LIPNOWSKI

Indigenous Business Education Partners students at spring 2022 graduation.

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PHOTO BY DAVID LIPNOWSKI

Asper students in the Indigenous Business Education Partners student lounge.

PHOTO BY DAVID LIPNOWSKI

Student sitting in Drake Centre study area.

Students inside a classroom at Drake Centre.

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99 % of Asper are employed full-time within three months of graduation Co-op students

PHOTO BY DAVID LIPNOWSKI

Students in a hallway at Drake Centre.

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many different student groups open to all BComm students. Many of the groups are based on Asper majors, allowing students to meet peers with similar interests. Student groups will help you make friends, find study groups and build a net- work that will last throughout your career. The Indigenous Business Edu- cation Partners (IBEP) offers a welcoming community to all First Nation, Inuit and Métis students who intend to pursue a bachelor of commerce at Asper. IBEP offers stu- dents tutoring, mentoring, financial aid, career exploration, networking opportunities and access to their student lounge.

supports to help young entrepre- neurs turn big ideas into success- ful business ventures. The Centre’s Venture Coach provides coaching, guidance and mentorship to help start, build and scale your business. GAIN REAL WORK EXPERIENCE 99% of Asper Co-op students are employed full-time within three months of graduation. The Co-op Program through the Asper Career Development Centre provides students with the op-

access to Manitoba’s top employers. “[Co-op was the] highlight of my undergraduate degree. Noth- ing else has added more value to my professional portfolio than my Co-op roles. I was able to line up a job eight months before graduating just because of this. I also learned a lot of different skills and attributes working at different organizations, mastering various software and

For more information about admissions and the Asper School of Business, visit:

BUILD YOUR PRESENTATION SKILLS The Asper School of Business hosts and supports competitions that empower students at all levels to present their business cases, solve real-life challenges and gain valuable feedback from industry experts and business professionals. While building relationships with classmates and business commu- nity members, Asper students can compete in business case and busi- ness plan competitions throughout their academic journey. Competi- tions for undergraduate students take place within the Asper com- munity, as well as nationally and internationally. “Case competitions provide our students with the hands-on experi- ence required to face the rapidly changing environment and the insatiable demand for innovation and thoughtful leadership.” -Dr. Bruno Silvestre, dean and CPA Manitoba chair, Asper School of Business

umanitoba.ca/explore/bcomm

techniques that now come in handy at my permanent job.” – Neelam Shahzadi [BComm/22]

portunity to use classroom knowledge in real-world, productive work envi- ronments, all while

getting paid and earning academic credit. BComm students have exclusive

DISCOVER YOUR INNER ENTREPRENEUR

Spark your entrepreneurial spirit at the Stu Clark Centre for Entre- preneurship . The centre offers a variety of ser- vices and

FIND YOUR COMMUNITY Get involved with the Commerce Students’ Association (CSA) or discover

PHOTO BY DAVID LIPNOWSKI

Students gather at the Asper School of Business Drake Centre.

WHAT ARE YOU DOING NEXT YEAR?

Prov.ca /Apply

PHOTO BY DAVID LIPNOWSKI

Asper Co-op students enjoying the placement at Richardson.

ACCESS WAS THERE FOR ME UM student Raven Bennett shares what the Access Program meant to her

In larger universities, it can be easy to feel like a drop in the ocean, but through every step of my journey I always felt like Access was there for me. As I move into my second year at the university and into the general stream, I know I’m not alone and have the ability to tap into the amazing resources The Access Program at the University of Man- itoba has been supporting students for almost 50 years. Taking a holistic approach to promote aca- demic excellence, the success of the program can be witnessed in the 600+ graduates populating every profession serving our communities. Today, these students exemplify Manitoba’s finest who enrich our communities and serve as powerful role models for students following in their footsteps. that Access provides for its students. JOIN THE ACCESS PROGRAM

The small class sizes made learning much less intimidating or overwhelming than other first-year courses and allowed us to build relationships with our professors and our peers. The course material is inclusive of diverse voices and is designed to bridge educational gaps before first-year students move into their chosen majors. As an Indigenous science student, seeing our voices reflected in the curriculum made learning feel more comfortable and meaningful. Outside of the classroom, Access has provid- ed a large gateway into community and cultural events. I have been able to reconnect with so many important elements of who I am as an In- digenous person through ceremonies and other activities like beading groups and sharing circles. These events are a great way to meet other stu- dents, and even more importantly, a healthy break from studying! Knowing I can speak with one of the Elders-in-Residence if I’m in need of guidance, whether spiritually or personally, is also a great comfort.

Among Indigenous education programs, the Access Program at the University of Manitoba stands apart. What makes Access unique is a holistic approach firmly rooted in the diversity of Indigenous cultural values, while welcoming a va- riety of marginalized students. As an Indigenous student who struggled to navigate academic systems and experienced chal- lenges different from my peers, finding a program that truly understood my needs was a challenge. It’s thanks to the programming and staff at Access that I made it through my first year at the universi- ty, from mental health support to academic advis- ing and applying for student loans and bursaries.

Call the Access Program at 204-474-8000 today.

PHOTO BY DAVID LIPNOWSKI

Asper students during the Asper Co-op placement at Canada Life.

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EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, DECEMBER 10, 2022

BALMORAL HALL SCHOOL

PHOTO BY DARCY FINLEY

Students take part in a class in the Riley Visual Arts Studio at Balmoral Hall School.

Full STEAM ahead at Balmoral Hall

“At Balmoral Hall, STEAM is an integrated part of learning as young as four-year-olds in junior kindergarten right through to Grade 12,” explains Lois McGill, director of technol- ogy, innovation and entrepreneurship. “Our technology and design coaches work closely with the faculty to support this inte- gration and to ensure that the skill set builds throughout the years.” At Balmoral Hall, all Grade 9 students study The College Board’s Advanced Placement (AP) Computer Science Principles. The school also offers courses in robotics and mechatronics and will introduce a course in artificial intel- ligence in 2023.

BY KRISTIN MARAND I n February 2020, the grand open- ing of Benidickson Centre for Arts and Design celebrated the most successful fundraising project in Balmoral Hall School history. The centre, originally intended to be an expansion space for creative endeavours such as visual art, music and dance, quickly evolved into something much more innova- tive and forward-thinking. Today, after sup- porting distancing requirements throughout the pandemic, the newest building on cam- pus is finally realizing its potential as a hub for science, technology, engineering, arts and math, also knows as STEAM.

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PHOTO BY DARCY FINLEY

Lois McGill, director of technology, innovation and entrepreneurship.

PHOTO BY DARCY FINLEY

A project is underway in the Benidickson Centre for Arts and Design at Balmoral Hall School.

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PHOTO BY DARCY FINLEY

Balmoral Hall School students benefit from unlimited learning opportunities in the Benidickson Centre for Arts and Design .

traditional STEM subjects helps foster and create additional means of expression and opportunities for collaboration and critical thinking. “The Benidickson Centre for Arts and Design has become a place where students have unlimited learning opportunities. If a student has an idea, we look at how we can best support this exploration,” McGill says. “Our innovative programming has opened doors and afforded insight and exploration into all sorts of opportunities that exist, moving students’ thinking away from tra- ditional careers to a world of opportunities. Supported through our post-secondary pre- paratory program and experiential learning (internship) programs, we delve deeply into students’ interest and abilities to expand their thinking towards what is a best fit for their ongoing learning journey after BH.” In 2022, Balmoral Hall rolled out a TIE certificate (technology, innovation and entrepreneurship) to showcase students’ knowledge and skills in each of these areas. Courses are enhanced with additional mod- ules that allow students to dive deeper into an area of interest. Some modules include drone flight training, cyber security, live audio engineering and aerial dance, just to name a few. Students are issued digital cre- dentials — portable digital documents of learning that can be easily shared online to tell the story of their journey. “Our hope is simple: that every student has the opportunity, the knowledge and the confidence to pursue any post-secondary passion they desire,” says McGill. Balmoral Hall aims to inspire girls’ imagi- nation and the courage to excel, to reach, to lead and to care. To find out more and to take a virtual tour, visit balmoralhall.com.

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“Women make up less than 25 per cent of the workforce in science, technology, engi- neering and math (STEM). The gender gaps are high in some of the fastest-growing ca- reers like computer science and engineer- ing,” McGill says.

Our hope is simple: that every student has the opportunity, the knowledge and the confidence to pursue any post-secondary passion they desire.”

TRY THE A TRADES MANITOBA BUILDING TRADES EXHIBITION HALL

— Lois McGill,

director of technology, innovation and entrepreneurship, Balmoral Hall School

“Research is showing that one of the best ways to foster confidence is to introduce programming in each of these areas at an early age — and that is why Balmoral Hall School begins this exploration and aware- ness in junior kindergarten.” The integration of an arts component to

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PHOTO BY DARCY FINLEY

Balmoral Hall School inspires girls’ imagination and courage to excel.

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MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY

SUPPLIED PHOTO

Students can prepare for careers in technology and cybersecurity through programs offered by the Manitoba Institute of Trades and Technology.

Preparing students for the digital world

BY WENDY KING I f you’re a family with a high school stu- dent who is keen to learn software de- velopment, cybersecurity, coding and other related skills — and they are lucky enough to land a spot in the Pembina Trails Early College (PTEC) program — they can graduate with a high school diploma, a post- secondary certificate and a leap forward to in-demand employment. In partnership with MITT and CyberWave, the Centre of Excellence for Cyber Security, PTEC’s new four-year program prepares students for jobs in the information communication technology (ICT) in- dustry. “The dual credit program gives students great op- tions. The Software Developer program is a one-year

program with students finishing the program be- tween Grade 11 and Grade 12,” says Kathy Knight, dean of ICT programs and executive director of Cy- berWave (cyberwave.mitt.ca). “They could be eligible for employment right away, and many go on to university and other post- secondary programs including MITT’s diploma program. It’s important to have this partnership be- cause schools do not currently have a focused tech- nology curriculum in the K-to-12 system.” The first class graduated in June 2022. “We have the technology at MITT to deliver re- mote learning to any connected community in Manitoba,” she says, “and we see opportunities for students to access careers in technology and cyber- security through our full-time post-secondary pro- grams.”

This is a global digital world and we have to prepare our students so they can be full participants.”

— Kathy Knight, dean of ICT programs and executive director of CyberWave, Manitoba Institute of Trades and Technology

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MITT’s certificate and diploma programs have received an update effective September 2023. “We’ve expanded the time frame by two months to give students more time to hone skills,” he says. “We teach you in one year what might take two or three years some- where else so, yes, there is still some heavy lifting.” The main difference between the advanced certificate and the di- ploma program is that the diploma route offers four additional months of industry work placement. “Both programs take you into em- ployment, but the practicum pro- gram lets you build important pro- fessional connections right off the bat,” he says. “Our graduates are valued across every industry because they all need tech talent, so opportunities are available and the unemployment rate is virtually zero.” Details on MITT’s programs, three annual intake periods and entrance requirements for both recent high school graduates and adult learners can be found on the website mitt.ca.

For example, the Information and Communications Technology Coun- cil (ICTC) reports 25,000 cybersecu- rity jobs are currently open in Can- ada with about 800 to 1,000 jobs in Manitoba. “This is a global digital world and we have to prepare our students so they can be full participants,” Knight says. “We have to do our part to em- bed this curriculum into the system.” Tarek Abdel Aziz, program man- ager, ICT, at Manitoba Institute of Trades and Technology, explains that MITT offers comprehensive, foun- dational and specialized post-sec- ondary programs that prepare indi- viduals to tackle a wide range of roles in the ITC industry or ready them for further education. “Our Network and Systems Ad- ministrator advanced certificate and diploma programs are the launching points,” Abdel Aziz says. “These prepare students for ca- reers as a support technician or a network infrastructure specialist, and they can further their expertise in cloud administration and server administration.”

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The Manitoba Institute of Trades and Technology prepares students to participate in the global digital world.

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MITT offers programs that prepare students for a range of roles in the information communication technology industry.

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EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, DECEMBER 10, 2022

RRC POLYTECH

PHOTO COURTESY OF RRC POLYTECH

Student Rayne Ryle-Cote (right) joins her colleagues in RRC Polytech’s Culinary Skills program in preparing food for an event.

Culinary connections RRC Polytech student partners with Prairie Research Kitchen to create a new sauce honouring Indigenous heritage

F or student Rayne Ryle- Cote, who is Anishi- naabe (mother from Lake St. Martin, father from Cote First Nation), tak- ing a chance on a new path has led to a tasty new venture with RRC Polytech’s Prairie Research Kitchen. Following the challenges that came along with the pandemic, Ryle-Cote was looking for a new di- rection in her life when she discov- ered the Compass Skills program at RRC Polytech, which was all about career exploration, goal-setting and self-refection — an environment she says was a safe and inspiring space. Compass Skills is a holistic Indigenous-led 10-week program focused on creating a foundation of skills to enter employment and/or further education. “I lost everything. I was in a dark spot and I was lost,” she says. “My friend told me about this program,

with residential schools, and it af- fected them largely where they were so afraid for me and my sisters,” she says. “But I was always interested in learning about my culture. I always wanted to learn how to bead or how to make a drum and sing in Ojibwe. It was always in me, but I didn’t have access to it.” During the program, Ryle-Cote expressed her interests in cooking. First inspired by her mother, she grew to love cooking, hosting and how food brought people together. She and her sisters even took over preparing the large family Christmas meal, which brings her so much joy and pride. She didn’t realize that her skills and interests could be trans- ferrable towards a career. “I shared my dream with my teachers of becoming a chef and to create or modernize Indigenous recipes and that I wanted to travel,” she says.

I shared my dream with my teachers of becoming a chef and to create or modernize Indigenous recipes and that I wanted to travel.”

— Rayne Ryle-Cote, student at RRC Polytech

and when I learned how it can help me find employment and also pro- vided cultural teachings, I instantly signed up.” Along with seeking a new path of employment, Ryle-Cote also yearned to access Indigenous teach- ings, something her family did not pass down out of fear. “My family went through a lot

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Apply now for January 2023 classes

Where learning and career connect cmu.ca/admissions

PHOTO COURTESY OF RRC POLYTECH Student Rayne Ryle-Cote (right, pictured with research assistant Roxanne Kent) expressed her interest in cooking while taking the Compass Skills program through RRC Polytech.

Small university Big opportunities

CANADIAN MENNONITE UNIVERSITY

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“I really do love the Compass Skills program. It provided an en- vironment where I could create my goals and feel comfortable learning about my culture. I realized my full potential.” With no prior formal culinary training, Ryle-Cote says her in- structors in Compass Skills helped her create a road map to achieve her goals. After being connected with the Prairie Research Kitchen, she was hired as a co-op student for the summer. The Prairie Research Kitchen (PRK) operates out of RRC Poly- tech’s Paterson GlobalFoods Insti- tute in Winnipeg’s Exchange Dis- trict and offers creative solutions to support food processors and food service providers through re- search and development, technical services and training. The Prairie Research Kitchen brings together a unique blend of food science and culinary arts to develop solutions for clients. “I didn’t realize what kind of jour- ney it would take me on and how much my life would change,” Ryle- Cote says. “I would have never thought of working at the Prairie Research Kitchen. It’s been a dream job, and I’m so grateful to be working here.” Following some initial training for her co-op, Ryle-Cote was invited to create a new sauce with the sup- port and mentorship of the PRK team. With her product creation, she says it was vital to integrate her culture, family and part of herself. She was inspired by her grand- parents’ love for cranberry sauce — which was always a meal-side staple for meats, fish and bannock. But she also wanted the sauce to include notes of sweet and sour, a personal favourite. “I wanted to incorporate more berries that were accessible to the Prairies where my ancestors had lived,” she says, “so I have cranber- ries, raspberries and dried juniper berries in the sauce.” It took some time to experiment to get the right balance and texture. For example, the dried juniper ber- ries didn’t blend in as well so the team suggested cooking the ingre- dient in vinegar first, which rem- edied the texture. Ryle-Cote says the sauce can be used as a dipping or coating sauce and would work best with meat-

PHOTO COURTESY OF RRC POLYTECH

Student Rayne Ryle-Cote was invited to create a new sauce with the support and mentorship of the Prairie Research Kitchen team.

balls, fried fish, chicken nuggets and fried bannock. It was also very important for her to have an Anishinaabemowin name for the sauce to honour her heritage and have the project im- mediately representative of Indig- enous culture. She worked with RRC Polytech Indigenous language instructor Corey Whitford to name

the sauce “wiishkobi dago zhiiwiz- ipogwad mawinzwaanwinan baas- hkiminasigan” (sweet and sour berry sauce). She is working through the next steps with the PRK to upscale the production and create packaging. Of the whole process, working with the PRK team has been her favou- rite part. Walking in with the stigma

that the food industry might be iso- lating and difficult, she has felt em- braced, supported and welcomed. “The PRK works in a team envi- ronment and they are so friendly. It feels so good to know that, like the PRK, I’m always going have a team with me wherever I go and whatev- er kitchen I go into,” she says. “I know I’m going be OK because

I’m going have a team. So I’m really excited for that.” Currently, she is continuing her studies with the Culinary Skills In- digenous program. She dreams of culinary career that will take her coast to coast working with Indig- enous people — learning and shar- ing her teachings along the way.

st. mary ’ s academy

Compass Skills is a free, paid 10-week course with potential for post-program financial assistance for education or employment. Program dates: Jan. 9 to March 17, 2023 Learners will gain the skills they need to enter post- secondary education or the workforce. They’ll learn how to manage their resources, self-reflect and plan for the future, and have access to culturally inclusive supports for a holistic experience. Compass Skills is all about personal growth. The program is not designed to put the pressure of grades or competition on learners. Compass Skills is designed with learners’ success in mind. Compass Skills introduces participants to life skills that aren’t necessarily reflected in the standard education system. Learners will receive: • Living wage during the program • First aid and mental health first aid • Manitoba Health Certified Food Handler Training • Criminal record check • Assistance with accessing Class 5 learner’s driver’s licence handbook • Canadian Adult Achievement Test Level C (CAAT) • WHMIS courses • Clifton Strengths Test For more information and to apply to Compass Skills, visit RRC Polytech’s website: https://rrca.ca/indigenous/compass-skills-program If you have any questions, contact Monica Morin, program manager, at momorin@rrc.ca.

St. Mary’s Academy, established in 1869, is a Catholic school in the tradition of the Sisters of the Holy Names of Jesus and Mary. Our legacy of learning, faith, service and leadership defines the Academy as a distinguished girls’ school where students graduate empowered with knowledge, aware of their gifts, possess a desire for excellence in all endeavours, and embrace a sense of social responsibility to use their abilities in the service of others. January 17, 2023 at 7:00 PM open house

new student applications due february 2, 2023

Applications accepted for all grades, with major entry points in Grades 7 & 9 Financial assistance available All faiths welcome A community of learning, faith and service

St. Mary’s Academy, 550 Wellington Crescent, Winnipeg, MB, R3M 0C1 | 204-477-0244 www.smamb.ca | Instagram.com/smawinnipeg | Facebook.com/smawinnipeg | Twitter.com/smawpg

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SUPPLEMENT TO THE FREE PRESS • SATURDAY, DECEMBER 10, 2022

BRANDON UNIVERSITY

SUPPLIED PHOTO

Students chat in front of Brandon University’s historic Clark Hall.

Small size brings big opportunities at Brandon University

T here’s more to a Bran- don University educa- tion than textbooks. A university of about 3,500 students in the heart of Mani- toba’s second-largest city, BU lever- ages its small size into big opportu- nities. One of those opportunities is the chance for students to take part in world-class research, even at the undergraduate level, which is often not possible at larger universities. These early research experiences give students a head start when they apply for jobs or to graduate school. Right now, BU students are work- ing with national and international experts in fields such as cancer de- tection, environmental protection, quantum computing and Indig- enous health and education. These students’ research helps us under- stand key issues while they gain valuable experience and build their networks. Research Connection , a Brandon University publication, shares stories of recently completed and current projects, and student

Most of our classes have less than 20 people in them, and our students tell us that they appreciate the opportunity to participate in class and to get to know their professors.”

— Leanne Barcellona, director of recruitment and retention, Brandon University

research is often featured. “The ability of our students to take part in meaningful research as undergraduates is a great strength of Brandon University,” says Dr. Heather Duncan, associate vice- president (research) at BU. Attending a smaller university doesn’t mean limiting your choices, either. Between the faculties of arts, education, health studies, science and the School of Music, Brandon University offers 19 undergraduate degree programs, six graduate pro-

grams and one certificate program. The hands-on experience and connections students make extend beyond the university. Brandon University’s Co-operative Educa- tion program offers the chance for students to develop their career skills. By integrating study terms with full-time work terms at jobs related to their academic programs, students in the Co-op program can earn while they learn.

 CONTINUED ON PAGE 13

MY EDUCATION MY WAY

PHOTO BY AYAT BAIG Student Hailey Berry studies fluid traces in mineral samples at the department of geology’s Thermometric Analytical Facility.

HERE YOU CAN. UCN.CA

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CONTINUED FROM PAGE 12

The Co-op program has consistent- ly grown since its introduction at BU and is now open to students in every science department and almost all arts departments, including business administration. With work-integrated learning already built into other BU faculties, nearly every student has the opportunity to make formal work ex- perience part of their degree. Extracurricular activities like the Student Leader program and more than 50 clubs and collectives create even more opportunities for growth and friendships. “As a recent graduate with a bach- elor of arts degree in history, joining the Student Leader program at Bran- don University was one of the best decisions I made,” says Laura Da- vidson. “This program allowed me to meet many other students from dif- ferent departments, which allowed me to form everlasting friendships.” The success of BU’s approach is shown in its alumni, with graduates playing important leadership roles in their communities. A survey of graduates has shown that 98 per cent of them would recommend Brandon University, while 93 per cent said that they were prepared to excel in the workforce. Academic advising, career plan- ning, personal counselling and acces- sibility services provide students with support every step of the way, and spots on campus like the Indigenous Peoples’ Centre provide students with a place to relax, study and be themselves. The Al and Bee Wagner Indigenous Student Transition Pro- gram combines support from Knowl- edge Keepers, student services staff and student mentors to help new In- digenous students make a successful transition to university life by focus- ing on four pillars: academic, social, personal and cultural. “Most of our classes have less than 20 people in them, and our students tell us that they appreciate the oppor- tunity to participate in class and to get to know their professors,” says Le- anne Barcellona, director of recruit- ment and retention at BU. “As a re- gional university, our connections to our community are very important to us, and students really feel like they are at home when they join us here.” Learn more about Brandon Univer- sity, take a virtual tour or set up a time to visit the campus in person by visit- ing BrandonU.ca/Your-Future.

SUPPLIED PHOTO From left to right, professor Bryan Cassone, student Harald Grove, professor Christophe LeMoine and student Sachi Villanueva formed a research team to study the ability of waxworms to break down plastic waste.

PHOTO BY CHELSEA KEMP

A popular new gathering place on campus is the ceremonial firepit, which was installed this year.

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THE UNIVERSITY OF WINNIPEG

SUPPLIED PHOTO

Biology student Corey Sanderson (right) with supervisor Dr. Sanoji Wijenayake.

From the lab to Europe to Mars — unexpected journeys of discovery

A t the University of Winnipeg, many students embark on journeys of discov- ery they would never have imagined prior to beginning their studies. This is due to the combination of small class sizes, caring and accessible professors and a close-knit community — all of which provide exciting opportuni- ties that are often harder to find at larger institutions. Students benefit from the UWin- nipeg’s focus on real-world re- search opportunities at the un- dergraduate level. Biology major Corey Sanderson is one of 28

UWinnipeg students who received Natural Sciences and Engineer- ing Research Council of Canada (NSERC) Undergraduate Student Research Awards in 2021 and 2022. The NSERC Undergraduate Re- search Awards program supports exceptional students who have projects in the fields of natural sciences and engineering, and encourages them to undertake graduate studies and consider a research career. Under the mentorship of Dr. Sanoji Wijenayake, Sanderson’s re- search on phosphorous deposits in streams could lead to new insights that will help improve the health of Indigenous communities. Reflecting on his NSERC-funded project, Sanderson says, “The one-

“We were really lucky to be able to document what we did and meet who we met because there were some amazing leaders with incredible knowledge and experi- ence,” Moore says. “We were also able to sit down with them and in- terview them, which was really an honour to be able to do.” Nathalie Turenne never thought her UWin- nipeg journey would take her to the surface of Mars. • • • Science student In her second year as a student, Turenne met Dr. Ed Cloutis and learned about his research lab, the Centre for Terrestrial and Plan- etary Exploration (C-TAPE). “I didn’t know what he did at the time,” Turenne recalls, before laughing. “He asked if I was inter- ested in working in his lab, and I said yes!” Her work in Dr. Cloutis’ lab led to more opportunities, including being asked by NASA to help with calibration for the Mastcam-Z, an imaging instrument on the Mars Perseverance rover. Turrenne’s work expanded into two roles with NASA’s Persever- ance rover: Science Payload Up- link Lead, where she chose rock targets and worked with engi- neers to uplink the activities, and Campaign Implementation Lead, where she planned the rover’s ac- tivities in advance. “The biggest highlight for me so far has been being able to see images from Mars and seeing all the potential science that can be done,” she says. “You can’t explain the feeling of working on Mars and seeing those images.” Learn more about exciting stu- dent experience, research and in- novation at The University of Win- nipeg at uwinnipeg.ca.

You can’t explain the feeling of working on Mars and seeing those images.” — Nathalie Turenne, science student, The University of Winnipeg

on-one lab experience was the best part. I am a hands-on learner and had the opportunity to di- rectly observe Dr. Wijenayake pilot the DNA extraction from the soil

firsthand. She then supervised me with comments and will do so un- til I have built up enough skills and confidence to do the DNA extrac- tion on my own without supervi- sion.” • • • For Indigenous Studies students Charlene Moore and Farrah Mur- dock , their UWinnipeg journey took them to Vatican City. Moore and Murdock were part of the In- digenous delegation that travelled to receive Pope Francis’ apology for the church’s role in residential schools. Moore’s academic advisor, Dr. Jerry Fontaine, talked to former Assembly of First Nations (AFN) National Chief Phil Fontaine about bringing the two students on the trip. Because of their filmmaking experience, the two students were asked to film the trip for an up- coming AFN documentary about the visit. “We ended up being the only documentary crew that was able to film in the Vatican, as we had such small cameras,” Moore says. “So that was really incredible.” During their time in Rome and Vatican City, Moore and Murdock filmed the delegation going on tours and visits leading up to the meeting with Pope Francis.

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Read now in

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SATURDAY, AUGUST 14, 2021

A SUPPLEMENT TO THE

Manitoba’s stories about life, wellness, local business, drink n’ dine & more. Lifestyles 4 EDUCATION GUIDE BY GEOFF KIRBYSON A fter a successful first year, there are even higher hopes this au- tumn for a new initiative de- signed to help Indigenous stu- dents make a smooth transition to life at Brandon University. The Al and Bee Wagner Indigenous Student Transition Program helped more than a dozen students navigate their first year of post-sec- ondary education last year. It was first rolled out to students in health studies, science and business, and numbers are expected to in- crease to 20 now that it’s open to all faculties, with further growth in the future. The program helps with students’ transi- tions in four key aspects of their lives — aca- demic, social, personal and cultural. The overarching goal is to increase the grad- uation rate of Indigenous students, which is considerably lower than that of non-Indige- nous students, says program co-ordinator De- idre Gregory. There’s also some tangible motivation for the students. As part of a laptop incentive pro- gram, if they complete their first year of stud- ies, the computer that was purchased for them in the fall will become their own. Students who are accepted will take part in an extended weeklong orientation in August, learning how to navigate both the campus and Manitoba’s second-largest city. The road map will focus on life essentials, such as housing, shopping, childcare needs, finding a doctor and using online platforms, while covering student essentials, including how to study ef- fectively, how to conduct research and how to write a paper. Gregory says the orientation will help stu- dents build a sense of belonging and inclusion. “I’m here for whatever they need through the first year. I’ll walk with them through so- lutions to whatever their issues might be. I’ll help them connect with their professors, and I’ll arrange tutors for them. It’s about making sure they can fully access all the options avail- able at Brandon University,” she says. Their orientation also includes an intro- duction to the support networks at Brandon University, such as the deans and teams at the Indigenous People’s Centre and Student Services. Other resources for students include peer mentors, a knowledge keeper and elder support. “I was in their shoes at one time. I remember how daunting it was to navigate this big school coming from a small school. I know how scary it is to come here with no supports,” she says. “You want the education but there are so many barriers to overcome. You have to push through. You may have to relocate and leave your support system behind.” Gregory has graduated from BU twice: Once with a bachelor of First Nations and Aboriginal counselling and a second time with a master’s degree in education specializing in guidance and counselling. She’ll meet with each student for a one-on- one check-in on a weekly basis. During these meetings, she’ll go over every course they’re taking, see how their assignments are coming along and determine what — if any — sup- ports are needed. During exit surveys last year, Gregory dis- covered how valuable the students considered the check-ins for both their academic and per- sonal lives. “Everybody was at home. A couple of the students said the check-ins were the only oth- er time they had interactions with anybody other than their family,” she says. “They said it was nice to connect with somebody outside of their homes. It helped them deal with the iso- lation that many of them were feeling.” I’m here for whatever they need through the first year. I’ll walk with them through solutions to whatever their issues might be.” — Deidre Gregory, program co-ordinator of Brandon University’s Al and Bee Wagner Indigenous Student Transition Program BRANDON UNIVERSITY

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EDUCATION GUIDE

WINNIPEG FREE PRESS SPECIAL SUPPLEMENT • SATURDAY, AUGUST 14, 2021

MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY

Micro-credentials help industry, students take control of their training needs

Guide

T he global pandemic has pro- foundly affected economies around the world and pressed industry to quickly train its workforces in new modes of operation and service delivery. These demands, in turn, have opened up new opportunities for colleges, like the Manitoba Institute of Trades and Technology (MITT), to respond to these labour market needs through micro-credentials. In simple terms, micro-credentials are col- lege-accredited, short-duration training op- portunities focused on developing a specific skill; at MITT, they’re delivered by its Lifelong Learning team as well as its Cyber Security Centre of Excellence. Their competitive advan- tages extend to employers (micro-credentials provide rapid and responsive skill develop- ment) as well as to existing employees and new job seekers in search of lifelong learning (micro-credentials are flexible in delivery, and “stackable,” meaning some can serve as build- ing blocks or credits toward other current or future MITT training programs). “The pandemic definitely created an acute need for digital and e-commerce skill sup- ports,” says Ray Karasevich, MITT’s president and CEO. “Micro-credentials support workers whose jobs were impacted by the pandemic, as well as helping others who want to improve their skill sets to move from one sector to an- other.” Karasevich says shorter-term, market-driven training like micro-credentials is not limited to tech, and it is highly desired across the board. Drawing on its 30-plus years of close collabo- ration with industry on other post-secondary training, MITT established a micro-credential framework based on need and tasked a group of industry representatives to apply stringent quality assurance standards to each proposed training. “We are fortunate to have the invaluable in- put of our Industry Advisory Council, a group representing a good cross-section of industry partners who have been instrumental in iden- tifying industry trends and potential training opportunities,” says Karasevich. The council — which includes represen- tation from a variety of industries such as tourism, construction, film, new media, manufacturing, export, supply chain and en- vironmental sector councils — subjects every micro-credential offered through MITT to rig- orous review, ensuring they meet the college’s standards for education and training, as well as the current and future needs of employers. And all micro-credential training is compe- tency-based, so employers can be confident students are qualified in the skills they set out to attain. Marnie Groeneveld, director of MITT’s Centre for Career Development and Lifelong Learning, oversees MITT’s micro-credential program and says this quality assurance pro- cess is ongoing and bound to a set of national guidelines for micro-credentials development. She also says the college’s history of indus- try collaboration has already led to dozens of

SUPPLIED

Three Indigenous Student Transition Program participants from the first cohort; (from left) Stephanie Spence, Kamryn Johnson and Sabrina Ricker. Road map for Indigenous success

SUPPLIED

Industry-driven and focused on specific skill development, micro-credentials are college-accredited, short-duration training opportunities.

As for job seekers, and those who feel they are stuck in career rut, she adds that micro- credentials directly benefit people looking to develop entry-level skills to increase their em- ployability, as well as those who are already following certain career paths, but need to upgrade skills or gain new ones in order to get ahead or move on. “Time commitment is a huge consideration for someone balancing education with life,” says Groeneveld. “Our micro-credentials are a great solution as they can be a few hours, a few courses or a few weeks, and taught online or in-class — whatever best fits a learner’s life- style.” For more information, visit mitt.ca/lifelong- learning-institute. Are you an employer interested in pursuing micro-credentials or other training partner- ship with MITT? Email: LifeLongLearning@ mitt.ca.

Micro-credentials support workers whose jobs were impacted by the pandemic, as well as helping others who want to improve their skill sets to move from one sector to another.”

— Ray Karasevich, MITT president and CEO

with industry using the micro-credential plat- form,” says Groeneveld. “And because we work together, we can guarantee employers get ex- actly what they need.”

micro-credentials solutions with partners on everything from customer service to cyber se- curity, manufacturing to waste and water. “There is no limit to what we can develop

INQUIRIES: 204-697-7390 | AMY.ANDERS @ FREEPRESS.MB.CA

Keep Learning. Register now for September courses.

As Brandon University welcomes a growing number of students back on campus, Gregory says everyone is looking forward to making and renewing those connections in person. For more information on BU’s Indigenous Student Transition Program, as well as the many programs available for everyone at Brandon University, visit brandonu.ca.

Perhaps the biggest challenge facing many Indigenous students is relocating from their home community to an urban centre, she says. Gregory understands those challenges, as she’s Indigenous herself. A member of the Ba- con Ridge/Ebb and Flow First Nation about 45 minutes southeast of Dauphin, she moved to Brandon in 1994.

SUPPLIED Deidre Gregory is program co-ordinator of Brandon University’s Al and Bee Wagner Indigenous Student Transition Program.

For more information, please visit umextended.ca

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