Education | August 2015

SATURDAY, August 1, 2015

A SUPPLEMENT TO THE WINNIPEG FREE PRESS

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2 Winnipeg Free Press - saturDAY, August 1, 2015

University of Manitoba University on demand

U of M Stats: • In existence for over 137 years, the University of Manitoba offers more than 100 programs and most academic departments have graduate studies leading to master’s or doctoral degrees • In the fall 2013 term, 29,759 students attended the U of M, including 25,363 undergraduate students and 3,748 graduate students • 13% of students are international, representing 104 countries • Every year, the U of M welcomes more than 2,000 First Nations, Métis and Inuit students, including over 150 graduate students — one of the largest indigenous student bodies in the country

By Holli Moncrieff for the Free Press

She graduated from university at the same time her daughter was graduating from high school. Their ceremonies were just days apart. “It’s one of the best things I ever did. Finishing two programs in four years was tough, but if you’re determined, you can do anything,” she says. “It’s totally worth it.” The university has developed a series of post-baccalaureate certificate programs to help prepare their degree students for the workforce. “These programs are aimed at new or recent graduates of our degree programs,” Hepburn says. “We’re trying to emphasize work readiness.” These programs include courses in business communications, leadership and project management. A new applied-leadership course will be available in January. “Students are welcome to take any of the courses that interest them, as long as they’ve graduated from high school,” says Hepburn. “Most of these programs can be taken without a prerequisite.” The university often partners with organizations to offer much-needed fields of study, such as the Manitoba Municipal Administration program or the university’s partnership with the Canadian Institute of Management. “We’re looking for more opportunities to partner with different organizations. We have a huge pool of expertise and talent. Something that we’re working very hard on is partnering with the indigenous community to offer shorter certificate programs,” Hepburn says. “Working closely with these communities leads to determining what kinds of training would be the most useful to them. We’re trying to be a partner and develop a good delivery infrastructure for them.” Since graduating this year, Cranen has been able to use her new skills in a temporary leadership role at Manitoba Hydro. “My education has helped me to understand both the business and the human side of what I’m doing,” she says. “It’s nice to be able to put both certificate programs to use.” For more information about the University of Manitoba’s Continuing Education programs, please see their website at umanitoba.ca/faculties/con_ed/coned. ■

If you can’t come to the University of Manitoba, the University of Manitoba will come to you. I n response to the needs of their students, the school is offering more of its courses and programs online. “We’re finding adult students are really looking for flexibility, and the method of delivery of our courses has become quite important to them. But the general population of university students is also looking for flexibility. It’s something that’s wanted across the board at this point,” explains Gary Hepburn, dean of Extended Education. “Our adult learners have jobs and families, and we have young students who have the same concerns as our adult learners. They may have families they need to take care of and jobs as well.” Hepburn says the university’s flexible programs — courses that can be taken through e-learning and distance education — are far more popular than traditional programs. “We’ve begun to see a merge take place between traditional and non-traditional learners,” he adds. “We want to be very responsive to what our students want and make as many of our programs as flexible as possible. This is one of the biggest areas of education right now. E-learning is a real growth area for us. There’s often a real need for this kind of flexibility.” That flexibility made all the difference to Tamara Cranen, who took two certificate programs in management at the university. By taking advantage of the university’s e-learning options, she was able to complete the two programs in four years while working full time at Manitoba Hydro. “I always wanted to go to the University of Manitoba, but I’m a single parent and I wanted to make sure I could balance work, home and school,” says Cranen, 43. “I found their flexibility was amazing.” The university offered condensed summer programs, where she could take an entire course during one week of vacation from her job. Cranen says she was nervous about attending classes in person at first. “I was very apprehensive about going to my first class because it had been such a long time since I’d been in school, but it was a very positive experience. It was nice to have that sense of community with the other students,” she says. “The instructor was friendly and very approachable — very down to earth. If we had any questions, he was available at any time over phone or email.”

• The U of M ranks 15th among Canada’s Top 50 research universities

• Ninety-seven U of M students have been awarded the prestigious Rhodes Scholarship — more than any other university in Western Canada • There are more than 131,000 U of M alumni in 131 countries across the globe

Above: Jasleen Phangureh works in the new computer lab in the Extended Education building at the University of Manitoba. Photo by Darcy Finley

— Source: University of Manitoba

EXPRESS YOUR APPRECIATION

French and Spanish Classes Start September 14 th Visit: ustboniface.ca/educationplus or call: 204-235-4400, 204-233-0210 or toll-free 1-888-233-5112

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Winnipeg Free Press - saturDAY, August 1, 2015 3

UCN’s Numbers Are Growing • In 2011-12, UCN had 1,988 students enrolled (787 at The Pas campus, 508 in Thompson and 693 in their regional centres) • In 2012-13, they had 1,842 students enrolled (789 at The Pas campus, 484 in Thompson and 569 in their regional centres) • In 2013-14, they had 2,167 students enrolled (739 at The Pas campus, 496 in Thompson and 932 in their regional centres) • 82-83% of UCN’s student population is aboriginal • Enrolment is expected to increase this year as well “Our school is run on a more personal level. Students are encouraged to meet the people on the Council of Elders. Our school is built on relationships.”

University College of the North

Good things cooking up north

By Holli Moncrieff for the Free Press

“The retention rate has been fabulous. I think it’s just incredible,” Scott says. “They’re pretty excited about their future.” UCN offers both day and evening programs to its students. The average age of its students is 32, and the majority are single parents. The school has 40 different areas of study to choose from, which include 10-month certificate programs, two-year diploma programs, and four-year degree programs. “The cost of going to school has gotten fairly high, so we have an active apprenticeship program here. We offer all levels of apprenticeship. It’s an opportunity to earn while you learn,” says Scott. “We’re offering programs that are going to help these people. There are lots of different degrees you can get through our school, and almost all of our programs are offered at each location.” Apprentices spend two months in school and 10 months working. The college’s Natural Resources Technologist program has also been extremely successful, Scott adds. “It’s well known across the country as being one of the best,” he says. Due to its high population of indigenous students, UCN is committed to offering culturally relevant programming. “We are of the North, and our student population reflects the population of the North. We offer more aboriginal programs than any other institution,” says Scott. “We have a mandatory course about getting to know who your neighbours are in the North. We also have a program for teachers who can speak Cree. We will teach them education methods in Cree.” The school places a high priority on personal relationships. Class sizes are kept small, with a ratio of two faculty members to every 18 students. “We’re strict about small class sizes, so our students get to know their instructors,” Scott says. “There’s a lot more one-on-one instruction, and if something is not going right for a student, we can tell pretty quickly so we can get things back on track.” Three different councils govern UCN: the Learning Council, the Council of Elders and the Governing Council. “Our school is run on a more personal level. Students are encouraged to meet the

people on the Council of Elders. It’s a better relationship,” says Scott. “Our school is built on relationships.” All students have access to a variety of services, including a computer lab open 24-7, academic and personal counselling, a library, student housing, scholarships and bursaries, aboriginal centres and various student activities. For more information about all UCN has to offer, please see their website at www.ucn.ca. ■

A new culinary arts program is really heating things up at University College of the North’s Thompson campus. “I t’s never been offered there before, and it’s maxed out. There’s a waiting list,” says Jim Scott, communications director. “We have increased enrolment in Thompson.” UCN has two main campuses — in Thompson and The Pas — which provide programs for adults over 19 who have been out of school for at least six months. The school also has 12 regional centres located across northern Manitoba. Courses are offered based on the needs and wants of each community. With so many mining camps opening up in the region, UCN decided to offer the culinary arts program in Thompson. Students will learn how to run a camp kitchen. “We’re offering more programs in our regional communities as well so people are able to attend school in their own communities. They don’t have to move,” Scott says. “Going by our enrolment numbers, it’s obviously working.” The Northern Manitoba Mining Academy they’ve developed in Flin Flon is another example of UCN’s customized approach to education. “We have a simulator onsite in Flin Flon that’s one of the best in the world to work on,” says Scott. “If we can generate the interest we need in order to offer a program, we will make sure we offer it.” In St. Theresa Point First Nation, one of the communities where UCN has a regional centre, 23 people got together and approached the school. They had decided they wanted to be teachers. “In our education program, we include special skills that will make our graduates very attractive to schools in northern Manitoba,” says Scott. “It’s difficult finding teachers who are prepared to stay in the North.” Twenty-one of the original 23 students will graduate next spring.

UCN has two main campuses — in Thompson and The Pas — and 12 regional centres located across northern Manitoba. UCN photos

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4 Winnipeg Free Press - saturDAY, August 1, 2015

University of WInnipeg Growing graduates at the University of Winnipeg

With approximately 10,000 students returning to campus this fall, the University of Winnipeg is once again gearing up to make its most important contribution: growing graduates who will have an impact on communities near and far. T hough the campus has enlarged substantially over the last decade-plus — 55 per cent in student population and 36 per cent in space (yet with an 11 per cent reduction in greenhouse gas emissions since 1990) — UWinnipeg remains an accessible place where students and faculty make meaningful connections, thanks in part to smaller class sizes and advanced research opportunities for undergraduates. The result is a learning community where knowledge is mobilized and diverse viewpoints come together. Great minds don’t all think alike, but greater thinking takes place when those minds share alike. This collaborative approach to learning helps break through the limits of traditional thinking and contributes to discovery and positive change. In fact, the University of Winnipeg is increasingly renowned for its progressive ideas, socially-just values, innovative research and community-minded impact — all of which emanate from its people: UWinnipeg’s faculty, staff, students and alumni. The recently-proposed “indigenous requirement,” for example, originated with the student body, as a joint initiative of the University of Winnipeg Students’ Association (UWSA) and the Aboriginal Students Council. It seeks to make indigenous learning part of the undergraduate degree requirements for all UWinnipeg students. Still to be finalized, the proposal’s intent epitomizes the diversity-minded approach of the UWinnipeg community and its commitment to leading indigenous

The University of Winnipeg is increasingly renowned for its progressive ideas, socially- just values, innovative research and community-minded impact — all of which emanate from its people: UWinnipeg’s faculty, staff, students and alumni.

inclusion. Similarly, the University has endorsed the Truth and Reconciliation Commission’s recent calls to action and is committed to implementing those which apply to the institution. Other examples of impactful efforts driven by UWinnipeggers abound: Dr. Ian Mauro, who teaches in the geography department, has recently toured Canada with David Suzuki, using the power of film to educate and raise awareness of climate change on the nation’s coastal regions. The Faculty of Education’s Dr. Jan Stewart is leading a Canadian study aimed at helping refugee youth navigate school and find meaningful careers. Dr. Mary Jane Logan McCallum, who teaches in the Faculty of Arts, is investigating the indigenous history of tuberculosis in Manitoba. Physics professor Dr. Chris Bidinosti is developing new methods of magnetic resonance imaging (MRI), aiming to enhance the capabilities of this important modern medical tool. Dr. Nathan Hall (Gupta Faculty of Kinesiology and Applied Health, Faculty of Education) is leading a team of researchers that, through the UWinnipeg Sun Life Diabetes Awareness and Education Program,

The University of Winnipeg is a learning community where

is helping combat the disease through preventative learning aimed at inner-city youth. With such inspiring role models, it’s no wonder UWinnipeg students and alumni are striving to make a difference wherever they go. Jason Ying Yang is in his third year at the university; he is a high performer who helped organize a tutoring service for his fellow business students. He also spearheaded the Golden Futures initiative at UWinnipeg, a volunteer trip to South Africa that aims to change the lives of high school students living in one of the country’s most vulnerable communities. UWinnipeg alumna Margret Henderson (BEd. ’12) created a music program at the Manitoba Youth Centre to help youth in the justice system make better choices. She has been recognized as a Future Leader of Manitoba for her efforts to support at-risk youth. These examples are just a few of many from the University of Winnipeg community. As the 2015-16 school year gets under way, the number — and far-reaching impact — of those making a difference will only continue to grow by leaps and bounds. ■

knowledge is mobilized and diverse viewpoints come together. Photos by Cory Aronec

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Winnipeg Free Press - saturDAY, August 1, 2015 5

Université de Saint-Boniface

Transitioning from the classroom to the real world is oneof the biggest challenges language students face. talk the Talk By Holli Moncrieff for the Free Press

TURNYOUR INTERESTS INTO A CAREER

Turn the things

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N o matter how confident a student feels in a structured setting, conversing with native language speakers can be intimidating. Université de Saint-Boniface has expanded its conversational French and Spanish programs in order to address this issue. Both programs will now give students more opportunities to practise their skills with native language speakers. “Our Conversational French program has a new series of workshops that are perfect for students who want extra chances to speak French,” says Erika Morin-Nett, language programs co- ordinator at Université de Saint- Boniface. “It will give people a chance to be more active in the francophone community, even if they’re kind of shy and don’t feel prepared.” Each program will now have activities that encourage students to interact with the community. Before the activities, there will be two sessions to prepare. One of the places the students will visit is Accueil francophone, a welcome centre for French-speaking immigrants. “Our students will go, talk to the people, and find out about their programs,” Morin-Nett says. “This gives people a chance to put into practice what they’ve been learning in their classes.” Université de Saint-Boniface holds Café Encuentro every month for its Spanish students. The group meets in early evenings on Fridays. “Spanish-speaking people are there to lead the group in ice- breaking activities. It’s a very informal atmosphere,” says Morin- Nett. “A lot of people have challenges going from the classroom to a less- structured setting. We’re trying to build their confidence when it comes to conversing with native language speakers.” Testing your language skills for the first time can be daunting. The university has developed these programs to help its students feel more comfortable, Morin-Nett says. “We’re providing activities that are a little more safe so our students can ease into it,” she explains. “Everything they’ve learned in class comes together and makes a lot more sense.” Once the student has learned to speak a new language, learning to think in that language is the next hurdle. Immersion programs can help. “We have a super one-week immersion program called Élan. Élan students are in class every day, all day, plus a couple of evenings,”

says Morin-Nett. “Élan is perfect for people who have the basics but who struggle to think in French.”

Élan will be offered at the end of October this year, with the theme “Let’s make room for art.” “It’s going to be about all different kinds of arts. It could feature the theatre or music — it’s about the arts in general,” Morin-Nett says. “A lot of cultural activities and meals are integrated into this program.” An immersion program like Élan can have a dramatic impact on the language skills of its students, she adds. “I’ve seen the students change, particularly in fluency. The speed they can speak at increases, and the number of hesitations they have drops. They get to be so much more at ease with the language.” Students also learn where they can go on their own to interact with francophones. It’s an opportunity to learn about various cultural activities in the city, including screenings of French movies. Professional language consultants develop all of the university’s programs, which include classes for the francophone community’s professional and personal development, programs for youth and courses for non-francophones who want to learn French or Spanish. Université de Saint-Boniface views its instructors as one of its greatest assets. All instructors must undergo a rigorous training program before they take charge of their own classes. “We’re very picky with the people we hire. We get lots of comments about how our teachers are great, and we do everything we can to support them,” says Morin-Nett. “We give our instructors materials they can use in the classroom and lots of opportunities for professional development.” All of the school’s materials are developed with a Canadian context, which Morin-Nett says has an advantage over programs that use curricula developed in France. Most of the university’s programs run for 11 weeks, and there are four terms each year. The winter session runs from January until March, and the spring session from April until June. For more information on Université de Saint-Boniface’s courses and programs, please see their website at www.ustboniface.ca. You can also visit its Facebook page at www. facebook.com/ustboniface. ■

while you learn and, in some

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Once a student has learned to speak a new language, learning to think in that language is the next hurdle. Immersion programs can help.

Find out more at manitoba.ca/ tradecareeers

Above: Edouard Lamontagne leads an interactive concert for the participants of FIT (French Immersion for Teachers) during a sociocultural evening at Université de Saint-Boniface. Photo by Darcy Finley

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6 Winnipeg Free Press - saturDAY, August 1, 2015

Red River College In sync with employers

By Holli Moncrieff for the Free Press

overemphasize how in sync this is with what employers are asking us to offer.” Another new program that was developed in order to meet industry demands is Real Property Assessment, which begins in the fall. Students will learn how to assess the value of real estate for taxation purposes. “There’s a big demand for people in this specialized industry, and there are a number of jobs available within the city and province,” says Levy. “This course allows you to start a career with them.” Two courses within the program are critical: Real Estate Mathematics and Real Estate Appraisal. Some students will find that’s all they need to start an exciting new career. “If you take those two courses and you already have a diploma or degree, you’re able to take an entry level position with the city or province,” Levy explains. “We’re offering them as individual courses running part time in the evenings. They sync up really well with a business-education program.” The Real Property Assessment program is available through distance learning as well. “Students could go on to complete their entire program through distance learning with the University of British Columbia,” says Levy. A job bank at the college helps connect graduates with their new careers, but Levy says making sure Red River’s training is in line with industry needs is the key to their students’ success. “For all of our programs we have a steering committee that includes employers from all sectors,” he says. For more information on these and other courses available through Red River College’s Continuing and Distance Education, please see their website at www.rrc.ca/continuinged. ■

Red River College prides itself on effectively training its students for the workforce. Ninety-six per cent of Red River graduates get a job in their field within six months of graduation.

T he college is offering two new programs during the fall-winter session that are designed to help students train for a lucrative career in a short amount of time. The Distribution Tech certificate program begins in January. The program includes seven courses and a five-week work practicum that will prepare students for a career in the distribution and warehousing industry. Graduates will immediately be able to step into introductory and intermediate roles in the industry.

students to step into a variety of roles, including warehouse manager, supervisor, shipper/receiver, materials handler, picker/loader and labourer. Although it was designed for people with no experience in the industry and no formal training, it will also give those already working in warehousing the training they need to move up to

The problem with untrained employees learning the trade while they work is that they often discover they’re not suited for the job.

As the college’s program manager Sam Levy explains, anyone who finishes the program successfully is practically guaranteed a job after graduation. “We’ve seen some real growth in the warehousing industry in the last five years,” he says. “There’s serious demand for people to come into the industry already trained. It tends to be a profession with a lot of on-the- job learning.” The problem with untrained employees learning the trade while they work is that they often discover they’re not suited for the job, says Levy.

the next level in their careers. Entry-level workers in the warehousing industry typically earn wages in the low $30,000s, but Levy says graduates of the program could possibly earn as much as $60,000 to $70,000, depending on where they get hired. Positions are available at smaller private businesses as well as larger public companies. “When you consider tuition is $5,500, that’s a significant return on investment,” he says. “You can be career-ready within five months. I can’t

“The turnover rates are higher than what the industry would like to see. The employment potential is really good, especially for someone who has training,” he adds. Distribution Tech is a comprehensive training program that will prepare

RRC STATS: 96% of RRC grads get jobs within six months of graduation 96% of employers

report being ‘more than satisfied’ with RRC hires 43% of full-time, first- year students come to RRC with previous post- secondary experience

98% of RRC grads choose to stay in and work in Manitoba

15% of RRC’s student population is made up of aboriginal learners

200-plus full- and part- time degree, diploma, post- diploma and certificate options are available at RRC 92% of RRC grads would recommend their program to a friend 16% of RRC students are immigrant or international learners RRC consistently ranks as One of Canada’s Top 10 most research-intensive colleges 30 different countries are represented in the applied- research work conducted by international students at RRC

The Distribution Tech certificate program begins at Red River College in January. The program will prepare students for careers in the distribution and warehousing industry. Photo by Darcy Finley

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OurGrads Get Hired SPACES STILL AVAILABLE FOR FALL 2015 IN A NUMBER OF CAREER-FOCUSED FULL- AND PART-TIME PROGRAMS. FIND OUT MORE AT RRC.CA/SPACES AND RRC.CA/CONED

Robyn Clisby Early Childhood Education, 2011 Team Leader, Cairns Children’s Centre

Ahrben Tumambing Administrative Assistant, 2014 Recruitment Clerk, Civil Service Commission

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8 Winnipeg Free Press - saturDAY, August 1, 2015

Manitoba’s Christian universities Opportunity & obligation

By Holli Moncrieff for the Free Press

“Because it’s a small campus and a small institution, it has a personal feel. Students are treated as individuals, not faces in the crowd. They get to know one another, and they get to know the faculty as well,” says Dr. Don Burke, president of Booth University College. It’s a common misconception that you have to be of Christian faith to attend these universities. CMU, Booth and Providence have open-enrolment policies and gladly welcome students of all faiths, as well as those with no religious background. “We have Muslim students, Hindu students and students with no religious background,” says Cameron McKenzie, acting dean of Providence University College and Theological Seminary. “We’re not a denominational school. Our students and faculty are from across denominational lines.” Many of the programs offered at the three schools have a strong focus on social justice and community building. Students who want to make the world a better place would feel most at home at these universities. “Our motto is ‘Education for a Better World.’ We believe that education serves a larger purpose of creating a better world, which shapes the programs we offer,” Burke says. “We really want to impress upon our students that education isn’t simply a means to an end. It comes with an opportunity and an obligation to see ourselves as part of the larger community. We place a great emphasis on justice, hope, mercy and caring for one another.” CMU is the only school in Canada to offer a master of arts in Peace Building and Collaborative Development. “This program bridges the fields of peace building and international development and conflict resolution. It’s designed for practitioners and professionals who are looking for professional development opportunities,” Kilbrei says. “It’s a unique opportunity and we have the expertise in- house.” Booth’s psychology degree program has a different focus than what you might find at other universities. “We put a real emphasis on community-based psychology,” explains Burke. “We’re involved in research projects around how immigrants are transitioning into Canadian society.” Providence has partnered with the North American Institute of Indigenous Theological Studies to offer a bachelor of arts in Asset-based Community Development. “This program was designed for indigenous students and will be taught by indigenous instructors. We wanted to create a space for indigenous education. We felt it was the right thing for us to be doing. Our school is located on Treaty 1 lands,” McKenzie says. “We’ve engaged with indigenous scholars and realized there was an important need.”

Bigger isn’t always better. M anitoba’s Christian universities offer a personal approach to education. Class sizes are kept small, so students have an opportunity to get to know each other and their instructors. “One of the biggest things that sets us apart is our size. Our students have the opportunity to interact more meaningfully with the faculty,” says Kevin Kilbrei, director of communications and marketing for Canadian Mennonite University (CMU). “Our students are known by name. The faculty has a special interest in the students here, and a vested interest in helping them succeed.” CMU has an 18-to-1 student-to-faculty ratio for its first-year classes. They have 500 full- time students, while Providence University College and Theological Seminary has 600 and Booth University College has 250.

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Student Engaged Education

Top: Dr. Donald Burke, president of Booth University College. Above: David Johnson, president of Providence University College and Theological Seminary. Left: A new building at Canadian Mennonite University features a library and café. Photos by Darcy Finley

The new degree program will teach students about community sustainability, employment preparation, social concerns and economic development, while exploring what First Nations communities can bring to their own development. “We’ve created an environment for success. The learning is for aboriginal students, but it’s not limited to aboriginal students,” says McKenzie. If you enrol at CMU, prepare to work hard. The university’s curriculum is known for being tough, but apparently that hasn’t deterred its students. CMU ranked extremely high in the Canadian Universities Survey Consortium, which Maclean’s Magazine published in February. “It validated what we’ve been doing. This is the voice of our students. We push our

It’s a common misconception that you have to be of Christian faith to attend these universities. CMU, Booth and Providence have open-enrolment policies and gladly welcome students of all faiths, as well as those with no religious background.

Theory meets practice at Brandon University. These are more than just words to us; they are values that reflect our mission and define our students’ education. Choosing to study at BU means immersing in real- world problem-solving, combining a liberal education with unique research and creative opportunities, and having among the best student-to-faculty ratios in the country. It means you’re the focus. It means you’re engaged.

students hard. Their experience at CMU prepares them for work or study anywhere else,” Kilbrei says. “We spend a lot of time focusing on interdisciplinary studies — how psychology links with business or music with peace studies. We look at business through these other lenses. Our students end up understanding the world in a different way.” Students who are passionate about the environment will love that Providence is a green school. The campus features a bio-mass boiler system, which produces heat by consuming leftover material from crops, wood shavings and waste from the furniture industry. “We do have the greenest college in Manitoba. We’ve invested a lot to lead by example in terms of sustainable energy production,” says McKenzie. “We’re not relying on the grid or gas supply for heating the campus. We’ve created an environment where our students learn by seeing.” ■

Engage at BrandonU.ca

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Winnipeg Free Press - saturDAY, August 1, 2015

technical & trade schools Make the grade with trades

By Holli Moncrieff for the Free Press

It’s never been a better time to enrol at a technical college. Skilled tradespeople are in high demand throughout the province, due to a critical shortage. T o help meet the demand, the Manitoba Institute of Trades and Technology (MITT) is opening its doors to high-school students in September. Instead of attending MITT part time, grade 11 and 12 students will now be able to take all of their required courses at the college, as well as electives that have a strong trades and technical focus. “The door is wide open for them. It’s a really neat opportunity for students to get all of their trades training for free. They’ll be ready to work earlier,” says Greg Scheelar, MITT’s workforce development consultant. “This has been done in the United States very successfully, but never in Canada before.” This can be an extremely lucrative opportunity for students who are interested in trades. Scheelar recalls a student who went to MITT part-time while attending high school. She graduated with her welding ticket and got a $65,000 job right out of high school — with no student debt. “There are some students who want to start work right out of high school. They don’t want to go to university. They will be learning skills that are in high demand and that will lead to good paying positions. They can get out of school and start work right away with a very good paying job,” Scheelar says. “You can be a very strong student and just not interested in university.” MITT still has space in its high-school program for the 2015-16 year. They’re hoping to get 50 students enrolled. “We’ve had high-school students working alongside our adult students for years, and we’ve generally found it to be a very positive thing. The high-school students bring energy into the class, and the adult students keep them focused,” says Scheelar. “But the high-school students want to learn everything they can, so they’re already pretty focused.” One area that’s in desperate need of skilled workers is supply chain and logistics. Herzing College has created a new Supply Chain and Logistics Management program they hope will help meet that demand. “We see a significant amount of employment opportunities in this area developing in Manitoba in the next four years,” says Kerry Swanson, president of Herzing College, Winnipeg campus. “There are so many jobs available in Manitoba right now — everything from procurement to managing inventory. There are opportunities in the transportation industry as well.” The course is a one-year certificate program that includes an eight-week internship. Training starts in October. “This is an internationally accredited course. We wanted to make sure we had strong accreditation behind it, and credentials our graduates would feel proud to hold in their hands,” Swanson says. “We don’t see any problem with our graduates getting employment in this field. It’s a really good opportunity.” Students will learn about the start of production right through to how products get to the customer. “How we source products and get them to where they need to be — what drives our economy,” adds Swanson. “You can’t get groceries without having a supply chain and logistics strategy. You can’t build an airplane without one. It’s such a broad spectrum and there is such a broad need for people.” Social media experts are another growth industry. Herzing has added a nine-month Social Media Co-ordinator program to its roster. The program is full time — students will spend 20 hours a week in class, and a suggested 10 hours per week studying. “Social media is considered the new frontier in business. Companies are beginning to realize that if they don’t have a strong social media plan, they’re going to have trouble keeping up with the competition,” Swanson says. “It’s so important to be in the game.” While a lot of people think they know their way around social media, Swanson explains that companies are finding it difficult to discover people who are properly trained. “It’s hard to find people with expertise in this area. We’ll teach students how to get traffic to a business and get people to make purchasing decisions,” he says. “You’ve got to understand how a company’s social media accounts all fit together.” ■ Above left: Students from the Manitoba Institute of Trades and Technology (MITT) take part in an industrial mechanic/ millwright program. Left: Herzing College now offers a nine- month Social Media Co-ordinator program. Below: MITT students take part in a carpentry program. Photos by Darcy Finley

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Winnipeg Free Press - saturDAY, August 1, 2015 11

“Hula hooping is a unique form of exercise. When we were little, we didn’t realize we were doing a lot for our bodies when we hula hooped. It’s simple and it’s fun. People are drawn to it.”

St. James-Assiniboia School Division’s Continuing Education offers a variety of classes, ranging from Hula Hooping, Kniiting Mittens and Scarves, to the 10-week Restorative Yoga program.

St. James-Assiniboia Continuing Education

Learn for body, mind, creativity

By Holli Moncrieff for the Free Press

Get ready for the latest fitness craze, which appears to be… hula hooping? Wanda Taylor, assistant director for St. James- Assiniboia School Division’s Continuing Education, swears it’s true. T heir Hula Hooping with Kathy class is so popular that they’ve added an advanced level for the fall. “Hula hooping is a unique form of exercise. When we were little, we didn’t realize we were doing a lot for our bodies when we hula hooped,” Taylor says. “It’s simple and it’s fun. People are drawn to it.” Advanced Hula Hooping will expand on what students learned in the basic class, and include some isolation moves and shoulder hooping. So far, hula hooping has proven to be a female-dominated sport. “The ladies have a ball. We’d love to have the men come out,” says Taylor. St. James-Assiniboia Continuing Ed is also offering tai chi for the first time this fall. “Tai chi is a relaxing, fluid-motion exercise that’s ideal for stress relief or just to relax,” Taylor adds. She’s found that soothing, relaxing forms of exercise tend to be very popular. Two of these in-demand classes will return this fall. “Zumba Gold is very popular. We have a lot of the same people coming back to take it every year. Zumba can be very jarring, but this class is toned down,” she says. “It’s designed for beginners, older adults and individuals with limited physical ability.” Zumba is a fitness program involving dance and aerobic elements. Those who are feeling a little stressed out, or plagued by aches and pains, could benefit from the 10-week Restorative Yoga program. “We had to add more classes due to the overwhelming response. It’s a very easy type of yoga. You’re not contorting your body into different poses. It’s very smooth and it allows for a deeper release,” says Taylor. “A lot of people with knee and back problems are drawn to it. Many of our students say they’ve seen a difference in their bodies.” If you’re looking to really break a sweat, Taylor recommends their Dynabody Total Fitness classes, which are designed to improve strength, stamina, co-ordination and energy levels. “We’ve had Doug’s Bootcamp here for a number of years, and it’s always very popular,” she adds. “It’s a more strenuous type of exercise.” Once you’ve burned all those calories, you don’t want to undo that hard work by eating the wrong things. The school division’s new Juicing and Blending class can teach you how to restore those valuable vitamins and nutrients. “Juicing and blending is a healthy choice to get the most nutrients out of fruits and vegetables,” Taylor says. “You’ll learn what to juice and blend, what goes together, and what tastes good.” If health food isn’t your thing, the Holiday Baking and Holiday Appetizers classes might be more to your taste. “You learn to whip up easy holiday treats for your guests that can be made ahead of time and frozen,” says Taylor. Several new arts and crafts classes are also available for those who like to express their creative side. These classes include Knitting Mittens and Scarves and Punto Antico. “Punto antico is an Italian form of needlework. Students will make purses using these intricate stitches,” Taylor says. “Knitting Mittens and Scarves will happen in the late fall. It’s just in time for winter so you can get ready.” If you love jewelry, consider making your own. Inspired by the popularity of expensive leather wrap bracelets, the division is offering the Leather-Crafting: Bracelets course. “Students will learn to work with leather to make a multi-strand bracelet that they can attach charms to,” says Taylor. “There’s all kinds of stuff you can do with these bracelets.” Another new course promises to teach students the art of calligraphy. “Learn the art of this beautiful writing,” Taylor says. “Students will create their own masterpieces and learn about the different pens, layouts and textures.” Pointillism Art is a one-evening class featuring an intricate form of dot-to-dot painting done with ink “This class is for beginners. According to the instructor, it’s very easy,” says Taylor.

“Students will create their own pictures in one evening.” Also new for beginning artists is One-Stroke Painting.

“This is a very simple technique that can be used to paint anything you want. You will learn to blend, shade and highlight with one stroke of the brush,” Taylor says. For more information, please see their website at www.localcourses.com/sjsd. You can register online or by calling 204-832-9637. You can also fax registrations to 204-888-0945 or email wtaylor@sjsd.net for more information. ■

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ACADEMIC SPOTLIGHT

The Urban and Inner-City Studies (UICS) program is an interdisciplinary major combining traditional urban studies education with a critical examination of the unique challenges experienced by marginalized members of Canada’s urban population — such as poverty, racism and social exclusion. Students can work toward 3-year, 4-year and Honours Bachelor of Arts Degrees, or a Minor or Certificate. The department’s location on Selkirk Avenue in Winnipeg’s North End allows for hands-on learning opportunities via relationships with nearby community organizations and agencies. The small campus also serves as a welcoming bridge to university for students from the inner city, who may form close relationships with the department’s supportive staff and faculty. The fast-growing program is preparing for a January 2017 move to an innovative new location at the site of the former Merchant’s Hotel, which will include affordable housing, retail development, community access, and space for the CEDA-Pathways to Education Program. URBAN & INNER�CITY STUDIES

Professor: JimSilver

Student: Kevin Settee

Alumna: Andrea Guimond

ADDRESSING POVERTY Jim Silver’s work has kept him where he wants to be: working with communities toward meaningful social change. Silver is concerned with uncovering causes of social problems, and finding solutions. Last year he published About Canada: Poverty , a book outlining policy changes needed to address poverty. He has also co-edited upcoming books about the low-income housing crisis in Canada, and how inequality contributes to poor health. Silver is purposeful in his research process, working closely with those who are “doing really cool things” to improve their communities. He is also connected with UICS students, and teaches both introductory and advanced- level courses.

LEADING BY EXAMPLE A double major in UICS and Geography, Kevin Settee is already a community leader. The current VP External Affairs for the UWinnipeg Students’ Association, Settee came to UICS while working as a mentor at the Wii Chiiwaakanak Learning Centre. He was impressed by the close connections UICS faculty members have with communities, and how the classes allow for an exchange of information with people who often aren’t heard. Settee is known for organizing community events such as the All Nations Medicine Walk, and is passionate about his culture and Indigenous ceremony. He plans to pursue graduate studies at UWinnipeg, with a goal of contributing to social change in the West End, where he grewup.

OVERCOMING BARRIERS Andrea Guimond began her career as a community justice worker — which she describes as “exactly the type of work I wanted to get into” — just as she was finishing her classes at UWinnipeg. She initially came to the UICS campus for the Beginning University Successfully (BUS) Program, and eventually earned her BA with a double major in UICS and Criminal Justice. Guimond says she confronted many of the barriers to education that Indigenous students often face. After several years working in child and family services, she went back to school to assist those in the community who face systemic barriers. She says UICS courses appealed to her because they were community- driven and grounded.

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