Education | Winter 2025

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Guide EDUCATION A SUPPLEMENT TO DECEMBER 2025

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EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

in the classroom What students, parents and educators need to know about how to use it effectively and responsibly AI L ike it or not, generative artificial intelligence has become an everyday tool for many Canadian students and educators. A study conducted late last year by an online learn- ing platform provided ample evidence of that. Studiosity’s Pan-Canadian Report on Digital Learning report showed that 78 per cent of students had used AI to study or complete school work. The study also found that 41 per cent of educators used generative AI in student learning activities, up from just 12 per cent the previous year. Karen Latimer, a computer science teacher at St. Paul’s High School, says AI literacy is becoming as essential for learners as reading, writing and numeracy and it needs to be treated as a core competency rather than an optional skill. “I think students need to learn how AI works and what it can do and how to use it effectively and ethically because it’s not go- ing away at all,” says Latimer, a presenter at the recent Interna- tional Conference on Artificial Intelligence and Cybersecurity held in Winnipeg. “If we just go with the status quo, (students) are going to find ways to use it more inappropriately and become consumers. If we teach the literacy and fluency of AI, then we can become the innovators and control what AI can do rather than just being passive about it.” AI is being used in schools for everything from automated tutoring to differentiating lessons and giving content recom- mendations. It’s also become an indispensable creative tool for teachers and students alike. And just like any tool, it’s important that users know how to use it safely and effectively. That’s why teaching AI literacy needs to be about more than simply learning how to use platforms such as ChatGPT and Microsoft Copilot, Latimer explains. She says parents and educators also need to encourage young learners to “interrogate” AI so they can critically assess the out- puts it provides, understand their limitations, and apply them in an ethical and responsible manner. That includes asking BY JIM TIMLICK

AI IN EDUCATION

EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

questions such as ‘Where did this information come from?’ “I think we as learners should approach anything that we learn with that critical eye. Critical thinking … is one of those skills that employers look for that is going to build our society,” she says. “In particular with AI, if we’re given some output from a prompt, we have to still question whether or not that (information) is valid. We can’t just take what ChatGPT says verbatim. That’s the way these large language models work. They take information from the internet, which is not always 100 per cent true.” Latimer suggests parents consider having a conversation with their chil- dren about AI and talk about what it has to offer as well as its potential pit- falls. She also recommends parents test some of the AI tools that are available and see what they can do for themselves so they can teach their kids about them and how to use them responsibly. It’s also a good idea for teachers to address the issue with their students, es- pecially if it’s not part of the official curriculum. “Have some authentic communication and conversations about AI in the classroom and say why this is wrong or this is what I think. It can spark some very interesting conversations and steer (students) in the direction of doing things a little more ethically,” she says. Latimer also recommends that teachers spell out for students when it is ac- ceptable to use AI and when it’s not. For example, they could say it is allowed for certain types of assignments but require students to cite when it is used. Since AI is expected to be around for the long haul, it’s imperative that edu- cators and parents teach young learners how to use it effectively and respon- sibly sooner rather than later, she adds. With more and more employers seek- ing people who are knowledgeable about AI, those who aren’t run the risk of being left behind. “There’s a quote that I heard at a conference that really stuck in my mind. It’s that AI is not going to take our jobs, it’s the people that understand how to use AI and leverage it that are going to take the jobs.” n

Parents and educators should encourage young learners how to critically assess data gathered using AI.

I think we as learners should approach anything that we learn with that critical eye. Critical thinking … is one of those skills that employers look for that is going to build our society. ”

— Karen Latimer , Computer Science Teacher, St. Paul's High School

Access Program building community students. Students must be fully qualified for admission to the University of Manitoba. The Access team is committed to creating pathways for student success. They ap- proach learning from a wholistic perspec- tive, respecting the diversity inherent in Access’s community of learners.

The Access Program at the University of Manitoba was created for students who have traditionally faced barriers to post-secondary education. For 50 years, the program has supported hundreds of students to achieve degrees in sciences, health sciences, liberal arts and fine arts. These students have built careers as doc- tors, dentists, nurses, pharmacists, respi- ratory therapists, occupational therapists, physical therapists, teachers, social work- ers and lawyers. We couldn’t be prouder of these valuable members of our society. The Access Program accepts applications from all students and priority of accep- tance is given to Indigenous, residents from northern and remote communities, newcomers and financially compromised

Submit your application to join the Access Program by May 1 each year and begin your educational journey at the University of Manitoba with our support.

Karen Latimer, Computer Science Teacher, St. Paul's High School.

Umanitoba.ca/access-program

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BALMORAL HALL SCHOOL

WHERE BOLD BELONGS

A commitment to continuous innovation in education Balmoral Hall recognized for its efforts to inspire and impact teaching and learning

N early 125 years after its establishment as an independent girls’ school in 1901, Balmoral Hall School has been recognized for innovation, leadership, and educational excellence using technology. Designated an Apple Distinguished School for the 2025–2028 program term, Balmoral Hall School was selected for this distinction based on its commitment to continuous inno- vation in education and using Apple products to inspire, imagine, and impact teaching and learning. Apple Distinguished Schools are centres of leadership and educational excellence, with a clear vision for how technology-rich environ- ments support learning goals. In Apple Distinguished Schools, forward- thinking leaders and their communities work to inspire, imagine, and impact teaching and learning, and they have documented results of academic accomplishments. Schools all over the world are using iPad and Mac to transform learning. As teachers incorporate technology into their lessons, they empower students to lead, learn, and thrive, to discover new opportunities, and to make their world a better place. “Our long-standing relationship with Apple, which began in the 1980s, has shaped gener- ations of student learning and continues to reflect our deep commitment to accessibility, diversity, and inclusion,” reflects Lois McGill, Director of Technology, Innovation & Entre- preneurship at Balmoral Hall School.

“Through global partnerships, including AI camps taught by instructors from Stanford and MIT, and experiential learning at North Forge, Smartpark Innovation Hub, and St-Boniface Hospital Research Centre’s Institute of Cardio- vascular Sciences, we are proud to open more pathways for girls to confidently step into the world of technology.” Balmoral Hall School is committed to pre- paring girls and young women to be lifelong learners in an ever-changing world. Its edu- cators value innovation and focus on inqui- ry-driven, student-centred teaching meth- ods from preschool through post-secondary enrolment. Students’ educational experiences nurture their independence, confidence, and resilience. They will create paths that take them into uncharted territories. They have immense potential in their pursuit of excellence for themselves, for their communities, and for a bright future. “I learned to code at 10 years old,” recalls Elizabeth Anderson, now a Grade 12 student and student council representative for arts and technology. “My introduction to advanced technology from a very young age at Balmoral Hall has prepared me for our post-pandemic world to be as immersed in technology as it is today. As I continue to explore my interests in a safe environment with my friends, I am more and more certain of what I want to pursue in my post-secondary education!” n

OPEN HOUSE February 7 10 am – 1 pm

We are proud to open more

pathways for girls to confidently step into the world of technology. ”

— Lois McGill , Director of Technology, Innovation & Entrepreneurship at Balmoral Hall School

EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

UNIVERSITY OF MANITOBA

Myth vs Reality How UM helps students build careers before they graduate

PHOTOS COURTESY OF UNIVERSITY OF MANITOBA

A t the University of Manitoba, career development begins the moment students arrive. With support from Career Services, students can explore options, gain experience and reflect on what they learn, turning classroom knowledge and campus involvement into real opportunities. “We’re here from the start of your degree, until graduation, and even after graduation,” says Lisa MacPherson, Career Services Lead Coordinator. To make the landscape clear, here are three common myths learners often encounter and how Career Services helps students move past them. MYTH 1: STUDENTS SHOULD HAVE IT ALL FIGURED OUT ON DAY ONE “There is no typical journey,” says Rebecca Brooks, Director, Career, Community, and Experiential Learning Centre. “University is structured in a way that can make you feel like you should be doing certain things at certain times, but there’s so much room for students to craft their own journey.” Career Services meets students wherever they are on that path, whether they want to explore interests through clubs and volunteering, or gain experience through co-ops, practicums and community-based projects. Reflection ties it together. This means gaining meaning from what you did, how you solved problems and what challenges you want to take on. Career Consultants make this practical by helping students turn experience into resumé points, interview stories and even graduate-school statements. “You don’t only learn from doing. You also learn from reflecting on what you’re doing,” MacPherson says.

“When students are involved in activities that are recognized by the university, they start accumulating a lot of the competencies on their Experience Record,” says Rhonda Van Veggel, EL Partnerships Liaison in Student Experience and Development. “Even if they don’t have paid employment, we’re giving them a vehicle to recognize and identify the skills that they have developed.” Last academic year, 21,350 students — more than two-thirds of the student body — completed 58,922 experiences through the Experience Record. MYTH 3: DEGREE A LEADS TO JOB B “I think the idea that employment requirements and employer preferences are so narrow is not the case,” MacPherson says. “You can see students from four different degrees all working in the same type of job when they graduate.” That flexibility is what makes understanding your skills so important. “The history major who is now doing business analysis got hired because of their personal skills and not because of their degree,” Van Veggel says. “The degree might have opened the door, but the skills closed it.” Also, education doesn’t end once you’ve secured a job post-graduation. “We are in a world that challenges us to learn new things and develop new skills often, and this learning is all part of your career development. Seeing and shaping the story of your journey is part of what Career Services can support you with,” Brooks says. The takeaway is straightforward: start early, engage often and reflect as you go. Or, in the words of many students, “I wish I would have come to Career Services sooner.” n

You don’t only learn from doing. You also learn from reflecting on what you’re doing. ”

— Lisa MacPherson , UM’s Career Services, Lead Coordinator

MYTH 2: IF YOUR PROGRAM DOESN’T HAVE A PRACTICUM, YOU’LL MISS OUT Experiential opportunities are an important part of university, but not every program has a built-in practicum or internship. However, students at UM still have many ways to gain hands-on experience. Career Services helps them find options that match their goals, from co-ops and community projects to government programs like the Student Temporary Employment Program. Coursework and group projects also provide valuable experience, helping students build collaboration and problem-solving skills that translate directly to the workplace. A key support is the Experience Record: UM’s official record of recognized roles and experiential activities such as leadership, campus employment and volunteer work. It helps students identify the skills they’ve gained and describe them confidently to future employers.

WHAT KIND OF BISON ARE YOU? At the University of Manitoba, the Bison spirit runs deep through our community. It’s a spirit of strength, perseverance and belonging. With over 100 programs to choose from, every Bison can find their stride. Together, we make a difference—for our community, our planet and for future generations. At UM, you can gain real-world experience through co-ops and experiential learning. After graduation, you’ll be ready to jump into a rewarding career.

Ready to join the herd?

Apply now umanitoba.ca/applynow

EDUCATION GUIDE

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UNIVERSITY OF WINNIPEG When learning transforms lives Discover what comes next at the University of Winnipeg E ach breakthrough starts with the push to do better — for our city, our world, and ourselves. At the University of Winnipeg, students step into a vibrant community committed to excellence. Here, they find the support and inspiration they need to push beyond what they thought was possible. When the future is limitless, UWIN on bodies of water rich in fish resources,” Simon says. “Now, these same locations are sought-after destinations for anglers who may be jeopardizing Indigenous interests, such as commercial and subsistence fishing.” At UWinnipeg, Simon researched the ways catch-and-release angling impacts Manitoba lake trout. He has presented his work at national events and received more than 20 academic awards and scholarships.

Having graduated from UWinnipeg with a Bachelor of Science (Honours) in 2023, Simon completed his Master of Science in In- tegrative Biology at Wilfrid Laurier University. Now, he’s returned to UWinnipeg to complete the University’s newly launched doc- toral program, the PhD in Bioscience and Policy. “When I found out about the program, it was a no-brainer for me to come back,” Simon says. “I have been really successful at this university. It’s been a great place for me as a researcher and personally.” When passion finds direction, UWIN For Nicole Valencia, her education journey was altered by personal loss. When Nicole initially began her post-secondary education, she was studying radiation therapy, a direction she had taken amid her foster sibling’s battle with a brain tumour. After her sibling’s tragic passing, though, Nicole wanted to make an even greater impact. “Instead of treating people with the technology that we cur- rently have, I would rather be working towards advancements for better patient outcomes,” she says.

A proud member of Peguis First Nation, UWinnipeg alum Josh Gandier has quickly emerged as a well-respected and dynamic community leader. But when Josh first arrived at UWinnipeg, he wasn’t sure which path to take. With the encouragement of his Wesmen basketball coach, Mike Raimbault, Josh began to explore the possibility of a career in business. In the Faculty of Business and Economics, he began to focus on accounting, later gaining practical experience with Canada Revenue Agency and the Office of the Auditor General Manitoba. His time at UWinnipeg also helped Josh develop a deeper inter- est in Indigenous identity, legal issues, and languages. “UWinnipeg really creates space for Indigenous students to build community and learn from Indigenous professors and mentors,” he says. “It’s at UWinnipeg where I was inspired to study Indigenous ways. It’s also the place where I learned to introduce myself in Ojibwe and to be really proud of that. It’s where I built my academic foundation.” Following graduation, Josh worked with the Manitoba Aborig- inal Sport and Recreation Council, which led to opportunities to represent Indigenous youth at the 2024 Olympic Games in Paris, sit on the Board of Directors for the YMCA-YWCA of Winnipeg, and serve as Youth Chief for the Southern Chiefs’ Organization. Josh is now completing a Juris Doctor degree at the University of Manitoba. This fall, he was honoured with the One to Watch Award at UWinnipeg’s Distinguished Alumni Awards Night. When discovery has no boundaries, UWIN UWinnipeg students pursue their passions in countless ways, and for Simon DePasquale, that means diving deep into the science of one of our planet’s most fragile ecosystems. Simon, a member of the Upper Mohawk band, Six Nations of the Grand River Territory, grew up with a passion for the out- doors. At UWinnipeg, he discovered he could turn his love of fish and fishing into a meaningful career, and one with lasting impact on the management and preservation of Indigenous fisheries. “Historically, many Indigenous peoples have located themselves

Benefiting from the excellent access UWinnipeg students have to leading researchers, Nicole was able to connect with Dr. Mela- nie Martin in the Brain Imaging and Metabolic Research Lab. Alongside Dr. Martin, Nicole began working on ways to im- prove the accuracy of models for axon diameter measurements of MRIs. In 2025, she presented her research at the Canadian Orga- nization of Medical Physicists’ Annual Scientific Meeting. Nicole is now working to become a medical physicist, pursu- ing a Bachelor of Science in medical physics while completing her undergraduate degree in radiation health and safety. She plans to eventually earn a PhD and continue her lifelong journey to help others through research. At the University of Winnipeg, education is more than going to classes and getting a degree. It’s your next exciting journey, one that is entirely your own. No matter your background or ambitions, you will find the support and inspiration to chase your goals, challenge the status quo, and become who you want to be. n Ready to take your next step? Find out what comes next at: uwinnipeg.ca

WHEN THE FUTURE IS LIMITLESS,

Learn more at UWINNIPEG.CA

JOSHUA GANDIER | Alumnus

EDUCATION GUIDE FIRST PEOPLE'S DEVELOPMENT INC.

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

Small class, big future: FPDI helps transform a dream into a career path

BY JIM TIMLICK

O ne of Ayden Dyck's most enduring childhood memories is of watch- ing his dad Rob perform odd jobs around the family's home in Riverton. "Growing up, it was always a hassle with the pipes and other stuff going on in the house: the toilet not working, the hot water not running. My dad was a single dad so he was always fixing everything himself," Dyck recalls. "Seeing that, I always wanted to do something with plumbing when I grew up." Dyck, now 21, is a step closer to realizing that career dream thanks to First People's Develop- ment Inc. FPDI is a non-profit organization that facilitates partnerships aimed at developing and delivering training-to-employment programs in partnership with 28 Manitoba First Nations communities. Last spring, Dyck enrolled in a pre-employ- ment plumbing program offered by FPDI in conjunction with the Piping Industry Technical College of Manitoba (PITC). The 10-month program teaches students about the latest plumbing industry techniques and tools and provides them with hands-on oppor- tunities to learn everything from cutting and measuring pipe to installing valves, reading blue- prints and interpreting plumbing code. Tuition is free for qualifying applicants. Dyck learned about the FPDI plumbing pro- gram from his older brother Mac, a Level 2 carpenter who read about the course online. He quickly applied, was accepted into the program a few weeks later and began his studies this past April. Dyck says the best part of the FPDI program is

that it provides students with hands-on learning opportunities. In addition to in-class learning, students spend half their day in a shop where they do everything from installing sinks and water lines to performing MIG (metal inert gas) welding and rigging. "We were actually working with the tools rath- er than just looking at the tool and writing down what it does. You actually see how something works that way. You grasp things more easily." Another aspect of the program Dyck appreci- ated was its small class size. He was part of a co- hort of just nine students taking part in the pro- gram. That meant that he and his fellow students could get one-on-one instruction from teacher Craig Gertley if they were struggling with some of the concepts they were learning. "It just made it that much easier. Whoev- er needed the extra help and wasn't un- derstanding, he'd go and make sure you understood it. It didn't matter how long it took." Dyck's journey to become a

day become a certified steam- fitter and be responsible for installing and maintaining high-pressure piping systems. "I'm leaning towards becoming a steamfitter because I want to travel. Being a steamfitter there's more options to go out

there and travel and experience stuff". n

FPDI continues to open doors for First Nations learners with training that builds strong communities.

plumber took another step forward in September when he was hired by Servco Service. Servco is a divi- sion of ServcoCanada and offers a range of commercial and industrial plumbing solutions, maintenance and repairs.

For now, he is working as a train- ee in the company's tool crib where he organizes tools and packs up sea can shipping containers. He is hoping to move into an apprentice role in the next couple of months. Dyck says his long-term aspiration is to one

PHOTOS COURTESY OF FPDI

EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

PHOTOS COURTESY OF BRANDON UNIVERSITY

Pre-professional programs expand options at BU S tudent success stories at Brandon Univer- sity don’t always end when graduates cross the stage to receive their degrees. While many students start and com- plete their post-secondary education at BU, ety. He even got the thrill of serving as public address announcer for the national champion Bobcats men’s volleyball team.

He was also part of BU’s Co-operative Educa- tion Program, which connects students in Arts and Science programs with summer jobs related to their field of study. Burr worked at Epp Law Office, gaining in- valuable exper- ience, and he has

others use the university as a launching point to specialized studies at other institutions through one of 19 pre-professional programs. Combined with BU’s full range of 19 undergraduate, six graduate and four certificate programs, opportu- nities abound. “We offer the best of both worlds,” said Ka- tie Whelpton, BU’s Dean of Students. “A lot of students have everything they need here to pre- pare for rewarding careers, while many find our friendly, supportive environment to be an ideal place to start their journeys.” Pre-professional programs vary from one to four years, and academic advisors at BU ensure students have all pre-requisites needed to pursue their dream programs. Agricultural and Food Science, Law, Medicine, Pharmacy and Social Work are a few examples of available pre-profes- sional programs. Brody Burr graduated from BU with a Bach- elor of Arts, majoring in Political Science and minoring in Sociology, and is now in law school at the University of Saskatchewan. “One of the benefits for me was how I was able to make connections,” Burr said. “Most of my friends at law school went to big universities, and they can hardly believe that I had third- and fourth-year classes at BU with eight or 10 students.” Burr found plenty of ways to get involved on the BU campus, as a Student Senate Representa- tive and as President of the BU Politics Soci-

Start here, go anywhere. At Brandon University, you’ll join a welcoming community, with supportive faculty and staff, plus programs that help you launch confidently into your future — wherever it leads.

plans to return next summer. “Getting into law school was stressful but

added to that is the pressure of finding summer work in the field,” Burr said. “That’s a process I didn’t have to worry about thanks to Cora (Dupuis, program Co-ordinator) and the Co-op program.” While most of BU’s 3,500 students study in Brandon, the Bachelor of Science in Psychiatric Nursing program is also offered in Winnipeg. Available and free supports include academ- ic assistance, career counselling, accessibili- ty services, mental health and wellness, and a transition program that helps new Indigenous students thrive through mentorship and cultural support. n To learn more about Brandon University, take a virtual tour, or set up an in-person visit BrandonU.ca/Future-Students.

WE ARE Sjr

Now Accepting Applications for the 2026-2027 Academic Year

EDUCATION GUIDE

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UNIVERSITY OF MANITOBA Talk with University of Manitoba Extended Education about your workforce training and development needs F inding the right workforce training and development for your team may feel like a daunting task, but you don’t have to know exactly what you need before you pursue it.

“Don’t hesitate to start a conversation. We are here to talk with you, to consult well before you have to make any commitments,” says Ute Kothe, Dean, University of Manitoba (UM) Extended Education. “Our aim is to provide the education Manitobans need.” MEETING CHALLENGES In these rapidly changing times, businesses are having to adapt to become more efficient, and explore new markets in both Canada and inter- nationally. It’s not always easy to hire the perfect match for a job, but experts and leaders can be trained in-house. “The cost of losing employees and having to re- hire is significant. Professional development can make a big difference. That’s where we can help,” says Kothe. “We provide tailored professional de- velopment to enhance job skills and upskill work- ers. This is something we are deeply committed to.” The university not only serves students pursu- ing undergraduate and graduate degrees, but also supports alumni and businesspeople through life- long learning. To this end, UM Extended Educa- tion provides flexible, online professional devel- opment options that fit into a busy schedule. As a part of the University of Manitoba, the largest research university in the province, It’s not just about knowledge. There is a lot of knowledge easily available online now. It is about building skills. ”

UM Extended Education works in partnership with business and organizations.

Extended Education is in a unique position to provide tailored training opportunities. “We have the connections to experts like our instructors, as well as the UM network of experts with a broad range of expertise.” It all begins with a conversation with a member of Extended Education’s Business Development & Innovation Team to discuss your organization and its needs including determining the specific skill sets you want to provide or enhance in your team. BUILDING SKILLS “It’s not just about knowledge. There is a lot of knowledge easily available online now. It is about building skills,” says Kothe. From one-time training to recognizing an organization’s own training as prior learn- ing that can be credited towards a UM certif- icate or micro-certificate, UM Extended Edu- cation delivers tailored training to its partners to strengthen businesses and provide employ- ees with the opportunity to add a university cre- dential to their resume and LinkedIn profile. LEARNING AND GROWING Extended Education graduate, Derek Scott started off as a power cableman for Manitoba Hydro, and now he is training people to be sys- tems operators who make sure the lights stay on. The Certificate in Program Development for Adult Learners was a requirement for the position he holds. But Scott has not stopped there. He is now working on his next credential, a Certificate in Applied Management. “The most important thing is that learning never ends. That you can continue on your jour-

ney of learning. And no matter what your age or your life or what’s going on, you can do it and you can still advance and you know you are not stuck where you are. You can always grow,” he says. WORKING IN PARTNERSHIP As an example, organizations have partnered with UM Extended Education to offer their own customized version of the Certificate in Applied Management. Kothe says, “We determine a subset of elec- tive courses that are relevant to the organization. Thereby we are together enabling their employees to enhance their impact for the organization and their CV for years to come.” Another impactful example is the Micro-Certif- icate in Artificial Intelligence: Machine Learning Solutions which can be customized for interest- ed organizations. It is not just about understand- ing this important technology, she says. “Adding a blend of change management and leadership and management components can make all the differ- ence.” While UM Extended Education is always in- terested in forming new partnerships, the goal is to create lasting relationships. According- ly, UM Extended Education has long-term partnerships with CPHR Manitoba, the Man- itoba government, and Manitoba Munici- pal Administrators providing certificates that lead to career enhancement and advancement. SUPPORTING PEOPLE UM Extended Education is committed to fos- tering welcoming workplaces that attract a wide range of talents. Organizations can strengthen their work cul-

ture with a credential in Change Management and with a new course called Understanding Equity, Diversity, Inclusion and Accessibility in Practice. It is already recognized as professional develop- ment by several organizations. While one or two people from an organization can take a program, when a larger number of em- ployees form a cohort, there are even greater re- sults, says Kothe. “They create a network. They can better collaborate with each other as they speak a common language due to their common educational experience.” Providing customized professional devel- op-ment increases employee satisfaction and commitment to an organization. “You depend on your people to do the work. Support them with professional development. We can work together to address your unique needs and discover where you can really shine,” says Kothe. “We want to partner with you.” n

To learn more about partnering with UM Extended Education, email bdi@umanitoba.ca

— Ute Kothe , Dean (UM) Extended Education

Learn skills. Gain confidence. Lead your way.

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CANADIAN MENNONITE UNIVERSITY

Whole-person education for your whole life CMU helping prepare students to tackle today’s most pressing issues

PHOTO COURTESY OF CANADIAN MENNONITE UNIVERSITY

A t CMU, education is about more than acquiring knowl- edge — it’s about building practical skills and cultivat- ing wisdom. Intellectual growth is woven together with hands-on experience, spiritual reflection, moral courage, and emotional insight. Students are challenged to ask not only what they want to do, but who they want to become. This holistic approach extends across every academic program at CMU from business to music, biology to education, social work to communications, and beyond. It prepares CMU students to tackle today’s most pressing issues. At CMU, ideas are explored in community; that’s what sets the learning experience apart. As a small university with an average class size of 18 students, students engage daily directly with class- mates and professors with perspectives, and practise the art of di- alogue — with humility, curiosity, and respect — in ways that are not done elsewhere. That same spirit extends beyond the classroom — and now, CMU is taking that commitment even further. CMU is now offer- ing free double-occupancy dormitory housing to every first-year undergraduate student, starting in the fall of 2026. Student data

is clear: students who live and learn together thrive academically. And by lifting the cost of first-year housing, CMU gives every new student a financial head start that strengthens their path forward. Because whole person learning includes connecting knowledge with practice, work-integrated learning placements link academic learning with practical application for every student. The first of its kind in Canada, CMU’s WIL network today spans 50 countries and six continents. CMU sets every student up for their first job or next academic pursuit and prepares them for success throughout their entire career. CMU holds a high bar for academic excellence, offering seven different degrees and 29 majors, combining rigorous standards with strong student supports and a network of invaluable connec- tions rooted in community. Guided by a mission that integrates intellect and spirit, charac- ter and competence, career and the common good, CMU prepares graduates to engage the world with clarity, generosity and resilience. They step forward ready to engage the world — atten- tive to the needs of others and grounded in a deep commitment to hope. n

CMU holds a high bar for academic excellence, offering seven different degrees and 29 majors combined with rigorous standards and strong student supports.

st. mary ’ s academy

You belong here.

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 13, 2026 at 7:00 PM open house

FREE DORM

new student applications due february 2, 2026

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

cmu.ca

Arts • Science • Social Work Business • Music • Music Therapy Education

Expect more.

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

EDUCATION GUIDE

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RRC POLYTECH

RRC Polytech programs prepare learners to thrive in the age of AI Technology doesn’t stand still and neither do we, says RRC Polytech’s President and CEO

A rtificial intelligence (AI) isn’t just shap- ing the future – it’s reshaping the pres- ent. From healthcare to manufacturing, from marketing to software develop- ment, AI is transforming how we work, create, and make decisions. In this rapidly changing landscape, RRC Poly- tech is equipping students and professionals with the tools and confidence they need to keep pace with innovation – and lead it. As Manitoba’s polytechnic, RRC Polytech’s programs pivot on one central idea: education should respond to industry change, not chase it. That philosophy is baked into every education and training offering, where flexibility, practical learning, and direct links to employers ensure students can adapt to the evolving demands of today’s technology-driven workforce. LEARNING FOR THE REAL WORLD “Technology doesn’t stand still, and neither do we,” says Fred Meier, RRC Polytech’s President and CEO. “We constantly update our curriculum to reflect what’s happening in the workplace. AI is no longer something you learn about in isola- tion – it’s woven into everything.” That’s clear across RRC Polytech’s technology programs. Students in Application Development and Delivery gain hands-on experience build- ing software solutions that increasingly integrate AI-powered features such as automation, predic- tive analytics, and natural language interfaces. Meanwhile, the Data Science and Machine Learning program takes learners beyond theory, training them to turn raw data into meaning- ful insights – a skill that’s in high demand across nearly every sector. Graduates don’t just under- The future belongs to those who can learn continuously. AI will keep changing, and so will we. Our job is to help students build confidence – not just competence. ” — Fred Meier , RRC Polytech President and CEO

stand the tools of AI: they understand how to apply them ethically and effectively to solve re- al-world problems. ADAPTING TO A CHANGING WORLD OF WORK As AI automates certain tasks, it’s also creating new opportunities. Employers are looking for professionals who can work alongside intelligent systems, make data-driven decisions, and use technology to improve productivity and creativ- ity. That’s where RRC Polytech’s approach stands out. By embedding AI and automation awareness into courses across disciplines – not just in IT – RRC Polytech ensures every graduate under- stands how digital transformation is affecting their field. Whether you’re a business profession- al using AI for marketing analytics, an engineer- ing technologist designing smarter systems, or a creative professional using generative tools to expand your ideas, RRC Polytech’s programs prepare you to thrive in an environment where human expertise and machine intelligence work hand in hand. FLEXIBLE LEARNING THAT FITS YOUR LIFE For many learners, the challenge isn’t just what to learn – it’s how to fit learning into a busy life. RRC Polytech’s continuing education and rapid training options make that possible. With fast- paced full-time and part-time offerings available through flexibly delivery, including online, hybrid, evenings, and weekends, learners can gain new credentials or upgrade existing ones without stepping away from work or family responsibilities. Rapid training programs are especially pop- ular among professionals looking to pivot or upskill quickly in response to emerging technol- ogies. Many are offered in condensed, focused formats that take days or weeks – rather than months – to complete, allowing students to put new skills into practice right away. HUMAN SKILLS IN A DIGITAL AGE While AI can process information at lightning speed, the human skills of creativity, collabora- tion, and critical thinking remain irreplaceable. That balance is central to a polytechnic model of education, which combines technical exper- tise with communication, teamwork, and prob- lem-solving. Each course is guided by instructors with real industry experience – professionals who under- stand both the promise and the limits of tech- nology. Students graduate not only knowing how to use the latest tools, but also how to adapt as those tools evolve. “The future belongs to those who can learn

continuously,” Meier says. “AI will keep chang- ing, and so will we. Our job is to help students build confidence – not just competence – so they can keep growing long after they graduate.”

start-ups, and public sector innovators, RRC Polytech ensures its graduates are job-ready on day one. Employers know that an RRC Poly- tech credential represents more than academic achievement – it represents applied skills, practi- cal experience, and a mindset built for change. n Learn more at rrc.ca/explore and discover how RRC Polytech can help you adapt, advance, and thrive in an AI-driven world.

BUILDING MANITOBA’S AI-READY WORKFORCE

Across Manitoba, industries from manufactur- ing to media are embracing automation, digital analytics, and AI-assisted design. RRC Polytech plays a vital role in preparing that workforce – working closely with local employers to identify emerging needs and design programs that meet them. Through partnerships with tech companies,

PHOTOS COURTESY OF RRC POLYTECH

EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • DECEMBER 2025

Change or Advance Your Career Our flexible, rapid training helps career changers and advancing professionals build in-demand skills that employers are looking for. Guided by industry experts, our training helps you quickly gain the confidence and expertise to stand out and succeed in today’s competitive job market, while still maintaining other priorities in your life.

CHANGE STARTS HERE Explore Featured Full-Time Programs • Administrative Assistant • Application Development and Delivery • Business Administration

LEARN AT YOUR OWN PACE Explore Featured Part-Time Offerings • Advanced Manufacturing • Business Analyst

• Communication Management • Human Resource Management • Management Development • Mechatronics • Operations Management • Project Management • Software Development • Warehousing and Distribution

• Data Science and Machine Learning • Early Childhood Education Workplace • Electrical Engineering Technology

• Health Care Aide • Health Unit Clerk • Interior Decorating • Legal Assistant

QUICKLY ADVANCE YOUR CAREER Explore Featured Micro-Credential Training RRC Polytech micro-credential courses focus on in-demand skills and provide a flexible way to quickly build expertise and earn recognized credentials as shareable digital badges. • AI for Business Professionals • AutoCAD Fundamentals • Basics of Project Management • Content Marketing

• Fundamentals of AI • Handling Difficult Conversations in the Workplace • How to Coach • Microsoft Excel 365 – Level 1 • Psychological Health and Safety Certification • Social Media Marketing

EXPLORE MORE rrc.ca /coned

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