Ashley | Sopear | Crista | Karen | Laura | Colleen | Paulette | Josh | Fred | Sally | Ethel | Helen | Linda | Ayumi | Sun Ye | Tien-Ming | Hector
A very motivated young woman, Ashley completed a Bachelor of Sciences degree in the spring of 2006 and hopes to pursue a career in medicine. “Everything is attainable,” says Ashley, who thoughtfully lives by this motto.
“I knew it was important from a young age to get a career,” she says. “Part of the reason I chose the health field, was that my grandmother is a cancer survivor.”
As a Metis student, Ashley became more interested and involved in her culture in high school. She took advantage of the opportunity to be a part of the Access program which focuses on assisting members of the Aboriginal and Metis communities.
“The Access Program was a tremendous support system. They offer tutoring, counselling, and academic advisors. It’s really a home away from home. It’s a tight knit group of friends and administrators that help in your success at university,” says Ashley.
Sopear knows what it takes to succeed both on and off the court. As a Bisons basketball player and student on a tight schedule, she was glad to take advantage of the Distance and Online Education Program to complete her course work when it was convenient, and finish her degree faster.
“For people who work or have other things going on outside of school, or for me, as a student athlete, it provides the flexibility to study on your own terms,” says Sopear. “It allows you the freedom to do what you have to do. With basketball being 24/7, it’s the best of both worlds. You can decide when to study.”
Even with the advantages of distance education, courses were not without their challenges. “You have to make sure you keep up with the course work throughout, and stay on top of it,” Sopear advises others considering taking distance courses. However, she adds, “the teachers and help are available if you need them.”
“Being on campus in the summer allows me to stay connected to community life. I work on campus as well,” says Tina, a Special Events Planner. A Recreation Management Graduate, she recalls asking her student advisor how she might complete her degree faster.
Summer Session courses from May through August were the answer. The timing was perfect. It enabled Tina to lighten her regular session course load and , “it let me complete my degree a term early,” she says with a smile.
“The campus is less busy in the summer, and the classes are smaller allowing more one on one time with professors,” she explains. “Some of the classes are unique in my faculty. I took a nutrition class, a kayaking class, and a yoga class. The Recreation program is very hands on and people oriented. It’s everything that I love to do.”
The opportunity for a memorable learning experience led Crista to take a Summer Session Travel/Study course in Parks Management. “It was the best course I’ve taken at U of M. I would do it again. I enjoyed it!” she beams. Summer Session Travel/Study courses offer many unique opportunities that just aren’t possible during the regular term.
“We camped in Banff National Park for two weeks, and spent time with the parks directors,” Crista bubbles with enthusiasm. “They told us about their management plans for the future, such as prescribed burns, and were interested in hearing our ideas and suggestions.”
“It is a challenge juggling your time, money and work, but I was able to lessen my course load by taking a Summer (Session) course,” she adds. Crista earned an advanced degree in geography in spring 2006 and will continue into a Masters program in January 2007.
Karen is a graduate of the Certificate in Management Program through Continuing Education. “For me, I felt increasingly pigeon-holed into an executive assistant role. I wasn’t getting opportunities for advancement, and was getting overlooked due to a need for formal education.”
When Karen decided to go back to school, it was a big step to take. “Being out of school for over 20 years and returning as an adult learner, was a bit intimidating at first,” she explains. “The program is flexible, very doable, and offered in a way that you don’t have to sacrifice family life.”
Instructors in Continuing Education programs are very supportive of the unique needs of adult students, and typically come from professional “real world” environments. The students in the program provide the opportunity to learn from each other’s experiences, and build new relationships outside the classroom. “The quality of the students that enter the program is fantastic,” says Karen.
Karen has been able to expand her career opportunities and now works in an office manager position. She feels the doors have opened wide for her. “It’s priceless what it has done for me as a person. The only regret that I have is not doing it a lot sooner. Do it!”
Raising a daughter with cerebral palsy, on her own, motivated Laura to advocate for others with the disease. She has been active with the Cerebral Palsy Association since 1989, when she was hired for a support program. A few years ago she decided to go back to school to improve her skills. Laura took the Applied Counselling and General Case Management Programs through Continuing Education.
“The program helped me hone the skills I had, and realize the areas where I had strong skills, and also where my skills were weak. The Applied Counselling program staff helped me to understand there are many ways to communicate, to listen, and to express oneself. A big part of that was the role playing, and learning to follow the steps needed to assist a person to tell their story.”
Laura got more out of the program than she had originally anticipated and "…found everyone to be excellent. The instructors were so supportive. Not only did I learn a lot through the courses, but there was a great deal of personal growth.”
Colleen turned a dream into real life. She moved a passion for gardening into a part-time business after completing the Prairie Horticulture Certificate program in 2000 through the Continuing Education program.
“I was really nervous about going back to school,” she recalls.. It had been a long time since Colleen had to study. “The first course was tough, but you fall into it again. It was because I was doing something that I love that kept me motivated.”
Colleen took all her courses by distance education. The flexibility of the program was one of the main features that made it possible for her to return to school. “The materials are mailed out to you. You have some exams, and there are due dates for various assignments. You can telephone your instructor to get one on one time.”
“I had a vision of what my business would be, and took it from there. I didn’t let anyone tell me that I couldn’t do it,” she says. “I work for the Federal Government in a computer department. I was able to take my computer skills, and my love of gardening to create 3D landscape garden designs for my clients.” And that was just the beginning.
“Plant people are happy people” she smiles. “They are always really genuine.”
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After being a stay-at-home mom for eight years and volunteering extensively in her community, Paulette returned to school to develop and enhance some skills. She completed the General Case Management and Applied Counselling Programs offered through Continuing Education. It was a great way for her to ease herself back into the workforce.
“It was the opportunity to attend a program geared toward employed adult learners that attracted me.” says Paulette. “Condensed courses and weekend courses can be completed in an intense format giving me flexibility in my busy schedule.”
“I was able to apply the learning directly to my work experience.” says Paulette. Now working with children’s and adolescents’ mental health at St. Boniface Hospital, she is part of the Interdivisional Student Services education team that works with the Tourette Syndrome Service and the Anxiety Disorder Service. “The courses I chose have continued to be applicable, through the textbooks, because there is a definite research component to my job. The families, schools and clients I work with have benefited from the knowledge gained through these programs.”
Currently working with the student union, Josh is a history major, who hopes to enter law school. A Metis student, he began his degree studies through the Access program and found a whole new community.“The advisors were very helpful in adapting to the changes and becoming part of the “university system.” He adds, “it’s kept me going to have other people to rely on and to share with.”
It has been a long journey for Josh. He’s proud of the fact that he is the first one in his family to go to university. “My whole family is behind me,” he says. “If you are planning to go to university, take advantage of the services offered by the Access program. You will become committed to the program and your studies. A lot of people have kids, or have a job that makes going to school even more difficult. Access is there to provide a supportive community.”
Fred is a man who cares deeply about making a better life for his family, and the people in his community. He is a graduate of the First Nations Community Wellness program, offered through Aboriginal Focus Programs at the downtown campus.
“Sometimes the adult learners are intimidated on the big [Fort Garry] campus. Having the downtown campus made it easier to adjust.” Fred says. “Class sizes were smaller and allowed for more interaction between students, and easy access to the instructors.” The First Nations culture and current issues are incorporated into the program, creating a valuable real world learning experience.
Prior to entering the program, Fred worked in construction and landscaping jobs that often involved traveling away from his family for days at a time. “It was what I had to do to help support my family.” He now has a full time counseling position at PATH Resource Centre, with the North End Community Renewal Corp., and also holds a part time job with Animikii Ozoson Child and Family Services.
Fred also has a work history with the Winnipeg School Division # 1 as an Educational Assistant, with the last four years as a Work Experience Coordinator with Gordon Bell High School. He worked in the Fresh Start Program a program geared for young Aboriginal youth. “I realized that to be more effective in working with young adults I needed to develop my counseling skills.” he says. “This was the pivotal moment when I decided to enroll in the Aboriginal Focus programs.”
The First Nations Community Wellness program acts as a stepping stone towards other programs offered through four veins of study: Arts, Nursing, Pharmacy, and Social Work. Following the initial program, Fred took the 10-month counseling skills program, earning credits he plans to apply towards a bachelor’s degree in Social Work.
“Having the diploma helped me to secure better employment. The programs that I’ve taken really strengthened my skills to move into something more meaningful, and more well paying” Fred says.
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At the 2008 University of Manitoba Convocation, Sally, a student in the Aboriginal Community Wellness Diploma (ACWD) September 2006 to February 2008, was awarded the Governor General’s Bronze Award for highest standing in a two-year Diploma. Sally completed the ACWD while employed as an Aboriginal Liaison Worker at the Burntwood Regional Health Authority in Thompson, Manitoba. Before enrolling in the ACWD, Sally completed the Aboriginal Counselling Skills that was offered in 2004 in Tataskweyak Cree Nation. She is married and is the mother of four daughters.
Aboriginal Child & Family Services Diploma Program Students:
Ethel, Helen and Linda have one important thing in common: a desire to serve their community. All current students of the Aboriginal Child and Family Services Diploma Program, they stress the importance of being qualified to work effectively in their communities.
The Diploma Program is offered at the University of Manitoba-Downtown: Aboriginal Education Centre. Here culturally focused programs for the Aboriginal and Metis communities offer smaller classes where students and instructors can get to know one another. A warm, friendly atmosphere and sense of community permeates the campus.It’s a great feeling to be back in school,” says Ethel. “I only wish I could have done it sooner.”
Ethel had been involved with Child and Family Services for 23 years, but lacked a formal education certificate. The course deals specifically with issues that face the Aboriginal community. “I would like to be a role model for people to come back to school,” says Ethel.
When workers learn the most effective procedures as well as the social work code of ethics, through the Program, they gain more confidence. “More people need to be trained so that kids don’t fall through the cracks,” says Helen. “With a less heavy case load, you can pay more attention to individual families.”
“There is a real need for enough qualified people” laments Linda. “There are so many families in need, especially in our own community.”
People like Linda, Ethel, and Helen are making the difference in the Aboriginal community.Intensive English Program Students:
Ayumi, 21, enrolled in the University of Manitoba Intensive English Program on an exchange program from her university in Japan. The fact that the program was a full year influenced her decision to choose the University of Manitoba.
In addition to learning to speak English, the Program covered writing, reading, discussions, as well as how to make presentations in English. “I can use this when I get a job in a company, because it gives you confidence,” says Ayumi.
With a major in computer science, and most text books written in English, it was essential for Sun Ye,22, to learn the language. A friend from her native Korea recommended the University of Manitoba’s Intensive English Program.. As a student, she has seen a great improvement in her ability to communicate effectively in English. “When I first came, I couldn’t explain my emotions,” she says. “It has improved my speaking skills.”
The additional excursions that take place every week outside of class are special for Sun Ye . “Going to a hockey game was my favourite,” she smiles. “We also went to Banff for five days, and summer in Winnipeg was so awesome! We went to Grand Beach.”
Tien-Ming, 34, is a Product Manager with an Internet company based out of Taiwan. He wanted to improve his English. His choice was the University of Manitoba because of the affordability, intensive program, and cost of living in Winnipeg.
“The teachers are very professional, and interesting,” says Tien-Ming. With students coming from around the world, one of the best features of the program is sharing experiences with other cultures. “I have a really good home stay near the school as well,” he added.
“Study hard!” says Hector, a 28 year- old lawyer from Cabo San Lucas, Mexico. Hector chose to enhance his fluency in abilities at the University of Manitoba. He hadpreviously completed a three month course in Hawaii, as well as studying in Mexico.
Hector particularly likes the applied parts of the program, such as learning academic English. He plans on furthering his education with a Masters degree in International Law
“The instructors were so supportive. Not only did I learn a lot through the courses, but there was a great deal of personal growth… I consider life long learning to be very important."
– Laura
