Join us as we gather to recognize the Fall Equinox on Tuesday, September 22, 2026, at the Exchange District Campus. The Fall Equinox is one of four seasonal transition points throughout the year, alongside the Winter and Summer Solstices and the Spring Equinox. It marks the point when day and night are nearly equal in length and signals a shift toward the cooler months ahead and the end of summer. Traditionally, this time of year is associated with harvesting, giving thanks for what has been provided, and preparing for the changes that come with the next season.

To acknowledge the seasonal transition, the Indigenous Student Supports team invites students, staff and community members to come together for a morning of Ceremony, reflection and community. The event will begin with a Pipe Ceremony at 10 a.m. in the Roundhouse Auditorium at Manitou a bi Bii daziigae. The gathering will conclude with a Feast at 12 p.m. as we celebrate the changing of the season together.

The Roundhouse Auditorium is located on the second floor of Manitou a bi Bii daziigae at the Exchange District Campus. Everyone is welcome to attend! To help reduce waste, please bring your Feast Bundle if you have one.

Fall Equinox 2026
Tuesday, September 22, 2026
10 a.m. Pipe Ceremony
12 p.m. Feast

Location: Roundhouse Auditorium, Manitou a bi Bii daziigae, Exchange District Campus

We look forward to gathering with you to celebrate the season and the importance of community, reflection and gratitude.

Learn Anishinaabemowin while exploring Anishinaabe cultural teachings, traditions, and worldview this fall!

Introduction to Anishinaabemowin helps students build foundational speaking, writing, and conversation skills through hands-on, culture-based learning. Develop personalized greetings, learn traditional songs, practice everyday conversation, and gain a deeper understanding of Anishinaabe cultural protocols, seasonal teachings, and community connections. Open to Indigenous and non-Indigenous learners, this tuition-free course is ideal for anyone looking to strengthen cultural understanding, support reconciliation, or reconnect with their roots.

• Mondays, 4 pm to 7 pm
• Sept. 14 to Dec. 14, 2026
• Exchange District Campus

To register, call Continuing Education Customer Service at 204-694-1789 or 1-866-242-7073 and register for Introduction to Anishinaabemowin (LANG-1038).

Thanks to the generous support of the Government of Manitoba, Manitoba Indigenous Reconciliation Secretariat, Indigenous Reconciliation Initiatives Fund, tuition for this course is at no cost.

Read about previous cohorts and other Anishinaabemowin initiatives and projects at RRC Polytech:

• Language reclamation in action
• Language and Healing – CWB Financial Group Supports Second Delivery of Introduction to Anishinaabemowin (Ojibwe Language) at RRC Polytech
• Mino Bimaadiziwin – Living the Good Life at RRC Polytech
• Nanda-Gikendan – Seek to Know It
• National Indigenous Languages Day 2026 – featuring Corey Whitford and Elder Angela Roulette
• Speaking Life into Language: Second Level Anishinaabemowin Courses Build Fluency, Confidence, and Connection

Kayleen Balfour is entering her second year of Civil Engineering Technology this fall with almost a decade of work experience and two certificates – one in Pathway to Engineering Technology Programs and another in Construction Labour. Upgrading her skills through education really helped put what she learned on the job into perspective for her future career from an engineer’s vantage point. 

Balfour says engineering elevated her understanding of everything around her. Learning about physics, forces, and structural design helped her understand everyday objects and systems in new ways, from gravity pulling down an aircraft during takeoff to the loads weighing on buildings and infrastructure. 

“The physics we learned in Pathways really changed the way I see the world,” said Balfour. “Once you start learning about the forces acting on moving objects, you look at things differently. You see a plane taking off and think about the force needed to overcome gravity, or you look at things and the forces that act on them. When you move into Civil Engineering Technology, your focus shifts to the forces acting on stationary objects and how engineers work with that. It’s interesting to see all of these concepts as you go through the program.” 

The Pathways program provided a strong academic foundation that prepared her for the demands of Civil Engineering Technology. She describes her first year as intense with long hours dedicated to classes, studying, and assignments. The pace was fast, but the knowledge she gained through the Pathway helped her succeed when she entered the progression program full-time. 

“The courses that we took in Pathways to Engineering are basically the first courses that we take in the first-year Civil Engineering, except it’s more fast-paced and more in-depth. You have to learn time management,” said Balfour. 

Before she entered an engineering classroom, Balfour was already building the skills that would ultimately support her academic success. 

After high school, Balfour chose to gain work experience while figuring out her future career path. She worked her way up to a supervisory role at Tim Hortons at 19 and cultivated skills in leadership, multitasking, responsibility, and performing under pressure – each skill became an asset later when balancing demanding coursework and deadlines. She also spent a year in Texas working for USPS before returning to Canada to continue on her career path. 

Her career eventually took her into construction, where she discovered a genuine interest in building and infrastructure. Working on road construction projects, operating equipment, and participating in large-scale developments gave her firsthand experience with the types of projects engineers help design and oversee. 

She later worked on hospital construction projects and gained experiences in carpentry, site operations, project coordination, blueprint interpretation, and construction management. She gradually took on greater responsibilities and developed a deeper understanding of how projects move from concept to completion. 

Balfour says that looking back, these experiences helped her understand the practical side of engineering and gave context to what she would later learn in the classroom. Rather than starting from scratch, she was able to connect academic concepts to real projects she had already worked on. 

With her completion of the Civil Engineering Technology program on the horizon in two years, Balfour is already thinking about what comes next. 

One possibility is continuing her education and pursuing a full Civil Engineering degree through university. Balfour views her interest in structural engineering and further education as an opportunity to expand her knowledge and career opportunities. 

Balfour is also considering an ambitious plan with several former Pathways classmates. Together, they have discussed the possibility of one day starting an Indigenous-led engineering firm that would bring together professionals from a variety of engineering disciplines, including civil, environmental, geotechnical, electrical, and structural engineering. 

For Balfour, the idea is about more than launching a business – it’s about helping get more Indigenous engineers into meaningful jobs and creating opportunities for Indigenous communities to guide and lead infrastructure development on their own terms. 

Kayleen wants other Indigenous students to know that engineering is achievable, even if it feels intimidating at first. 

“Don’t be afraid of the math,” said Balfour. “It takes time.” 

Balfour credits a lot of her success to the support systems available through the Pathways to Engineering program and the Indigenous Support Centre. She highlighted the value of free tutoring and instructors who genuinely want students to succeed. Whether students need help understanding a math concept, writing an assignment, or navigating personal challenges, she believes support is available if they reach out for it. 

“If you don’t ask for help, they don’t know that you need it,” said Balfour. 

The Indigenous Student Support Centre has also been an important part of her experience. She describes it as a safe, welcoming space where students can study, connect with culture, seek guidance, or simply take a moment to recharge between classes. For her, it represents community and a reminder that students do not have to face challenges alone. 

Through determination, hard work, and a willingness to try new perspectives, Balfour has transformed years of hands-on experience into a promising future in engineering. Her journey shows that the path to success is experiential and that with the right support, Indigenous students can thrive in engineering and help shape the future of their communities. 

Learn more about the Pathway to Engineering Technology Programs and apply for the next cohort.

Earn a $1000 bursary by June 2027 and build your connections on campus

The Indigenous Student Support & Partnerships department recruits students each year known amongst their peers as the R-Crew, or Resource Crew. The R-Crew positions provide a great opportunity for Indigenous students to get involved with Indigenous-focused activities and events, while learning valuable leadership skills, gaining work experience, and becoming a role model to other students. These students are an integral part of our team and help to build our community on campus. Every year, we welcome new R-Crew members to take on leadership roles in our community.                                        

Qualified applicants must have: 

• a willingness to learn;
• a strong sense of teamwork and dedication;
• time and flexibility to work outside of class time hours, and;
• the ability to serve as an integral part of RRCP’s Indigenous Student Support team.

Members who complete 100 hours of volunteer time between October 2026 and June 2027, will be awarded a $1,000 bursary.  If you have any questions, contact Sara McIvor-Prouty, Events and Facilities Coordinator, Indigenous Education, at smcivor@rrc.ca

 Apply by Friday, September 29, 2026.

The Community Development and Indigenous Social Entrepreneurship diplomas through the Social Innovation and Community Development program are now accredited by Cando (Council for the Advancement of Native Development Officers). Graduates are eligible to earn the Technician Aboriginal Economic Developer (TAED) designation.

Students in the SICD programs spend their studies learning how to create meaningful change in communities. They build practical skills in community development, socio-economic development, environmental issues, and economic reconciliation, while gaining valuable work experience and learning through Indigenous perspectives. Cando-accredited programs provide students with the training, skills, and credentials needed to support sustainable economic success in Indigenous communities across Canada. Accreditation affirms that an institution or program adheres to high-quality standards, giving students confidence in their education while securing credit transfer options, meeting industry requirements, and improving employment prospects.

Once a student graduates, they will receive their TAED certification, which recognizes the knowledge and competencies they developed through their studies in Community Development or Indigenous Social Entrepreneurship. The designation demonstrates readiness to support Indigenous communities, organizations, governments, and social enterprises in advancing economic and community development initiatives.

Learn more about both streams in Social Innovation and Community Development on the Program Explorer.

Treaty One was signed at Lower Fort Garry in 1871. Representatives of Britain and the Chiefs of seven First Nations: Brokenhead Ojibway Nation, Long Plain First Nation, Peguis First Nation, Roseau River Anishinabe First Nation, Sagkeeng First Nation, Sandy Bay Ojibway First Nation, and Swan Lake First Nation signed an agreement that allowed settlers to live on this land and opened the way for the subsequent Numbered Treaties.

Yesterday marked the anniversary of the signing of Treaty 1. We acknowledge the historic relationship established through Treaty 1 and recognize the enduring rights, responsibilities, and commitments that continue today. We reflect on the importance of understanding our shared history and advancing reconciliation through meaningful action.

Learn more about the Treaties:

• 4 Seasons of Reconciliation Education (RRC Polytech Staff training)
• Learn more with The Treaty Relations Commission of Manitoba
• Learn about the communities in Treaty 1

Jamie Wilson went on CJOB to talk about the release of Our Roadmap Forward Report as part of Overcoming Barriers for Indigenous Students Project along with alumni Joey Laquette, Plumbing, and Hevyn-Lee Martens, Social Innovation and Community Development. Joey and Hevyn-Lee shared their college experiences on-air and discussed the community they found at RRC Polytech.

Today’s Pipe Ceremony will be held at 10am in the Indigenous Student Support Centre F209.

Due to the rain in the forecast, we will not be having the Ceremony at the Medicine Wheel Garden.

The Summer Solstice

On Friday, June 19, Indigenous Education will be hosting a Pipe Ceremony in the Medicine Wheel Garden to celebrate the Summer Solstice. This gathering is a wonderful chance to connect with others, honour Indigenous traditions, and celebrate the arrival of summer. We hope you will join us for this special day of learning, community, and reflection.

Everyone is invited to observe the Pipe Ceremony at 10am and join in the Feast around 12pm in the Indigenous Support Centre. Bring your feast bundle and help us reduce waste!

When Qualico announced its partnership with RRC Polytech in May 2025, it affirmed a shared commitment to building accessible pathways into skilled trades. Less than a year later, that commitment is already evolving. 

With continued support from Qualico, the Introduction to Trades program has been redesigned to better meet the needs of industry. Beginning September 1, 2026, the program will transition into Skilled Trades – Foundations, which features increased capacity, strengthened basics, and clearer pathways into future trades education and careers. 

“What excites us most is the scale and momentum of what’s coming next. The program’s formal capacity is almost doubling which means more people will have access to training and career pathways in the trades,” says David Eggerman, Senior Vice-President, Supply Chain, Qualico. 

Skilled Trades – Foundations is a 15-week program designed specifically for First Nations, Métis and Inuit learners. While retaining the hands-on, exploratory nature of the former 20-week Introduction to Trades program, the updated certificate places a stronger emphasis on foundational skills essential for long-term success in the trades, including mathematics, science, and communication. 

“With a shorter timeline, hopefully there won’t be as many stressful school weeks for students and that’ll help them focus,” said Mark Anderson, Navigation Coach for the School of Indigenous Education. Anderson works directly with students to help them access resources at the Polytech – both academic and cultural. 

Learners are introduced to a range of skilled trades through shop experiences, applied learning, and connections with prospective employers. Indigenous knowledge is embedded throughout the curriculum to support learners’ confidence and sense of belonging as they prepare for the next steps in education or employment. 

“A lot of students are really engaged with the cultural activities because they’ve never had the opportunity to learn that way,” said Anderson. “This spring, the students got to make drums with the Knowledge Keeper-in-Residence. They started with scraping the hides, then worked on tanning, and right down to lacing them on the frames. It was a really great takeaway for them – getting to do that is really motivating.” 

 Introduction to Trades previously accepted 32 students across two intakes per year. Now, Skilled Trades – Foundations will welcome up to 60 students across three intakes per year. This growth allows more learners to access training that aligns with updated skilled trades start dates at RRC Polytech and ensures smoother transitions into apprenticeship programs and entry‑level employment. Like Introduction to Trades, Skilled Trades – Foundations will earn graduates direct entry into any RRC Polytech trades program. 

In addition to program expansion, Qualico’s elevated partnership also includes the Qualico Trades for All Award, which provides direct financial support to students pursuing training in the skilled trades. The award helps ease financial pressures and helps recipients focus more fully on their studies and career goals. 

“When I submitted my application for the award, I honestly felt hopeful but unsure if I would actually receive it,” says Chloe Jessop, an Electrical student that graduated from Introduction to Trades. “I knew how much this opportunity could help me continue pursuing a career in the trades, but there were so many deserving applicants. Receiving the award while I was in the middle of my pre-employment program was an incredible feeling. It gave me a lot of confidence in myself and reminded me that the hard work I had been putting into my education and training was being recognized and supported.” 

The evolution of the program to Skilled Trades – Foundations reflects what’s possible when education and industry work together. Through increased capacity, enhanced curriculum, and targeted student support, Qualico’s partnership with RRC Polytech is helping learners build momentum toward meaningful careers. 

“Looking back, we’re most proud of how quickly this partnership moved from vision to real, tangible impact. In just one year, we’ve seen students engaging directly with industry through classroom presentations, site tours, and conversations with our teams and trades we partner with. Hearing directly from students during site tours and events reinforced that early industry exposure really does matter. It’s helping students see a future for themselves in the trades, and that’s exactly why this partnership exists,” says Eggerman. 

Together, we are strengthening communities, supporting Indigenous learners, and helping ensure a vibrant future for the skilled trades in Manitoba and beyond. 

“What I look forward to most in my future career is continuing to learn and grow within the electrical trade while building a stable future for myself. I enjoy the hands-on aspect of the work, problem solving, and seeing the results of what I build. I’m also excited about the opportunity to work alongside experienced tradespeople, continue developing my skills, and eventually become a journeyperson myself. I hope to inspire other young people, especially those entering trades programs, to pursue opportunities they are passionate about,” says Jessop. 

For more information about Skilled Trades – Foundations and to get started on your application, visit the Program Explorer and take the first step toward building a future in the trades.