Are you a First Nations, Métis or Inuit student at RRC Polytech?

Here’s your chance to build leadership skills, connect with peers and staff, and support Indigenous student events — all while earning a $1,000 bursary.

The R-Crew is a team of student volunteers who bring energy, ideas, and heart to Indigenous-focused programming at RRC Polytech. No experience is needed — just your enthusiasm and willingness to get involved in a fun, welcoming environment.

Why Join the R-Crew?

• Gain valuable leadership and teamwork experience
• Build your resume with meaningful volunteer hours
• Meet new people and strengthen connections within the college community
• Earn a $1,000 bursary by completing 100 volunteer hours

How to Apply

1. Submit a cover letter explaining why you’d be a great fit
2. Include your resume (first-time resumes are welcome)
3. Complete a short interview with our team

Deadline: Thursday, September 19 at 4:00 PM
Notre Dame Submission: Brittany Ross, Navigation Coach — bross4@rrc.ca
Exchange District Submission: Charmaine Mousseau, Navigation Coach — cmousseau2@rrc.ca

Whether you’re looking to get more involved in campus life, grow your skills, or meet new friends, the R-Crew is a great place to start. Don’t miss out — apply today.

Build the skills to lead social innovation and community development initiatives with an Indigenous perspective.

Explore new ways to create meaningful change in communities at RRC Polytech with the Social Innovation and Community Development program. This program equips learners with the theory, practical skills, and applied experience needed to address social, economic, and environmental challenges in urban, rural, local, or global settings. You’ll learn to work effectively with Indigenous communities, government institutions, and social enterprises, while developing strategies for community development, economic reconciliation, and systems change through Indigenous perspectives.

Through hands-on projects and work-integrated learning, you’ll examine the social, political, cultural, and economic factors that influence development, building the knowledge and skills required for employment in socio-economic development and community-focused roles. Upon completing the first year, you can earn a Foundations in Social Innovation and Community Development certificate or continue your studies to attain a diploma in one of two majors: Community Development or Indigenous Social Entrepreneurship.

Admission information

Applicants may be admitted through either the Regular Admission Requirements or the Mature Student Admission Requirements. For regular admission, applicants must provide proof of graduation from or enrolment in Grade 12, including one credit each in Grade 12 English (40S) and Grade 12 Math (40S). If applying while still enrolled, official final grades confirming successful completion must be submitted by July 15 for fall entry, or by the deadline outlined in the admission letter. Applicants who are required to complete an English Language Assessment should only submit transcripts once requested.

Mature Student admission is available to those 19 years of age or older who have been out of high school for at least one year and do not meet the regular admission criteria. High school graduation is not required; however, applicants must have successfully completed, or be enrolled in, one credit in both Grade 12 English (40S) and Grade 12 Math (40S). As with regular admission, proof of successful completion must be submitted by July 15 or the stated deadline in the admission letter. Mature applicants must also meet the second Regular Admission Requirement and may be asked to complete an English Language Assessment.

In addition to admission requirements, there are Program Progression Requirements, which are not due at the time of application but must be completed closer to the program start date. Some practicum sites in the Community Development stream require a Criminal Record Check with Vulnerable Sector Search and/or a Child Abuse Registry Check. Students with a criminal record or who are listed on the Child Abuse or Adult Abuse Registry may be restricted from attending certain practicum placements.

Learn from past students who are making an impact:

• Putting Healing Into Action
• Student Trio Enters Federal Mentorship Program Focused on Increasing Female Representation in Science Fields
• Finding Strength in Community

Find more information and register for the next intake in Fall 2026 — Social Innovation and Community Development Program.

At RRC Polytech, a new chapter in Indigenous language revitalization is underway.

This past spring, after two years of offering Introduction to Anishinaabemowin at no cost to students thanks to the generous support of CWB Financial Group, the Polytech launched its first delivery of Conversational Anishinaabemowin. The second-level course builds on the vocabulary and structure taught in the introductory class and moves learners toward greater fluency and comfort holding small conversations in Anishinaabemowin.

Eighteen students enrolled in the pilot session to transform memorized phrases into deeper understanding and meaningful interactions. Instructor Corey Whitford, who also teaches the introductory class, designed Conversational Anishinaabemowin to push students beyond repetition by immersing them in storytelling, language logic, and grammar patterns that don’t follow English conventions.

“One of the most important things we’re doing here is planting seeds,” says Whitford. “You can’t approach Anishinaabemowin the way you would a colonial language. The structure, the sound, even the philosophy behind it is different. It’s not just about translating words. It’s about learning how to think and speak in a completely different way.”

The course curriculum is grounded in Gidinwewin: Your Language by Roger Roulette, a comprehensive 174-page resource that guides students through sentence building, verb usage, and question formulation. The textbook includes a CD to help with pronunciation – an essential tool for a language where tone and syllable emphasis can change a word’s meaning entirely.

Students also received a supplemental guide created by Whitford called Coyote’s Notes, a quick-reference companion filled with essential phrases from each module.

But learning doesn’t stop at the page. Whitford brought lessons to life through interactive activities, like language-based poker games and Kookum Says – a version of Simon Says where students follow commands in Anishinaabemowin. These activities reinforce vocabulary and make the language fun, practical, and social.

For many students, language learning is about more than communication – it’s a deeply personal journey of reclamation and reconnection. Teddy Lands says that she can see regional differences between learning the Conversational Anishinaabemowin and the language she’s heard at home in Ontario.

“I really appreciated that this course offered more learning rooted in ‘you, us, we,’ those foundational conversation pieces. Even when I’ve asked my parents about certain words, I’ve noticed that the ways things are said in Ontario can be completely different. It reminded me how easily our language can be lost, especially since we don’t have many fluent speakers anymore,” says Lands.

Lands, who has a strong interest in policy, emphasized the importance of having fluent language speakers who can interpret and communicate policies in ways that are meaningful and accessible to Indigenous communities. She believes that incorporating Indigenous languages into formal and institutional spaces represents a meaningful step toward reconciliation. She says she hopes to see more immersive and advanced courses in the future – and perhaps even policy written in Anishinaabemowin someday.

“My mom and I were at a conference once, and one of the speakers said that language and culture aren’t connected. That really frustrated her. So much of our culture – how we speak to children, to elders, how we interact with each other – is rooted in the language. A lot of our cultural norms and practices come from it. Those that practice Midewiwin, for example, are held in such high regard in Anishinaabe culture because they’re Ceremonial Keepers, and their strength in the language comes from how they live the culture.”

For Boogie Mann, the course has been equally transformative.

“Taking the Intro first really helped me get the hang of pronunciation and seeing word patterns,” he says. “With Conversational, I was able to practice every night with the CD. Even just a little bit a day – planting that info in the brain – it really adds up.”

He’s already seeing the benefits ripple outward.

“I set up an online server for a small learning community to create a network of learners. And I’ve started teaching my four-year-old some words. She’s getting pretty good.”

Mann, who grew up hearing bits of the language in Lake Manitoba, says learning with Whitford has been a journey of self-discovery. He says that Whitford’s teaching style encourages deep personal reflection and helps students connect with their identity beyond just learning words. He’s looking forward to the third-level course and hopes it will include more immersive experiences and cultural teachings, which he says is essential to grounding learners in their heritage.

Both students pointed to the broader implications of Indigenous language resurgence: from community to post-secondary education, fluency in Anishinaabemowin strengthens cultural identity and builds resilience.

Lands envisions a future where immersion courses are common, where students can take an entire degree in their language, and where institutions like RRC Polytech have dedicated spaces like language rooms, Indigenous libraries, and cultural hubs where Indigenous languages are front-and-centre for students to explore their identities through language.

To register for Conversational Anishinaabemowin at no cost, visit the Course page. Chi-miigwech to CWB Financial for sponsoring Introduction to Anishinaabemowin and Conversational Anishinaabemowin and making language education accessible to the next generation of learners.

Join Elder Paul and SIE staff for a three-day land-based learning opportunity grounded in Indigenous Teachings and Ceremony.

This experience is open to all RRC Polytech staff and offers a meaningful way to connect with community, culture, and land-based practices.

You can choose to attend one day or all three – whatever works best for your schedule. Space is limited, so early registration is encouraged.

• Wednesday, August 6 – Trip to Sagkeeng to gather materials for the Sweat Lodge (bring your own lunch)
• Thursday, August 7 – Sweat Lodge construction at the Medicine Wheel Garden (bring your own lunch)
• Friday, August 8 – Sweat Lodge Ceremony at the Medicine Wheel Garden (refreshments provided afterward)

Carpooling will be arranged. If you prefer to travel on your own, a Travel and Business form must be approved. Please register before Tuesday, July 29!

Learn how to uncover insights, co-create solutions, and navigate complex systems with confidence.

Join Indigenous Strategy, Research and Business Development and Mittohnee Pogo’ohtah for an immersive, hands-on training experience led by WorkPlayExperience, a global leader in human-centered design and innovation.

Workshops will take place the week of August 11 – 15, 2025 each day.

You’ll gain:

• A solid foundation in service design & innovation methods
• Real-world application of design tools
• Confidence in systems thinking & co-creation
• Practical frameworks to take back to your team or community

For more information about WorkPlayExperience, visit their website.

Learn more about Service Design Training here.

RRC Polytech’s School of Indigenous Education is hiring a Navigation Coach to help guide and support Indigenous learners through their academic journeys.

This full-time term position runs from August 14, 2025 to April 30, 2030, and is based at the Notre Dame Campus in Winnipeg.

Navigation Coaches are first points of contact for new and returning students and they play a vital role in helping learners transition into college life, which includes:

• Supporting students through recruitment, application, and orientation
• Connecting learners to resources, services, and cultural supports
• Collaborating with Elders, faculty, and Indigenous communities
• Coordinating events and maintaining student records

To support reconciliation and equity in hiring, this position is designated for Indigenous candidates only. If you self-identify as First Nations, Métis, or Inuit, we encourage you to apply.

Indigenous applicants are welcome to reach out to our Indigenous Recruitment Consultant at Indigenoustalent@rrc.ca for assistance with the application process.

Application deadline: July 16, 2025
Requisition number: 00513

This role requires strong communication, organizational, and cultural knowledge, as well as experience supporting Indigenous students.

Internal applicants can visit the HRIS portal to apply. External applicants can visit our Recruitment Site for more information.

Navigation Coach, School of Indigenous EducationDownload

Are you passionate about creating change in your community?

Curious about a career rooted in social justice, community work, and Indigenous ways of knowing? Come learn more about RRC Polytech’s Social Innovation and Community Development (SICD) program where you can meet instructors and current students, learn how the program integrates Indigenous perspectives, and find out about student supports, funding options, and the application process.

This info session is designed especially for Indigenous prospective students who want to make a difference and explore a path that honours culture, community, and innovation.

• Tuesday, July 8
• 5pm – 7pm
• The Roundhouse Auditorium, Manitou a bi Bii daziigae, 319 Elgin Ave.

MITAH-koo-ya OYA-shin OAK-ah-pee

Mitakuye Oyasin Okciyape is the name for the large open space you walk into in Manitou a bi Bii daziigae. In Dakota, the name means All My Relations Helping Each Other.

On Friday, June 20, RRC Polytech marked an important moment in its journey of reconciliation and relationship-building. We gathered to honour the first anniversary of Mitakuye Oyasin Okciyape being gifted to the large open space at 319 Elgin Ave. in Manitou a bi Bii daziigae.

This ceremony was more than a celebration – it was a transfer of sacred responsibility. Kunshi Ivy, who had been holding and caring for the name, entrusted it to RRC Polytech by passing it into the care of four selected leaders. Each of them now carries the responsibility to honour the spirit of the name, uphold Dakota Ceremonial Protocols, and ensure the space continues to reflect the values of connection, respect, and shared responsibility.

This is the first time RRC Polytech has received a Dakota name, and it represents an act of trust from the Dakota Nation. Mitakuye Oyasin Okciyape is more than just a name on a door; it’s a prayer. It’s a reminder that we are all connected – to each other, to the land, to the past, and to the future. And now, it’s also a living commitment we carry forward together.

To read more about Mitakuye Oyasin Okciyape, check out the MarComm blog.

In the spring of 2022, Tabitha Harper was working as an assistant case manager at Kinonjeoshtegon’s Jordan’s Principle.

She had always been committed to helping her community, but she felt that she could do more – she just needed the right tools and knowledge.

Years earlier, she had applied to a social work program at a university and was rejected.

“That felt like a sign not to go down that path,” Harper recalled.

After working as an assistant case manager, she turned to Google to find some direction. She searched buzzwords like ‘Indigenous innovation,’ ‘working with people,’ and ‘social work.’

That’s when she discovered the Social Innovation and Community Development (SICD) program at RRC Polytech, and she applied that same spring.

At the time, she was using the last name Traverse, unaware that her legal surname was actually Harper – a discovery that added complexity to her application process. To qualify for the program, she had to complete entrance assessments and take an additional course. Despite the extra hurdles, she was drawn in by the program’s focus on creating change in both urban and rural communities. She could explore both the theory and practical skills she needed to engage in meaningful socioeconomic development.

When she began classes that fall, something clicked.

“One of my instructors asked, ‘What makes you angry?’” she said. “That question has been driving me ever since.”

Harper made the choice between two second-year specializations – Indigenous Social Entrepreneurship or Community Development – to pursue the path that would allow her to create change from the ground up and at leadership levels through Indigenous Social Entrepreneurship.

“I had a lot of anger,” she said. “I saw the disparities Indigenous people face in my family, in my community, and in my own life. I didn’t understand why things were the way they were. I needed to find out.”

In her first year, Harper immersed herself in the history of the land now known as Canada and its relationship with Indigenous peoples. The more she learned, the more clarity – and fury – she gained.

“This has been happening for more than 400 years, and even more intensely in the last 150,” she said. “After the treaties were signed, we were betrayed. I realized I could hold onto this anger and stay in this pit of despair, or I could apply this anger and see how I can help.”

After graduating with a specialization in Indigenous Social Entrepreneurship, Harper joined the Manitoba Museum as the Museum Advisor for Indigenous Relations and Reconciliation.

Over the past year, she has carved out a unique and influential role functioning as a liaison between the museum and Indigenous communities, governments, and the museum’s senior leadership. Her focus is on reconciliation, cultural revitalization, and historical accountability.

“When I started, I was a little intimidated to work in museum spaces,” she said. “But as I settled into the role, I realized museums are often very static, even though they’re committed to education. My role is to help shift that.”

Her first six months were spent conducting environmental scans to learn about the museum industry’s past relationships and practices with Indigenous Peoples.

One of the proudest moments in her role came when the Manitoba Museum issued a formal apology for having housed human remains for decades, and began work on repatriating the remains to their kinship communities. Harper played a key role in shaping the apology, which was shared publicly and now lives on the museum’s website, along with acknowledgments from First Nations, Métis, and Inuit communities.

Today, she’s leading a revolutionary project: the first natural history research initiative conducted in partnership with her home community, Kinonjeoshtegon First Nation, which is located on the west shore on the interlake of Lake Winnipeg. The research focuses on paleontology, geology, botany, and other natural sciences – all through the lens of Indigenous knowledge. Harper is guiding the consultations and engagement efforts with the community to ensure ethical practices and culturally appropriate data use.

“This work is healing. It feels like this is what I was put on this Earth to do,” she said.

She credits SICD with putting her on this path and often encourages others to consider it.

“I share this all the time with people thinking about post-secondary: consider the SICD program. The instructors are so supportive and understanding. This program got me to where I am today – where I’m doing important work, healing the anger I carry while putting it into constructive action.”

Thinking about launching a career in tech or engineering?

Don’t miss RRC Polytech’s Pathway Programs Information Session on Tuesday, June 17, from 12–1 pm.

Discover the Pathway to Information Technology and Pathway to Engineering Technology programs – both are designed to support Indigenous students with academic upgrading, hands-on learning, and clear pathways into high-demand careers.

Learn about the wraparound supports through the School of Indigenous Education, including Elder support, navigation coaches, financial officers, and a welcoming community throughout your journey.

• Tuesday, June 17
• 12pm – 1pm
• Manitou a bi Bii daziigae, Exchange District Campus