The Fall Equinox is one of the four transitory events that marks the changing of the seasons, along with the Winter and Summer Solstices and the Spring Equinox. The Fall Equinox is the moment in the Earth’s cycle when the Sun crosses the equator into the southern hemisphere. In the Fall, we harvest our crops and prepare for the long winter when the land is protected by a blanket of snow.

To acknowledge the changing of the season, we come together with Ceremony and a Feast. The morning will start with a Pipe Ceremony led by Elder-in-Residence Paul Guimond and Knowledge Keeper-in-Residence Richard Curé and will close out with a Feast.

No registration is required.

Elements of Indigenous Style by Gregory Younging, published in 2018, is the world’s first attempt to standardize writing about Indigenous topics within the context of English-written publications – it is an attempt to articulate Indigenous values and concepts in the English-speaking and -written world when Indigenous languages and ways of knowing the world have, historically, evolved outside the Western scope of understanding. Developing and integrating Indigenous style into contemporary publishing practices is one way we decolonize the way we talk about Indigenous Peoples and re-evaluate the ways in which we express meaning. In the spirit of journalism, we ask: how do we truthfully express truths when many truths are true at once?

Robin Ringland is a Two-Spirit Status Anishininew (Oji-Cree person) with familial roots in Garden Hill First Nation, Treaty 5 territory. She is a Communications Officer with College and Public Relations at RRC Polytech and has been in her role for two years since graduating Creative Communications. Robin is currently working on an internal style guide for RRC Polytech to ensure that written work the College produces can authentically involve Indigenous perspectives, storytelling, and Oral Tradition.

You will hear from Indigenous storytellers what the Truth and Reconciliation Commission’s Calls to Action mean to them and how they incorporate Indigenous teachings and principles into the workplace. The Living Library format is interactive by nature, involving small-group discussions between a storyteller and participants in a safe and supportive environment. Groups of 5-6 participants will spend 15 minutes with a speaker, rotating through different storytellers.

Storytellers include Jamie Wilson, Michael Lachance, Jessica Bloomfield, Corey Whitford, and Rebecca LaRiviere.

Register here.

Ivana Yellowback is a member of Manto Sipi Cree Nation (Treaty 5) and a relative to Mathias Colomb Cree Nation (Treaty 6 ), and was born and raised in the inner-city of Winnipeg, Manitoba (located in Treaty 1).  

Ivana is an Associate Producer, Writer, Cree host, and English co-host of Eagle Vision’s 7^th GEN. She also acted as principal characters in both DJ Burnt Bannock and Little Bird, all of which are available to watch on APTN Lumi. Ivana is also a co-creator, host, writer, and executive producer of the Indigenous supernatural podcast show: Creepee Tepee.  

Ivana completed a 4-year Bachelor of Arts degree with an Honours in Sociology at the University of Winnipeg, and a Bachelor of Social Work degree at the University of Manitoba. She is currently working on her Masters of Social Work degree at the University of Manitoba.  

Along with her film work, and academics, Ivana is an Executive Training Facilitator with Indigenous Leadership Development Institute Inc., an Executive Board Member of Sākihiwē Festival, a Registered Social Worker with the Manitoba College of Social Workers, and an Action Therapist. She is also a co-creator of the venture: miteh atôskê (heart work), which provides various trainings, workshops, and healing programming through individual and group counselling through a two-eyed seeing, and Indigenous-based lens. Lastly, Ivana is a traditional hand-drum and rattle singer of the family group: Kind Hart Women Singers.

Join Shirley for a brief history of the Red River Métis. This will include the birth of the Métis Nation, important periods in history, and foundational cultural knowledge – like the Red River Jig!

Shirley Delorme-Russell (Aboriginal Languages 2007) is a proud Métis woman and humble Anisinaabkwe currently at the University of Manitoba as an Indigenous Librarian Intern and is earning her Master’s of Library & Information Studies from the University of Alberta.

At RRC Polytech, she was on the R-Crew and the Student Association. Trained as teacher and living life as history nerd, Shirley was the Instructor of Métis Culture & Education at the Louis Riel Institute and a teacher in Winnipeg School Division.

Learn about the origin of Jordan’s Principle and the Truth and Reconciliation Commission’s Call to Action #3:

We call upon all levels of government to fully implement Jordan’s Principle.

All levels of government must implement Jordan’s Principle, a policy which is used to resolve jurisdictional disputes within governments over the required funds for government services provided to Aboriginal children.

The Truth and Reconciliation Commission of Canada

In this session, you will learn how to engage with the 94 Calls to Action through the First Nations Child and Family Caring Society resources. The session will explore the discrepancy of funding for First Nations children living on reserve dating back to Residential Schools and the important role Canadian children have in reducing disparity in social funding for children in Canada.

You will be invited to make a heart marker to for the gardens at RRC Polytech for Honouring Memories, Planting Dreams.

You will learn how to facilitate a session with your students on how to write a personal reconciliatory land acknowledgment. You will focus on areas where they have lived, worked, and played and learn about the Indigenous communities and treaties within those areas.  Once you have done that, you will choose an Indigenous nation to focus on from one of the territories you have resided within to learn about. Investigate what a community is asking for on their reconciliatory path and how to integrate Indigenous perspectives into the ways in which you acknowledge the land and the people that are part of it.

Dr. Kathy Absolon is the Director of the Centre for Indigegogy at Wilfred Laurier University. She has a PhD from the Ontario Institute for Studies in Education at the University of Toronto. The Centre for Indigegogy offers programming for Indigenous Educators’ Certificate in Indigegogy and Decolonizing Certificate for educators. The Centre for Indigegogy offers experiences for learning steeped in Ceremony, Circle Work and Medicines. 

Click here to add the meeting to your calendar.

You will hear from Indigenous storytellers what the Truth and Reconciliation Commission’s Calls to Action mean to them and how they incorporate Indigenous teachings and principles into the workplace. The Living Library format is interactive by nature, involving small-group discussions between a storyteller and participants in a safe and supportive environment. Groups of 5-6 participants will spend 15 minutes with a speaker, rotating through different storytellers.

Storytellers include Jamie Wilson, Jessica Bloomfield, Zach Unrau, Brittany Ross, and Sharon Bear.

Register here.

Dr. Karine Duhamel (she/her) is an Anishinaabe historian and a Status member of Opwaaganasiniing (Red Rock Indian Band) in northwestern Ontario. She holds a Bachelor of Arts, a Bachelor of Education, a Master’s degree and PhD in History.

She served as Director of Research for the National Inquiry into Missing and Murdered Indigenous Women and Girls (MMIWG) from 2018 to the end of its mandate in 2019. In 2021, she was awarded the Bruce and Lis Welch Community Dialogue Award through the Simon J. Wosk Centre for Dialogue at Simon Fraser University for her work with the Inquiry. In 2022, she joined the Social Sciences and Humanities Research Council of Canada as Director of Indigenous Strategy, working to implement the three federal research funding agencies’ strategic plan to better support Indigenous research and research training in Canada.

In addition to her role as a public servant, she is an official Speaker for the Treaty Relations Commission of Manitoba, an Indigenous fellow at Simon Fraser University, and a Research Affiliate of the Centre for Human Rights Research at the University of Manitoba.

These sessions will provide experiences specifically for instructors to learn how they can incorporate circle work and Indigenous ways of teaching and learning into their learning activities/instructional practice.

Kisa MacIsaac is proud to be Metis – her family on her maternal side is from the community Lac Ste Anne, Alberta – Treaty 6 – and her roots trace back to Red River Settlements in both St. Francois Xavier and St. Boniface. She also has Scottish/European ancestry and honours all her grandparents. Kisa is a mother, educator, and artist with 20 years working with children and families in community; she is now proud to teach Early Childhood Education here at Red River College Polytechnic, sharing her love for land-based curriculum and arts education.

Rebecca LaRiviere is a member of the Métis Nation with family ties to St. Norbert and St Rose du Lac, and now resides in St. Boniface on Treaty 1 territory. She has spent her career learning from and working with Indigenous caregivers on and off-reserve across Turtle Island by providing training and professional development, promoting collaboration and peer mentorship, and advocating for the strengths that already exist in community. Rebecca seeks to bridge Indigenous worldview and traditional childrearing practices with contemporary child development research.

Gain an understanding of the Two-Eyed Seeing Approach and its application in harmonizing Indigenous knowledge and Western scientific methods in the context of cuisine. In this session, you will explore the development and potential applications of sweetgrass extract and develop insights into integrating traditional Indigenous Medicines respectfully and innovatively in contemporary frameworks. You’ll engage in a reflective discussion about the Two-Eyed Seeing Approach to foster a deeper understanding of its role in reconciliation and innovation.

Branden Wyryha is the Acting Research Coordinator at the Prairie Research Kitchen (PRK). He graduated from RRC Polytech’s Chemical and Bioscience Technology Co-op program (Science Laboratory Technology) in 2014 and later earned a B.Sc. in Bioanthropology from the University of Winnipeg. Branden values the collaborative environment at PRK, where he contributes to applied research projects aimed at developing innovative solutions to industry challenges. In his spare time, he enjoys exploring the province on hikes with his two dogs.

By the end of this session, you will be able to identify key concepts in our current collective agreement that need decolonization work, explain the process of a collaborative approach for decolonization discussion and implementation, and apply this collaborative approach to decolonization work in other areas of the organization.

The session will provide a guided reflection with questions so you can apply the session information to your own academic or administrative environment.

In this session, you will learn how to approach assessments and evaluations using Two-Eyed Seeing, which is a way of perceiving things from both Indigenous and Eurowestern ways of teaching and learning.

Joanna White is the Indigenous Educational Developer in the Truth and Reconciliation and Community Engagement Department. She approaches her work by creating holistic and relational experiences for staff, faculty, and students to engage in to learn about Truth and Reconciliation and what this means for their professional practice or studies. 

Sandra Bender (she/her) is a lifelong human rights advocate and brings her passion for public education to her work. As a second generation Canadian of grandparents who came to this land as adult immigrants and refugees, she is a staunch Indigenous ally and strives to use her position of privilege to further understanding and reconciliation through outreach and education.

Sandra is a proud member of the 2SLGBTQQIA+ community, feminist, and neurodivergent, and believes in bringing an intersectional lens to every aspect of her life. Past work has included Indigenous land claims advocacy, work with the unhoused communities in Winnipeg and Atlanta, work with newly-arrived refugees, and advocacy with the local 2SLGBTQQIA+ community. Sandra holds several undergrad degrees and a Master’s, is an ex-opera singer, fitness & hiking enthusiast, and runs the music program at a church in downtown Winnipeg.

Wiiji’idiwag Ikwewag provides culturally rooted teachings and practices that build confidence and promote the restoration of traditional birth practices, sacred family bonds and healthy relationships. We recognize that each family situation is unique, our customized approach respects the diversity of families and honours their personal values and beliefs.

Karen Ashbury is a Reference and Access Archivist at the NCTR. She manages and coordinates reference requests made to NCTR Archives, including requests made by Residential School Survivors and their families. Originally from Fort Frances, Ontario, Karen completed her Bachelor of Arts in History and Sociology at Queen’s University. Her prior experience includes working as a collections manager for a small community museum and archives and with the National Museum of Bermuda. Prior to joining the NCTR, Karen worked as an archivist at the NWT Archives in Yellowknife, where she conducted research and was responsible for the coordination of reference requests made by residential school Survivors that attended residential schools in the Northwest Territories and Nunavut.

Lynn Jones is an Inininiw (Cree) woman whose family comes from the First Nation of Manto Sakahikan (God’s Lake Narrows). She was born in Arborg, MB. and is the youngest sibling from a family of eight. She has worked in Manitoba Justice for the past 17 years in both the capacity of an Aboriginal Court Worker and most recently with Victim Services. Lynn will be graduating with her Bachelor of Social Work from the University of Manitoba.

Gerri-Lee Pangman (McPherson) is a member of Peguis First Nation, born and raised in the heart of Winnipeg, Manitoba. She is a wife, mother to two sons and two daughters and Kohkum to one grandson. 

On April 29, 2013, her sister Jennifer Dawn McPherson was murdered in Hanson Island, B.C. and her Aunt Jennifer Johnston was murdered in Winnipeg in 1980.

Gerri participates in community activities and programs, including facilitating weekly beading circles with other MMIWG2S families through Medicine Bear Counselling. She also facilitates beading circles in schools, universities, colleges, and community centers, and has traveled across Canada with the National Inquiry into Missing and Murdered Indigenous Women & Girls to do Healing through beading sessions with MMIWG2S family members and staff of the Inquiry. 

Gerri has turned to and introduced her family to traditional Teachings and Ceremonies such as Sundance to aid in her healing journey and to break the cycle of colonization. Her vision is to continue raising awareness and holding institutions accountable in preventing more Indigenous women and girls from going missing or being murdered. She welcomes all to join her in her vision and encourages others to come back home to our traditional Ceremonies and ways of life.

About J.D.M. Indigenous Designs and Jennifer Dawn McPherson

Jennifer was well-known for her craftiness and creative ideas, so in 2013, Gerri and her older sister Kim created J.D.M. Indigenous Designs to honour Jennifer and keep her memory alive. They carry on her inspiration by creating beaded earrings, dreamcatcher ornaments during the Christmas holidays, stained glass, and red dress pins.

J.D.M. Indigenous Designs promotes awareness of Missing and Murdered Indigenous Women, Girls, and Two Spirit People (MMIWG2S). They use art as a medium to express their spirit during their journey of healing while grieving the loss of their sister, auntie and other MMIWG2S in the community. On April 29, 2021, the 8th year anniversary of Jennifer’s death, they presented their first bursary to help four students from Ka Ni Kanichihk with $250 each.

Email Sara McIvor-Prouty at smcivor@rrc.ca to register.

The Immersive Stories Program is designed to give students, faculty, and staff a first-hand opportunity to gain knowledge and understanding about multi-layered socio-cultural identities and lived experiences. As outlined in our new Strategic Plan, this program is part of the College’s commitment to Truth and Reconciliation, and the pursuit of equity, diversity and inclusion in everything we do.

Participants will develop skills that will allow them to regularly check their personal, social, and cultural assumptions so that they can avoid making quick conclusions and judgments. This in turn will help to foster a diverse and inclusive College environment for students and faculty.

Each session in the Immersive Stories Program will involve a discussion with a member of our RRC Polytech community, during which they will share their unique lived experiences, and invite participant questions and dialogue. These conversations will provide participants an opportunity to gain insights into the lived experiences of our diverse community and will assist in becoming aware of our own biases.

Clint Ducharme will talk about certain aspects of his life from childhood to the present time, gaining a deeper understanding of his Métis heritage and seeking ways to share it in his family and with others. He will likely touch on themes of sustainability, land and nature stewardship, language, stereotypes and racism, and food as medicine.

Jennine Krauchi is a Métis beadwork artist and designer who creates clothing and does replica work for many organizations such as the Manitoba Museum, Parks Canada, the Canadian Museum of History, the Canadian Museum for Human Rights, as well as for other institutions in Scotland, France, and the United States.

Jennine teaches beadwork, quillwork, moccasin/mukluk making in schools and at festivals in Canada and Europe.

Beading kits will be provided.

While researching Inninew star stories, Wilfred found a host of information which had to be interpreted and analyzed to identify if the stories were referring to the stars. Explore the cosmos and the history of the world through the stars in the night sky through the Indigenous star lore planetarium experience, Acak Wuskwun – or Spirit Cloud in Inninimowin.

Wilfred Buck is a member of the Opaskwayak Cree Nation. He obtained his B.Ed. & Post Bacc. from the University of Manitoba. As an educator, Wilfred has had the opportunity and good fortune to travel to South America, Central America, and Europe where he met, shared with, and listened to Indigenous Peoples from all over the world.

These sessions will provide experiences specifically for instructors to learn how they can incorporate circle work and Indigenous ways of teaching and learning into their learning activities/instructional practice.

Kisa MacIsaac is proud to be Metis – her family on her maternal side is from the community Lac Ste Anne, Alberta – Treaty 6 – and her roots trace back to Red River Settlements in both St. Francois Xavier and St. Boniface. She also has Scottish/European ancestry and honours all her grandparents. Kisa is a mother, educator, and artist with 20 years working with children and families in community; she is now proud to teach Early Childhood Education here at Red River College Polytechnic, sharing her love for land-based curriculum and arts education.

Rebecca LaRiviere is a member of the Métis Nation with family ties to St. Norbert and St Rose du Lac, and now resides in St. Boniface on Treaty 1 territory. She has spent her career learning from and working with Indigenous caregivers on and off-reserve across Turtle Island by providing training and professional development, promoting collaboration and peer mentorship, and advocating for the strengths that already exist in community. Rebecca seeks to bridge Indigenous worldview and traditional childrearing practices with contemporary child development research.

Gayle Grubin has been an artisan for 33 years creating traditional Inuit garments with furs and hides. She is Inuvialuk and from Tuktoyaktuk, Northwest Territories, in the Inuvialuit Settlement Region of the western Arctic. Gayle is proud to share her Inuvialuit culture and traditions with anyone willing to learn.

The Bannock Babes are a collective of Indigenous drag artists based in Winnipeg. They blossomed in the spotlight in March 2019 and have since performed for the No Stone Unturned concert, Read by Queens at the Winnipeg Art Gallery, and a mural unveiling by artist Peatr Thomas in St. Boniface. The Bannock Babes regularly raise funds for local charities, including the 2 Spirit Pow Wow. You may not see them making bannock, but these babes from three different provinces are hard to forget.

Join Ginger Arnold, Instructor in the School of Indigenous Education, and Stephanie Fulford, Sustainability Specialist for an online, 45-minute discussion on the UN’s 17 Sustainable Development Goals (SDGs). Learn how the SDGs support Truth and Reconciliation, the College’s commitment to advancing the SDGs, and how Ginger has used the SDGs as a learning tool in the classroom. 

Gerri-Lee Pangman (McPherson) is a member of Peguis First Nation, born and raised in the heart of Winnipeg, Manitoba. She is a wife, mother to two sons and two daughters and Kohkum to one grandson. 

On April 29, 2013, her sister Jennifer Dawn McPherson was murdered in Hanson Island, B.C. and her Aunt Jennifer Johnston was murdered in Winnipeg in 1980.

Gerri participates in community activities and programs, including facilitating weekly beading circles with other MMIWG2S families through Medicine Bear Counselling. She also facilitates beading circles in schools, universities, colleges, and community centers, and has traveled across Canada with the National Inquiry into Missing and Murdered Indigenous Women & Girls to do Healing through beading sessions with MMIWG2S family members and staff of the Inquiry. 

Gerri has turned to and introduced her family to traditional Teachings and Ceremonies such as Sundance to aid in her healing journey and to break the cycle of colonization. Her vision is to continue raising awareness and holding institutions accountable in preventing more Indigenous women and girls from going missing or being murdered. She welcomes all to join her in her vision and encourages others to come back home to our traditional Ceremonies and ways of life.

About J.D.M. Indigenous Designs and Jennifer Dawn McPherson

Jennifer was well-known for her craftiness and creative ideas, so in 2013, Gerri and her older sister Kim created J.D.M. Indigenous Designs to honour Jennifer and keep her memory alive. They carry on her inspiration by creating beaded earrings, dreamcatcher ornaments during the Christmas holidays, stained glass, and red dress pins.

J.D.M. Indigenous Designs promotes awareness of Missing and Murdered Indigenous Women, Girls, and Two Spirit People (MMIWG2S). They use art as a medium to express their spirit during their journey of healing while grieving the loss of their sister, auntie and other MMIWG2S in the community. On April 29, 2021, the 8th year anniversary of Jennifer’s death, they presented their first bursary to help four students from Ka Ni Kanichihk with $250 each.

Email Sara McIvor-Prouty at smcivor@rrc.ca to register.

Students are invited to participate in a Sweat Lodge Ceremony hosted by Elder-in-Residence, Paul Guimond. Indigenous and non-Indigenous students will have the opportunity to connect spiritually through a Ceremonial Sweat Lodge, followed by a Feast. Please meet in F209 for 9:30am and walk together to the Medicine Wheel Garden to start preparing the site at 10am.

To register, please send an email to Sharon-Rose Bear at sbear40@rrc.ca with the following information: 

• Name 
• Student number 
• Any dietary restrictions for the Feast 

Visit the Manitoba Metis Federation in their mobile office on September 27, 2024, to apply for or renew your Red River Métis Citizenship card, Harvester card, and more.

Contact citizenship@mmf.mb.ca for more information. No registration required.

Learn to analyze how familiar active learning strategies provide students with opportunities to practice new knowledge and skills and get feedback; list students’ knowledge, skills, and experiences that, if shared, would enhance the learning of other students and the instructor; and reshape familiar active learning strategies so that each student learns from the community and the community learns from each student

The Active Learning Community of Practice meets monthly to discuss challenges and opportunities of active learning. Since the September meeting occurs during Truth and Reconciliation Week, we will discuss ways in which active learning supports Indigenous ways of knowing and learning.

Add the meeting to your calendar.

The Immersive Stories Program is designed to give students, faculty, and staff a first-hand opportunity to gain knowledge and understanding about multi-layered socio-cultural identities and lived experiences. As outlined in our new Strategic Plan, this program is part of the College’s commitment to Truth and Reconciliation, and the pursuit of equity, diversity and inclusion in everything we do.

Participants will develop skills that will allow them to regularly check their personal, social, and cultural assumptions so that they can avoid making quick conclusions and judgments. This in turn will help to foster a diverse and inclusive College environment for students and faculty.

Each session in the Immersive Stories Program will involve a discussion with a member of our RRC Polytech community, during which they will share their unique lived experiences, and invite participant questions and dialogue. These conversations will provide participants an opportunity to gain insights into the lived experiences of our diverse community and will assist in becoming aware of our own biases.

Haley Pratt will be this session’s storyteller and she will discuss topics like the Indigenous experience in the workplace, supporting Indigenous students at college, discrimination, being an ally, and being proud of your identify.

1. Communication Strategies: You will enhance your interpersonal skills, intercultural competence, and digital fluency by engaging in project-based activities that encourage critical thinking and collaboration.
2. Computer Applications for Social Innovation: You will explore various current software applications supporting community development and social innovation, learning essential networking, collaboration, research, and project management tools alongside them.
3. Indigenous Knowledge and Leadership: You will on Indigenous community practices, exploring traditional knowledge systems, protocols, ceremonies, relationships with the natural environment, worldviews, leadership structures, and international agreements on a local, federal, and global scale.
4. Foundations of Social Innovation: This course provides an understanding of how new ideas are generated, developed, and applied to address social inequality through community-based initiatives, introducing you to various social enterprises and community development agencies, while emphasizing values, principles, concepts, and strategies for effecting change.
5. Financial Literacy: This course will introduce you to different banking products, budget creation techniques to strengthen their financial knowledge and skills – teaching you how to manage income, personal debt, and track expenses.
6. Project Management for Social Innovation and Community Development: This course provides the fundamental aspects and principles of project planning including initiating, planning, executing and controlling a project from start to finish, on budget and on time.

1. Financial Documentation: In this course, you will learn fundamental accounting principles used in community development and social entrepreneurship, including budgets, cash flow projections, monthly financial statements, and annual reports.
2. Communication for Social Innovation: You will further develop their communication skills in social innovation and community development by mastering professional, inclusive, collaborative, and empathetic communication techniques across various written and spoken channels to effectively engage diverse audiences.
3. Social Innovation Capstone: You will be matched with a community organization to undertake a project addressing the client’s challenge, providing work-integrated experience and an opportunity to work closely with a potential employer.
4. Applied Economics: You will be introduced to different perspectives on, and examples of economic reconciliation, and throughout this course, you will develop your own understanding of reconciliation.

Term 4

1. Current Trends and Best Practices in Community Development: You will study the activities and functions of community development organizations and explore ways to analyze common problems, manage strategic planning, and create a positive culture in a flexible organization.
2. Funding Community Initiatives: You will expand the skills required to participate in the full cycle of funding proposals, including defining and documenting business models, responding to Requests for Proposals (RFPs), maintaining organizational transparency and accountability, and negotiating with financial institutions and project stakeholders.
3. Healthy and Sustainable Communities: You will be introduced to the universally accepted determinants and models of human health and the health of the planet. The course will introduce various schools of thought about creating healthy and sustainable communities through design and development.
4. Governance Structures: You will be introduced to a range of governance models traditionally adopted in community development organizations. This focus will expand to incorporate innovative governance models used in social innovation organizations.
5. Community Development Capstone 2: You will be matched with a community development organization, or coalition of organizations, which will serve as mentors for the project and receive the project design for their own use. The team will define the project, design a plan for completion, assign responsibilities, monitor progress, and present the completed project to the organizations, the class, and invited guests.
6. Research and Managing Projects: You will explore human resources functions and operations management using examples from community development and social enterprise settings.

Term 4 of Indigenous Social Entrepreneurship includes a selection of electives to help shape the foundation for your upcoming career:

The total cost of Social Innovation and Community Development for the first year is about $7,430. The prices are broken down into tuition ($5,175); books, laptop, and supplies ($2,000); and health and dental coverage ($255).

The second-year Community Development stream costs about $5,377, which is broken down into tuition ($4,877) and supplies ($500).

The second-year Indigenous Social Entrepreneurship stream costs about $5,377, which is broken down into tuition ($4,877) and supplies ($500).

For a two-year diploma, the total cost over two years will be about $12,807.

If you need help locating financial aid, you can connect with one of our Navigation Coaches or the Financial Aid Officer through the Indigenous Student Support Team. They can also help you navigate processes for awards, scholarships and bursaries, which you can start researching to help offset the cost of tuition.

Some Indigenous-specific and entrepreneurship-specific awards include:

1. Business Council of Manitoba Indigenous Education Awards ($2,000+)
2. Canada Post Indigenous Education Incentive Award ($2,000)
3. Indspire Post-Secondary Education Bursary Award (multiple)
4. The Southern Chiefs’ Organization Every Child Matters Scholarship ($1,500)
5. Manitoba Hydro Bursaries (multiple)

The Library and Academic Services have a laptop-loaning program for a period of 4 weeks in case you need more time to secure a reliable laptop. You can see the laptop specifications here if you’re not sure what you’re looking for.

Social Innovation and Community Development starts on August 26, 2024, at the Exchange District Campus in Winnipeg.

Delivery is based on course by course. Some courses will require you to be present in-person, and other courses will allow you to work remotely as part of the college’s current hybrid approach to content delivery.

You’ll need a Future Student Account with RRC Polytech so you can keep track of any document submissions you make. You can sign up here and everything will be displayed on your account. You can submit documents via PDF files using a digital signature or you can scan your physical paper document using a scanner or a scanner on your phone. Linked here are tutorials on both creating a digital signature in Google Docs and using the scanner on iPhones in the Notes app.

You’ll need to provide proof of completion of the admission requirements within 15 days from when you applied.

You can check out the program explorer page on our website for Social Innovation and Community Development as a source for accessing all the information you need. If you prefer to talk to a person, you can contact an Indigenous Student Recruiter at indigenous.recruitment@rrc.ca.