Across Canadian post-secondary institutions, there is growing recognition of the need to create meaningful, culturally grounded pathways for Indigenous students into education and employment. But what does it actually take to build these pathways—especially within systems that were not originally designed with Indigenous worldviews in mind?

At Mount Royal University, an Indigenous Career Mentorship Program offers a powerful example of what it means to create “Indigenous places in non-Indigenous spaces.” Now in its fourth year, the program goes beyond mentorship - it creates trust, belonging, and sustained relationships.

This work is grounded in the leadership of Lori Kearney, Indigenous Work Experience Coordinator, and reflects collaborative work that is Indigenous-led and settler-supported across the MRU Career Services team.

The Why: Creating Entry Points Where None Existed

The program emerged from a clear need: Indigenous students required a low-barrier, trusted entry point to engage with employers and begin navigating career pathways.

This aligns with Truth and Reconciliation Commission of Canada Call to Action #7, which calls for eliminating educational and employment gaps between Indigenous and non-Indigenous peoples.

However, traditional career systems often present front-end barriers:

• Complex registration processes 
• Platforms not designed for Indigenous engagement 
• Limited trust in institutional systems 

Many students were already supported holistically through spaces like the Iniskim Centre—receiving cultural, academic, and wellness support. But transitioning into career development spaces required a different kind of relationship-building.

Trust was not assumed. It had to be earned!

The What: A Mentorship Model That Evolved With Students

The program was intentionally designed to start open and evolve over time—while also following what was described as the “path of least resistance.” Rather than forcing a rigid structure too early, the focus was on removing barriers, learning in real time, and building alongside students.

Year 1: Access First

• No prerequisites 
• Open to all Indigenous students (including foundational programs like upgrading and bridging) 
• Broad employer participation 

Years 2–4: Structure With Intention

• Gradual introduction of eligibility criteria 
• More intentional matching with employers 
• Increased student readiness and commitment 

Today, the program offers:

• One-on-one mentorship with industry professionals 
• Guided “gear-up” sessions to prepare students 
• Ongoing relationship-building beyond formal program timelines 

A key indicator of success?
Students return, very often, with a request for another mentor.

Beyond Mentorship: Creating Spaces of Belonging

One of the most transformative elements of the program is its focus on connection before career.

In 2024, a three-day Mentee Retreat was introduced, supported by TC Energy.

The retreat provides:

• Cultural teachings guided by Elders 
• Land-based experiences, including tipis and traditional practices 
• Time for reflection, identity, and peer connection 

For many students:

• They are one of few Indigenous students in their program 
• They may not be connected to their communities 
• They may not know other Indigenous peers on campus 

This space allows them to find each other—and themselves.

Importantly, this is not separate from career development.
It reinforces a critical truth:

Belonging is a prerequisite to career readiness.

Success Stories: Relationships That Extend Beyond the Program

The impact of the program is best reflected in the relationships it creates:

• An Indigenous judge mentoring a Métis policy student 
• Indigenous pilots from Air Canada mentoring an aviation student 
• Mentors continuing relationships beyond the formal program 
• Students returning, re-engaging, and referring peers 

This is not transactional mentorship—it is relational, ongoing, and community-driven.

Key Takeaways for Institutions & Employers

For institutions and employers looking to create Indigenous-focused initiatives:

• Start with trust, not structure 
• Remove barriers before adding requirements 
• Design with—not for—Indigenous students 
• Invest in internal allyship and shared learning 
• Recognize that belonging drives participation and success 

Moving Forward: Reimagining the System

Creating “Indigenous places in non-Indigenous spaces” is not simply about making room for Indigenous students within existing platforms, processes, and systems.

It is about reshaping those systems to include different ways of knowing, connecting, and growing. The work is complex. It is iterative. It takes time. But it is possible.

And it reminds us of something fundamental:

We are only as strong as our weakest link!

About the Authors

Lori Kearney - 

Lori Kearney is a proud urban Cree woman from Peguis First Nation, born and raised in Treaty One Territory in Winnipeg, and now based in Calgary. An artist, educator, musician, and public speaker, Lori brings a multidisciplinary approach to her work, grounded in cultural knowledge, creativity, and community connection. She has spent over two decades advancing arts-based education as a founding member of the Calgary Arts Academy, where she helped develop Arts Immersion as a model for teaching curriculum through creative practice.

Currently serving as the Indigenous Work Experience Coordinator at Mount Royal University, Lori is a leader in developing innovative programs, processes, and enhanced services that support Indigenous student success and career readiness, including the Indigenous Career Mentorship Program. She also serves on the General Faculties Council as Indigenous representation, contributing to institutional governance and advocacy. Her work is deeply informed by the Truth and Reconciliation Commission of Canada Calls to Action, with a focus on fostering meaningful relationships between Indigenous and non-Indigenous communities through education, ethical space, and cultural exchange. Lori is a sought-after public speaker who has presented her work both nationally and internationally.

In addition to her role in post-secondary education, Lori has contributed to Calgary’s arts and cultural community, including past service on the board of the Making Treaty 7 Cultural Society. She continues to facilitate Truth and Reconciliation workshops through art, drawing inspiration from the Woodland School of Art. Across all areas of her work, Lori is committed to creating spaces of belonging, understanding, and respect, where Indigenous knowledge systems are honoured and shared.

Farwa Zaidi -

Farwa Zaidi is a Work Experience Coordinator within the Design & Innovation team at Mount Royal University’s Career Services, where she leads the design and implementation of innovative experiential learning programs across disciplines. Her work focuses on strengthening partnerships between academia and community to create accessible, high-impact WIL opportunities, including micro-internships and community-based research projects.

With a background in career development, curriculum design, and employer engagement, Farwa brings a systems-level approach to advancing student career readiness and equitable access to the labour market. She is an active contributor to national conversations on WIL through her involvement with CACEE as a Regional Advisory Board member for western Canada, and is particularly interested in inclusive program design and the role of data in shaping meaningful student experiences.

In this co-authored work, she collaborates to highlight the impact of culturally grounded indigenous mentorship and partnership models in supporting diverse student pathways and community engagement.