To begin, please share your primary relation to the university:

[select one]

• Alumni
• External community member
• Faculty member
• Staff member
• Student
• Other, Please specify:

Q1. Overall, do you think the document captures the spirit of the discussions around institutional strategy? Does it resonate with what you understand of the mood on campus? If not, what was missed?

[comment box, no character limit]

Q2. What did you think of the five “themes” under which the comments were grouped? Do these seem like logical groupings? What else might you have included as a different grouping?

[comment box, no character limit]

Q3. With respect to the theme of Pathway to Excellence: Anti-racism and EDI:

1. On a scale of 1 to 5, does the theme Pathway to Excellence: Anti-racism and EDI resonate with you? Do you see it as an area UM should commit to and invest in, and is it reflective of collective aspirations for the future of UM? (5 being strongly resonates and 1 does not resonate at all)

[select one]

• 1 – does not resonate at all
• 2
• 3 – neutral
• 4
• 5 – strongly resonates

2. Which, if any, of the goals listed for the university over the next decade within the theme of Pathway to Excellence: Anti-racism and EDI resonate?

[select as many or as few as desired]

2. • • Providing opportunities for all to excel—establishing ambitious targets for the representation of historically marginalized and underserved groups at any or all levels (students, staff, faculty).
     • Becoming the first choice for an inclusive and seamless educational experience and enhancing our reputation as an employer of choice.
     • Becoming the national leader in EDI education.
     • Prioritizing collaboration between units to increase inclusivity and belonging within the institution and with external community members.
     • Implementing the highest standard in facility design for physical accessibility.
3. If you could imagine yourself in 2033 taking pride in UM’s work in this area, are there other aspirational goals you would prioritize for Pathway to Excellence: Anti-racism and EDI?

[comment box, no character limit]

Q4. With respect to the theme of Advancing Meaningful Reconciliation and Decolonization:

1. On a scale of 1 to 5, does the theme Advancing Meaningful Reconciliation and Decolonization resonate with you? Do you see it as an area UM should commit to and invest in, and is it reflective of collective aspirations for the future of UM? (5 being strongly resonates and 1 does not resonate at all)

[select one]

• 1 – does not resonate at all
• 2
• 3 – neutral
• 4
• 5 – strongly resonates

2. Which, if any of the goals listed for the university over the next decade within the theme of Advancing Meaningful Reconciliation and Decolonization resonate?

[select as many or as few as desired]

2. • • Becoming the first choice for Indigenous students and academics across Canada and increasing the proportion of Indigenous students to be reflective of the provincial population.
     • Becoming a fully decolonized university, addressing all processes impacting enrolment, access, research, engagement, hiring, tenure, and promotion.
     • Becoming the national leader in Indigenous education, setting the highest standard for Reconciliation and decolonization in post-secondary institutions across Canada.
     • Redistributing intellectual privilege across the university through the broad inclusion of Indigenous knowledges, world views, and methodologies.
3. If you could imagine yourself in 2033 taking pride in UM’s work in this area, are there other aspirational goals you would prioritize for Advancing Meaningful Reconciliation and Decolonization?

[comment box, no character limit]

Q5. With respect to the theme of A UM for Manitoba:

1. On a scale of 1 to 5, does the theme A UM for Manitoba resonate with you? Do you see it as an area UM should commit to and invest in, and is it reflective of collective aspirations for the future of UM? (5 being strongly resonates and 1 does not resonate at all)

[select one]

• 1 – does not resonate at all
• 2
• 3 – neutral
• 4
• 5 – strongly resonates

2. Which, if any, of the goals listed for the university over the next decade within the theme of A UM for Manitoba resonate?

[select as many or as few as desired]

2. • • Being the first choice for post-secondary education for Manitobans, offering quality programs that are affordable, flexible, and future focused.
     • Becoming the province with the highest rates of university-level education in the country.
     • Committing to empowering personal success in students and ensuring our student population is reflective of our provincial population.
     • Developing more innovative and diverse entrance pathways to become more inclusive and promote excellence for all.
3. If you could imagine yourself in 2033 taking pride in UM’s work in this area, are there other aspirational goals you would prioritize for A UM for Manitoba?

[comment box, no character limit]

Q6. With respect to the theme of Preparing Students of Today for Tomorrow:

1. On a scale of 1 to 5, does the theme Preparing Students of Today for Tomorrow resonate with you? Do you see it as an area UM should commit to and invest in, and is it reflective of collective aspirations for the future of UM? (5 being strongly resonates and 1 does not resonate at all)

[select one]

• 1 – does not resonate at all
• 2
• 3 – neutral
• 4
• 5 – strongly resonates

2. Which, if any of the goals listed for the university over the next decade within the theme of Preparing Students of Today for Tomorrow resonate?

[select as many or as few as desired]

2. • • Ensuring every student leaves UM having had an experience that connects their learning to the world.
     • Becoming Manitoba’s destination for lifelong learning by identifying and meeting the needs of an increasingly diverse student population.
     • Setting ambitious targets for the availability of discipline-specific, high-impact learning practices, such as field placements, internships, work-integrated learning, or other forms of experiential learning that support upskilling for the modern world.
     • Developing life-long learners skilled in creative, critical, and adaptive thought.
3. If you could imagine yourself in 2033 taking pride in UM’s work in this area, are there other aspirational goals you would prioritize for Preparing Students of Today for Tomorrow?

[comment box, no character limit]

Q7. With respect to the theme of Creating Knowledge that Matters – for Manitoba and the World:

1. On a scale of 1 to 5, does the theme Creating Knowledge that Matters – for Manitoba and the World resonate with you? Do you see it as an area UM should commit to and invest in, and is it reflective of collective aspirations for the future of UM? (5 being strongly resonates and 1 does not resonate at all)

[select one]

• 1 – does not resonate at all
• 2
• 3 – neutral
• 4
• 5 – strongly resonates

2. Which, if any of the goals listed for the university over the next decade within the theme of Creating Knowledge that Matters – for Manitoba and the World resonate?

[select as many or as few as desired]

2. • • Fostering an environment that enables bold innovation through creative risk-taking and becoming the national leader in specific fields that support better lives and longer lives for Manitobans, such as Indigenous research, community-based research, and/or human rights.
     • Becoming an internationally renowned university in specific fields such as advancing health and healthcare, climate change adaptation and mitigation, and poverty alleviation.
     • Becoming a top 10 research funded university in Canada.
     • Cementing the university’s position as a sought-after partner in advancing societal and economic growth in Manitoba.
3. If you could imagine yourself in 2033 taking pride in UM’s work in this area, are there other aspirational goals you would prioritize for Creating Knowledge that Matters – for Manitoba and the World?

[comment box, no character limit]

Q8. Do you have any further comments on either the Where We Are Today document or on the direction of the strategic plan generally?

[comment box, no character limit]

Virtual consultation sessions

• Wednesday, June 14, 2023 | 2:00 p.m. to 3:00 p.m. - Cancelled
• Wednesday, June 21, 2023 | 1:00 p.m. to 2:00 p.m.
• Tuesday, June 27, 2023 | 2:00 p.m. to 3:00 p.m.

In-person sessions

• Tuesday, June 13, 2023 | 10:00 a.m. to 11:00 a.m. - Cancelled
• Monday, June 19, 2023 | 11:00 a.m. to 12:00 p.m.
• Thursday, June 22, 2023 | 2:00 p.m. to 3:00 p.m. - Cancelled

1. Our university is invested in acting in accordance with a communally established set of values. To better understand what these are, describe a time when our university did something or acted in a way that made you very proud of the institution. Why did you choose that moment?
    
2. Pretend it is 2040. The province of Manitoba is flourishing and has achieved several notable successes in the past two decades. Tell us about the differences of the Manitoba of 2040 you have just envisioned compared to today. What role can our university play in helping the province realize this state?
    
3. The University of Manitoba community identified its strong ties to the city of Winnipeg as one of its main strengths and assets, but also raised concerns that the campus and academic community continues to feel disconnected from the general public, physically and figuratively. How might we change this perception for members of the community not directly affiliated with the university?
    
4. Our university is invested in making a real community impact. What could that community impact be, and how would we know if we were successful?
    
5. While our university has begun meaningful work on advancing Reconciliation, there remains much more work to be done. Describe, in your own words, two important cornerstones of Indigenous engagement and achievement as well as a decolonized institution, that the University of Manitoba should develop (or, if applicable, develop further).
    
6. A common perception at our university is that it is here to meet the needs of Manitobans but with Manitoba having the highest Indigenous population in Canada, Indigenous Peoples are very much underrepresented within the student body. What are up to three of the most important actions the university could undertake to increase Indigenous student representation on campus?
    
7. What kind of environment do we need to consistently attract and retain great faculty and staff at our university?
    
8. Aside from limited funding, what is preventing our university from being the best it can be?
    
9. What is the most important role of research, scholarship, and creative expression in creating our ideal university?

1. If you were to attempt to convince someone to attend the University of Manitoba, what would you particularly emphasize?
    
2. If you could go back in time, would you still choose to come to the University of Manitoba? Why or why not?
    
3. What do you believe the University of Manitoba does best?
    
4. If you could change up to three things about the student experience at the UM, what would it be?
    
5. How well is the University of Manitoba preparing you for your future goals? What could the University of Manitoba do more of, or less of, to help you achieve your goals?
    
6. Aside from a credential, what is something you hope to gain from your time at the University of Manitoba?
    
7. Aside from paying for your studies, what is the biggest barrier you face when it comes to completing your education?
    
8. What is the single most important investment the university could make to increase accessibility to the UM? (Some examples might include: offering more student housing options, offering more pathways into different programs, expanding online learning, etc.).
    
9. Despite the University of Manitoba’s expansive size, it’s often described as a close-knit and friendly community. Does this ring true in your experience? What are some benefits or drawbacks of this atmosphere?

Michael Benarroch
President and Vice-Chancellor

Diane Hiebert-Murphy
Provost and Vice-President (Academic)

Stephan Pflugmacher Lima
Dean, Clayton H. Riddell Faculty of Environment, Earth, and Resources

Susan Prentice
Professor, Department of Sociology and Criminology, Faculty of Arts

John Sorensen
Associate Head Undergraduate (Courses and Programs); Professor, Department of Chemistry, Faculty of Science

Lynette Magnus
Chair, Board of Governors

Tina Chen
Executive Lead (Equity, Diversity and Inclusion), and Distinguished Professor, Department of History, Faculty of Arts

Peter Nickerson
Vice-Provost (Health Sciences) and Dean, Rady Faculty of Health Science; Dean, Max Rady College of Medicine

Shawn Bailey
Assistant Professor, Department of Architecture, Faculty of Architecture

Namita Bhatnagar
Professor and F. Ross Johnson Fellow, Department of Marketing, I.H. Asper School of Business, Faculty of Management

Afra Bolefski
Head, Library Social Sciences, Libraries

Katherine Boyer
Assistant Professor, School of Art

Robert Mizzi
Canada Research Chair and Associate Professor, Department of Educational Administration, Foundations & Psychology

Kim Ominski
Professor and Head, Department of Animal Science, Faculty of Agricultural and Food Sciences

Leisha Strachan
Associate Dean, Research and Graduate Studies and Professor, Faculty of Kinesiology and Recreation Management

Jeff Adams
Registrar and Executive Director of Enrolment Services

Carla Loewen
Director, Indigenous Student Centre

Tracy Karuhogo
President, UMSU

Uche Nwankwo
Senator, UMGSA

Naomi Andrew
Vice-President (Administration)

Catherine Cook
Vice-President (Indigenous)

Mario Pinto
Vice-President (Research and International)

Vanessa Koldingnes
Vice-President (External)

Cassandra Davidson
Academic Planning & Priorities Specialist, Office of the Provost

Kelsey Evans
Associate Director, Office of the President 

Randy Roller
Executive Director, Office of Institutional Analysis

Higher Education Strategy Associates (HESA):

• Alex Usher
• Maica Murphy
• Janelle Curry

Additional resources, as needed