Backing Indigenous students in STEM

Since 2019, EPCOR’s partnership with the University of Alberta’s Transition Year Program (TYP) has helped Indigenous students overcome barriers and pursue careers in science, technology, engineering, and math (STEM). Now, with more than double the number of students choosing STEM pathways, we’re building on that momentum with a renewed funding commitment to support all First Nations, Métis, and Inuit (FNMI) students in STEM at the U of A.

Starting university is a big step for anyone. Between large lecture halls, difficult coursework, and the pressure to do well, it’s easy to feel overwhelmed. For Indigenous students these challenges can be even more daunting, especially if they’re from a rural area and their community and support system are far away.

When EPCOR first partnered with the University of Alberta to support Indigenous students through the Transition Year Program, the goal was simple: help create a more inclusive, supportive environment for FNMI students interested in STEM.

Fast forward to today, and the results speak for themselves. Since the start of our funding in 2019, the number of Transition Year Program students choosing STEM routes has more than doubled; this is a sign that the right support systems are making a real difference.

Encouraged by the success of the Transition Year Program and the stories of students who are thriving, EPCOR is renewing and expanding our funding commitment for the next three years. For the past six years, the Transition Year Program has supported students in the First Peoples House. Now, all FNMI students in STEM at the University of Alberta will be able to access the programs resources, expanding its reach from 60 students to about 730 students. 

This continued investment will help ensure that Indigenous students have access to tutoring, essential supplies like computers and calculators, and food and snacks to fuel their potential. Even more significantly, the Transition Year Program and First Peoples House will continue to provide culturally grounded academic support that lays the groundwork for success in university and beyond.

“The results of the Transition Year Program speak volumes,” says Gillian Adams, Senior Manager of Marketing and Community Investment at EPCOR. “We set out to help Indigenous students succeed in STEM, to open doors to meaningful careers that offer real-world impact and long-term opportunity. Renewing our partnerships with UofA helps build on that success.”

For Josephine Larocque, a student from Red Pheasant Cree Nation on the Transition Year Program engineering route, the support has been transformational.

“When I first started at the University of Alberta, it was intimidating. I was missing some foundational knowledge and with professors being so busy, it was difficult to ask simple questions,” she says. 

“That’s why I’m so thankful to have tutors available. I owe my success to the support I received. I was given a judgment-free zone to learn complex concepts at a comfortable pace, which wasn’t the case in class. I want to thank EPCOR for giving me a stepping stone into the field of math and science.”

Programs like the Transition Year Program help students succeed and demonstrate the opportunities that exist in STEM, inspiring other Indigenous students to pursue careers in STEM too.  As more students enter the program and excel, the momentum builds—they become role models and leaders who provide mentorship and support to new students and peers. They also become a driving force for the community and connection within the program, lifting each other up.   

With renewed funding, EPCOR and the University of Alberta are continuing to break down barriers for Indigenous students to pursue STEM degrees, shaping a more inclusive workforce one student success story at a time.