For Karen Ste.Marie (BA 26), education has never been just about personal achievement. It has always been about community, leadership, and helping others realize their potential.
After more than 30 years working in early childhood education, Karen returned to the classroom in her 50s to pursue a degree in Developmental Studies at the University of Winnipeg. Her decision was not a career pivot. Rather it was a natural extension for a lifelong commitment to learning and a desire to inspire those around her.
“I’d always known that a university education was needed to complete how I saw myself in my professional life,” Karen said. “And I always knew it was going to be at UWinnipeg.”
Karen became an accredited Early Childhood Educator (ECE) Level III in 1992 and built a career dedicated to supporting children, families, and educators. Yet throughout those years, university remained a goal she intended to achieve one day.
It was critical for me that people could see paths that are unconventional.
Karen Ste.Marie (BA 26)
That goal became increasingly important when she became executive director of Makoonsag Intergenerational Children’s Centre Inc. (MICCI) in 2020, an Indigenous-focused childcare centre in Winnipeg’s North End. As she led a growing team, Karen recognized how powerful it could be for staff to see educational pathways reflected in their leadership.
“It was critical for me that people could see paths that are unconventional,” she said. “It was important to me that I could show my staff they can achieve their professional goals at any point in time.”
One course at a time
Balancing full-time work with university studies was no easy task. Karen tackled her degree one course at a time while continuing to lead MICCI.
The experience was demanding, but she never carried the workload alone.
“I have a phenomenal support system within a group of friends, my family, and my community,” she said. “Beyond that, the Developmental Studies program was so open-minded. They provided a platform of safety and acceptance. It was the least drama-filled experience I could have hoped for, which was wonderful.”
Returning to university later in life came with its own lessons.
Initially, Karen focused on fitting into the role of student. Over time, however, she realized her greatest contribution came from embracing the experience and perspective she had already gained.
“I realized I wasn’t playing the role that I was meant to be at this age with other students,” she said. “I was so caught up in being, or attempting to be, a student. When I leaned toward being that mature mentor to others, it was helpful.”
Her advice to other mature students is simple: trust what you already know.
“As a mature student, I learned that you have to feel comfortable enough to use your lived experiences to your benefit,” she said. “Sometimes we stop ourselves from going to what we know because we think we need to take in all the new pieces all the time. Speak to your strengths.”
Karen credits faculty members such as Dr. Sheri-Lynn Skwarchuk with creating learning environments that encourage students to engage deeply with complex issues facing the sector.
Through class discussions, students explored topics such as burnout, staff retention, barriers to education, and the professionalization of early childhood education.
“Dr. Skwarchuk absolutely provided the opportunity for us as students to grow within the class more than we would have if we had just sat there and taken information in passively,” Karen said. “We were actively engaged.”
Learning through mentorship
That spirit of engagement extended beyond the classroom. During practicum experiences that took students to northern Manitoba First Nations communities, Karen found herself learning as much about mentorship as about course content.
“We created connections with First Nations communities and northern learners,” she said. “There was also mentorship that happened with the other students on the trip.”
The experience reinforced an important lesson.
It (UWinnipeg) was the least drama-filled experience I could have hoped for, which was wonderful.
Karen Ste.Marie
“I learned that I’m not able to be the mentor to everyone, but I can be the best type of mentor that I know in this moment,” she said. “The grace that I give myself with any type of leadership position I place myself in is important. Relationship building is always going to be something I strive for.”
Today, Karen continues to apply what she learned through her degree to her work with children, families, and staff at MICCI.
“We have Elders, Knowledge Keepers and families who support the learning of our children and staff to reclaim the culture and language of Indigenous people. I think the degree has allowed me to help facilitate different discussions around and for our families.”
Her commitment to community leadership has not gone unnoticed. In 2026, Karen received the Mayor’s Medal in recognition of her work with MICCI. She was nominated by Dr. Skwarchuk, a Makoonsag Board of Directors member, and the centre’s Kookum (Grandmother) and Knowledge Keeper.
Yet Karen is quick to redirect the praise.
“It comes from the work that we do here together,” she said.
When Karen crossed the convocation stage in June, she felt immense pride in what she had accomplished. But the moment was about more than earning a degree.
It was proof that learning can happen at any age and that pursuing long-held goals can inspire others to do the same.
“Until you go through this experience as a mature student, you have no idea how much richer you’re going to be. To share this with the community in the North End feels great.”
