DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
Submit your application directly to the University of Winnipeg.
Annual application deadline: March 1 (Late applications may be accepted up to June 1. Contact the program to inquire at teachered@rrc.ca)
Regular Admission Requirements
Mature Student Admission Requirements
If you do not meet the regular admission requirements, but are 21 years of age on or before December 31 in your year of admission, you may apply as a Mature Student. See the University of Winnipeg Calendar for alternatives to meeting the mature student admission requirements. Applications from Mature Students will be reviewed on an individual basis. You must also meet Regular Admission Requirement 2.
Application Instructions
Program Progression Requirements
Program progression requirements are not due within 15 days of applying and should be submitted after you start classes.
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 26, 2024 | Application Information |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
Red River College Polytechnic is a participating institution in the HigherEdPoints program. Through this program, students are able to convert Aeroplan® Miles and TD Points into funds to help cover their tuition. Family members and friends can also contribute to a student’s education by converting their loyalty points - anyone can donate their points to an individual student.
Visit the HigherEdPoints website for more information about the program and/or to set up an account to convert your points.
Communicating effectively takes self-awareness and practice. In Communication for Educators, education-sector students will improve their intra and interpersonal communication, intercultural competence, and digital skills to improve professional interactions in education systems and workplaces. Students will learn through discovery and project-based activities to practice approaching situations critically, collaboratively, and empathetically. Students will be able to apply the skills gained in this course to their interactions in their other courses, practicums, and workplaces.
This course examines the Manitoba K-Grade 12 education system. The major objective of this course is to further teacher candidates’ understanding of the relevant social, legal, and political factors that provide the context for life in the classroom and for the teacher-student relationship. Students will also relate these factors to the role and expectations of a classroom teacher. Teacher candidates will apply this learning in Applied Commerce Education Student Teaching Practicum 1 or IA Student Teaching Practicum 1 in the teachable major in a current or subsequent term.
In this introductory level curriculum and instruction course students will focus on planning, preparation, and methodology for teaching the Manitoba Education Industrial Arts Technology curriculum. Teacher candidates will practice effective teacher and student-centered methodology and pedagogy focusing on building foundational teaching skills. This will include outcome writing, lesson planning and lesson delivery. Students will present technology infused lessons in a micro teaching environment as well as reflect on their learning and development as a professional educator. Teacher candidates will apply this learning in IA Student Teaching Practicum 2 in the teachable major in a current or subsequent term.
This course is designed to introduce students to safe and effective design requirements of a technical education facility. Students will examine topics such as curriculum specifications, facility design, safety, equipment purchasing, tools and inventory. Students will be introduced to processes related to accessing external funding for facility upgrades. In addition, students may gain experience in the maintenance and repair of tools and equipment found in technical facilities. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this advanced level curriculum and instruction course, students will continue to focus on planning, preparation, and methodology for teaching the Manitoba Education Industrial Arts Technology curriculum. Teacher candidates will build on teacher and student-centered methodology and pedagogy addressed in Industrial Arts C & I 1. The primary focus will include advanced outcome writing, lesson, and long-range unit planning, as well as advanced assessment strategies. Students will present technology infused lessons in a micro-teaching environment and continue to reflect on their learning and development as a professional educator. Teacher candidates will apply this learning in IA Student Teaching Practicum 3 in the teachable major, in a current or subsequent term.
In this course, students will focus on advanced psychomotor skills development and employ fine woodworking and metalworking skills to a series of projects. Students will demonstrate the transfer of knowledge and skill, problem-solving techniques and analysis on technologies used in an Industrial Arts Technology setting. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
This course prepares teacher candidates to use a variety of formative and summative evaluation and assessment techniques to guide teaching and learning. Specific topics will address the importance of inclusive assessment practices to meet the needs of all learners as well as reflecting upon and refining the effectiveness of the instructional process. Students will examine the reporting structure applied within a K-12 education system.
In this course, students will apply design frameworks to curriculum design and unit planning. Students will apply their knowledge of the relationship between learning outcomes, assessment, instructional methods and learning models to design a course of study directly related to their subject specialty. Through the application of knowledge structures that are accurately and meaningfully organized, students will use a sequential process of formulating, selecting, and organizing course materials to engage learners and support learning transfer. Frameworks such as Backward Design serve as a conceptual map for planning or revising a course, syllabus, or lesson.
This course will introduce students to manufacturing through an exploration of hand tool and machine processes, materials, and laboratory techniques as found in a woodworking facility. Students will develop foundational skills related to wood manufacturing with an emphasis on health and safety. Activities will foster the development of psychomotor skills, problem solving abilities and a strong work ethic. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
This course introduces students to graphic communications through drafting, printing, photography, graphics and a variety of other communication processes and formats used in business and industry. Students will begin to use digital technology to transform traditional communication practices. Topics include communication theory, message analysis, sketching, drafting, introductory computer aided design and drafting (CADD), screen-printing and photography. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
Construction Technology presents a complete survey of the construction industry. Students will explore this rapidly growing field through teaching and learning activities related to broad systems of construction, concepts in pre-construction, construction, post construction, and consideration of future trends. Student lab activities focusing on applied skills that include proper use of hand and power tools and selection of appropriate materials will compliment studies in this area. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course, students will be introduced to the purpose and use of electronics, electricity, power, and energy. The study of electronic theory, basic programming, coding and Computer Numerical Controlled (CNC) programming will contribute to the progression of foundational skills. Students will apply theory, processes, vocabulary, tools, and safety procedures to project-based learning activities. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
This
course builds on skills developed in Manufacturing Technology 1. Student will
focus on metal working through the use of hand tools, machine processes,
materials, and laboratory techniques found in a metalworking facility. Students
will develop foundational skills related to metal manufacturing with an
emphasis on health and safety. Activities will foster the development of
psychomotor skills, problem solving abilities and a strong work ethic. Positive
role modelling will promote the safe use of equipment, materials, and
processes. Topics in this course align with teaching the Manitoba Education curriculum
- Industrial Arts Education.
In this course, students will continue to develop skills in two-dimensional (2D) design, computer-aided drafting (CAD), architectural table drafting and image generation. Students will use a variety of software to create and manipulate images for various applications. Also, additional photographic techniques will be demonstrated to reinforce the use of traditional and digital photographic techniques and equipment. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course students will apply knowledge and skills acquired in Power and Energy 1 to the principles of direct and alternating current and the construction of electronic circuits. Activities and projects will further expose students to small engines, electricity, electronics, CNC programming, microcontroller coding. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
This course introduces students to a survey of problem-solving approaches and problem-based learning. These rapidly growing fields will be examined through activity-oriented instruction including aspects of Science, Technology, Engineering and Math (STEM). By evaluating resources, systems, sustainable development and the impact of technology, students will develop an Industrial Arts learning activity. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course, students will apply advanced processes, procedures and materials utilized in manufacturing facilities including project design and creation, cabinet making, innovative production techniques, and machine tooling. Advanced activities will foster the development of psychomotor skills, problem solving abilities and a strong work ethic. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course students will continue the study of advanced graphic communications through drafting, printing, photography, imaging, and a variety of other communication processes used in business and industry. Students will use appropriate computer software to produce design projects. Students will use principles of digital video editing to develop short videos and animations and share projects using various mediums. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course, students will apply advanced knowledge and skills acquired in Power and Energy 2 to the principles of digital circuits. Advanced activities and projects will further expose students to small engines, electricity, electronics, CNC programming, robotics, and microcontroller coding. Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this course, students will use problem-based learning concepts to solve a problem relevant to a Science, Technology, Engineering and Math (STEM) topic. By evaluating resources, systems, sustainable development and the impact of technology, students will design a testing device and learning activity package (LAP). Positive role modelling will promote the safe use of equipment, materials, and processes. Topics in this course align with teaching the Manitoba Education curriculum - Industrial Arts Education.
In this first practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system, for a minimum of 20 days. With the full guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this first practicum experience, teacher candidates will observe and assume a limited number of teaching responsibilities in the learning environment.
In this second practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 20 days. With the full support of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this practicum, teacher candidates will assume up to 25% of the primary responsibilities for the learning environment.
In this third practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 20 days. With the moderate guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this third practicum experience, teacher candidates will assume a minimum of 50% of the primary responsibilities for the learning environment.
In this fourth practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 30 days. With minimal guidance from a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this fourth practicum experience, teacher candidates will assume a minimum of 75% of the primary responsibilities for the learning environment.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.