This course prepares pre-service teachers to inclusively support and educate children with complex learning, communication, behavioural, physical, developmental, and multiple exceptionalities in Canadian schools. Students will develop knowledge and skills in evidence-informed instructional strategies, inclusive classrooms, and trauma-informed approaches. Special emphasis is placed on supporting students with complex medical needs, emotional and behavioural disabilities, and mental health challenges. Through case studies, literature analysis, reflective activities, and practical assignments, students will acquire the tools to create inclusive, safe, and supportive learning environments that promote equitable access, participation, and meaningful learning for all students.

This course introduces students to foundational concepts and application of educational technology in the 21st-century classroom. Students will move beyond using technology to evaluating and designing learning experiences that leverage the unique affordances of digital tools to strengthen learning for children and adolescents. Students will gain pedagogical strategies linked to school curriculum and understand the role of educators in equipping K-12 learners with digital literacy skills to better prepare them for global and digital citizenship.

This course is an exploration of the diversity of learners within an inclusive classroom. Course content will focus on knowledge of exceptionalities, inclusive learning, universal design for learning, differentiated instruction, accommodations, referral procedures, collaboration skills, and development of individual program plans. Students will also focus on the importance of inclusive learning environments. Students will develop a vision and philosophy of inclusion in education.

This course provides an introductory investigation of the school context from the vantage point of students, teachers and others involved in K-12 education. The course includes both lectures and 30-40 hours of field experience in elementary and secondary classrooms over the term.

A 30 hour observation course in which student teachers are assigned to a working teacher in a classroom setting. This course is intended to supplement the practicum experience offered in ED2510.

This course provides an introductory investigation of the school context from the vantage point of students, teachers and others involved in K-12 education. The course includes both lectures and 60-80 hours of field experience in elementary and secondary classrooms over the term.

This course provides a comprehensive introduction to foundational instructional processes informed by cognitive science, blending theory and practice with collaborative reflection to prepare students for effective teaching. Through a cyclical process of theoretical coursework, micro-teaching, and reflection on practice, students deepen their understanding of essential teaching frameworks, lesson planning, instructional design, and assessment practices. Coursework emphasizes unpacking curriculum to design engaging, meaningful activities and lessons for diverse classroom settings. Students will develop skills in differentiating instruction through inclusive teaching strategies and classroom management, enabling them to support progress across multiple grade levels and meet the needs of all learners.

This course will explore foundational concepts and theories central to effective instruction in K-6 social studies classrooms. This course aims to introduce students’ understanding of pedagogical approaches for presenting historical and contemporary principles, ideas, and knowledge within meaningful contexts, with a focus on culturally responsive teaching to better plan, prepare and teach students in an elementary social studies context. Students will engage in developing an understanding, respect, and appreciation for the histories, cultures, languages, contributions, perspectives, and contemporary experiences of First Nations, Métis, and Inuit peoples.

This course examines foundational concepts, practices, and skills relevant to science education. Pedagogical perspectives and knowledge of child development will broaden students’ understanding of the role of a teacher in fostering wonder and connecting science to children’s everyday lives. A focus will be placed on instructional approaches allowing for curiosity, critical thinking, and scientific inquiry while exploring curriculum. Students develop skills in designing, implementing, and assessing engaging learning experiences to gain confidence and preparedness for teaching science to diverse learners.

This course includes key theoretical topics and pedagogical applications for effective assessment practices. Students will gain skills in designing and implementing formative and summative assessment practices which relate to curricular outcomes and promote learning for students.

The primary objectives of this course are to facilitate the integration of various effective classroom assessment practices into pedagogical planning and instruction. This course aims to enhance the systematic collection and analysis of pertinent data that will inform instructional decision-making and evaluation, foster heightened student engagement, and ultimately elevate students' overall learning of the outcomes.

This course is designed to build foundational numeracy skills for K-6 learners, emphasizing the knowledge, skills, competencies, and dispositions required to apply mathematics in authentic situations. Students will deepen their understanding of the progressions of key concepts, the interconnected ideas of mathematics, and the sequencing of curriculum, while gaining confidence in both learning and teaching mathematics. Through hands-on experiences, research, reflection, and collaborative learning labs, participants will explore effective instructional strategies and develop the tools to engage and support all students in meaningful mathematical thinking and learning.

This course introduces the components necessary for effective literacy instruction in the elementary classroom. Course content will focus on the early literacy components (phonological awareness, oral language, concepts of print), as well as text forms, phonics, vocabulary, fluency, comprehension, and writing.   Pre-service teachers will examine research-based structures, teaching strategies, and pedagogies that are proven effective in the elementary classroom and will practice these strategies in learning labs.

This course focuses on the unique approaches of teaching and learning in secondary schools. Students will be introduced to major constructs of curricula, instructional strategy, and assessment related to secondary teaching. The course will also have a focus on contemporary issues in teaching in a secondary setting and approaches to engage adolescent youth in an equitable and inclusive manner.

Six-week field experience, placed with a mentor teacher in either an elementary or secondary setting depending on the student’s chosen pathway. The focus is on integrating knowledge and skills around formative assessment, classroom management, effective lesson planning and instructional strategies. Preparation for the field experience will include seminars to support and ready preservice teachers for the complexities of teaching in schools.

An introduction to the Engineering Faculty, the engineering profession, the skills required for academic success, and the fundamentals of leadership: study and life skills; time management and goal setting; interpersonal skills; career planning; engineering and society including elements of ethics, equity, concepts of sustainable development, environmental stewardship, and public safety.

Fundamentals of computer programming with emphasis on solving engineering problems. Structure and syntax of computer programs, variables, data types, data structures, control structures, functions, input/output operations, debugging, software development process.

Equilibrium of planar systems. Analysis of statically determinate trusses and frames. Friction. Centroids and centres of gravity. Forces and moments in beams. Second moments of area.

Fundamental design process and theory in a multidisciplinary context. Importance, in engineering design, of communications; teamwork; the engineering disciplines, career fields; professional responsibilities of the engineer including elements of ethics, equity, concepts of sustainable development and environmental stewardship, public and worker safety and health considerations including the context of the Alberta Occupational Health and Safety Act.

This course provides an in-depth study of the structures of the human body and their interrelationships using a systems approach. The correlations between structure (anatomy) and function (physiology) are noted. Major topics include body organization, the integumentary, skeletal, muscular, nervous, respiratory, cardiovascular, lymphatic, digestive, endocrine, urinary and reproductive systems, the general and special senses, and human development. This course is designed to prepare students in medical fields of study for advanced courses in their respective disciplines.

A comprehensive exploration of both theoretical principles and practical applications crucial for delivering effective patient care. This course employs a hybrid approach, combining online learning modules with in-person instruction and patient engagement to provide students with a rounded understanding of medical theory, practical skills, assessment techniques, clinical presentations, and diagnostics pertinent to the management of ill and injured patients.

The course emphasizes active application of acquired theoretical knowledge through participation in skills, scenarios, and simulation environments. Through simulated patient care scenarios, and patient engagement students refine their ability to handle emergency calls efficiently, administer safe patient care, and navigate medical and trauma situations with assuredness.

Within this course is a 16-hour Patient Engagement which offers hands-on experience for Emergency Medical Responder (EMR) students, focusing on assessment, communication, and interpersonal skills essential for professional practice. Under the guidance of an assigned instructor/preceptor, students will practice and refine skills in a supervised environment. Throughout the patient engagement, students will uphold the standards of the profession and represent Northwestern Polytechnic with integrity. They will integrate the Code of Ethics and Standards of Practice into their professional conduct, while incorporating communication, history-taking, assessment techniques, clinical presentations, and diagnostic findings.

This blended approach equips students with the skills, confidence, and expertise necessary to respond effectively to the complexities of emergency medical situations.