In-Person if the course requires attendance at a specific location and time for some or all course activities. These courses will have section codes starting in 0 or 4.
Online – Asynchronous if the course has no requirement for attendance at a specific time or location for any activities or exams. These courses will have the section code starting with 61.
Online – Synchronous if online attendance is expected at a specific time for some or all course activities, and attendance at a specific location is not expected for any activities or exams. These courses will have the section code starting with 62.
Hybrid if the course requires attendance at a specific location and time, however 33-66% of the course is delivered online. If online attendance is expected at a specific time, it will be in place of the in person attendance. These courses will have the section code starting with 31.
Some courses may offer more than one delivery method please ensure that you have the correct section code when registering via ACORN. You will not be permitted to switch delivery method after the last date to add a course for the given semester.
TSJ5021HF
A required cohort course for doctoral students dealing with fundamental aspects of research and scholarship, research methods and other aspects of professional scholarship, with attention to the study of theology in a university context.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSM5021HF
This course aims at a critical understanding of the theoretical base that informs the current practice of ministry. Theories of ministry and their practical consequences in the contemporary church are discussed.
TSJ5022HF
We all leave doctoral studies as experts in our fields and walk into classrooms full of non-expert students. What now? This course addresses the relationship between subject knowledge and teaching. Topics include issues related to course design and delivery (e.g., syllabus construction, assignments, development of outcomes; objectives) as well as to broader pedagogical issues (e.g., education for [trans]formation, relationships between classroom and context, professional identity).
TSJ5022HF
We all leave doctoral studies as experts in our fields and walk into classrooms full of non-expert students. What now? This course addresses the relationship between subject knowledge and teaching. Topics include issues related to course design and delivery (e.g., syllabus construction, assignments, development of outcomes; objectives) as well as to broader pedagogical issues (e.g., education for [trans]formation, relationships between classroom and context, professional identity).
TSJ5022HF
We all leave doctoral studies as experts in our fields and walk into classrooms full of non-expert students. What now? This course addresses the relationship between subject knowledge and teaching. Topics include issues related to course design and delivery (e.g., syllabus construction, assignments, development of outcomes; objectives) as well as to broader pedagogical issues (e.g., education for [trans]formation, relationships between classroom and context, professional identity).
TSJ5022HF
We all leave doctoral studies as experts in our fields and walk into classrooms full of non-expert students. What now? This course addresses the relationship between subject knowledge and teaching. Topics include issues related to course design and delivery (e.g., syllabus construction, assignments, development of outcomes; objectives) as well as to broader pedagogical issues (e.g., education for [trans]formation, relationships between classroom and context, professional identity).
TSJ5022HF
We all leave doctoral studies as experts in our fields and walk into classrooms full of non-expert students. What now? This course addresses the relationship between subject knowledge and teaching. Topics include issues related to course design and delivery (e.g., syllabus construction, assignments, development of outcomes; objectives) as well as to broader pedagogical issues (e.g., education for [trans]formation, relationships between classroom and context, professional identity).