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.
SMP3421HF
Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education.
SMP3421HS
Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education. Particular attention is paid to the impact of post-modern culture on the possibility of faith today.
SMP3421HS
Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education. Particular attention is paid to the impact of post-modern culture on the possibility of faith today.
SMP3421HS
Examination of contemporary theories of human growth and development and the contribution that such theories offer to the understanding of religious development, conversion and the praxis of religious education, ministry and evangelization. Course follows a lecture/seminar format, with evaluation based on class participation, seminar leadership, two short written assignments, and a final written assignment.
SMP3421HS
Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education. Particular attention is paid to the impact of post-modern culture on the possibility of faith today.
SMP3421HS
Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education. Particular attention is paid to the impact of post-modern culture on the possibility of faith today.
TRT3421HF
This course explores the theology of Baptism and Christian initiation in the New Testament and the early Church with a view to informing contemporary baptismal theology. Topics will include John the Baptist and his relationship to Jesus and to the early Church, baptism and the work of the Holy Spirit in the beginning of the Christian life, the interpretation of key New Testament baptismal texts, and baptismal and Catechetical developments in the early Patristic period. Consideration will be given to the role of critical Biblical scholarship and theological exegesis as it pertains to contemporary baptismal controversies and ecumenical developments.
TRT3421HF
This course explores the theology of Baptism and Christian initiation in the New Testament and the early Church with a view to informing contemporary baptismal theology. Topics will include John the Baptist and his relationship to Jesus and to the early Church, baptism and the work of the Holy Spirit in the beginning of the Christian life, the interpretation of key New Testament baptismal texts, and baptismal and Catechetical developments in the early Patristic period. Consideration will be given to the role of critical Biblical scholarship and theological exegesis as it pertains to contemporary baptismal controversies and ecumenical developments.
TRT3421HF
This course explores the theology of Baptism and Christian initiation in the New Testament and the early Church with a view to informing contemporary baptismal theology. Topics will include John the Baptist and his relationship to Jesus and to the early Church, baptism and the work of the Holy Spirit in the beginning of the Christian life, the interpretation of key New Testament baptismal texts, and baptismal and Catechetical developments in the early Patristic period. Consideration will be given to the role of critical Biblical scholarship and theological exegesis as it pertains to contemporary baptismal controversies and ecumenical developments.
TRT3421HS
This course explores the theology of Baptism and Christian initiation in the New Testament and the early Church with a view to informing contemporary baptismal theology. Topics will include John the Baptist and his relationship to Jesus and to the early Church, baptism and the work of the Holy Spirit in the beginning of the Christian life, the interpretation of key New Testament baptismal texts, and baptismal and Catechetical developments in the early Patristic period. Consideration will be given to the role of critical Biblical scholarship and theological exegesis as it pertains to contemporary baptismal controversies and ecumenical developments.
WYB3424HF
An awareness of the way Judaism developed in the period between the Maccabean revolt against the Syrian Hellenists (167 BCE) and the revolt against Rome (66-70 CE) is crucial for a proper understanding of both Jesus and the early Christian movement. This course will investigate these developments within Judaism in their political, social and literary contexts, with special attention to their significance for the New Testament.
SMP3425HS
Educators must be prepared to teach students from a range of religious backgrounds, including those who come from "traditional" religious communities, those who are seeking and shopping around, and those who have little orientation to religion at all. What issues-practical and theological-does this raise for how the teacher approaches matters of faith? How can teachers draw on the knowledge and experiences of students in the classroom to deepen student engagement when learning about religion? What should be the aims of Christian education in a multifaith classroom? The course will explore faith-focused teaching and learning in the context of religious diversity. It takes the Catholic tradition as its primary point of departure, but is attentive to other Christian traditions as well.