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.
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.
WYB5021HF
Close reading in Hebrew of the Book of Ecclesiastes (Koheleth). The course will introduce students to modem historical-critical approaches to Koheleth in conjunction Hebrew reading, syntax, grammar, and exegesis. Recent commentary treatments (Longman, Bartholomew, Fox, and others) will be reviewed for strengths and weaknesses. The place of Ecclesiastes in so-called 'Wisdom Literature' will be examined. alongside its location in the canon. Older classical treatments of Koheleth (Luther) will also be evaluated. The place of the Epilogue and its hermeneutical function, as well as the traditional ascription to Solomon, will be reviewed.
WYB5021HF
Close reading in Hebrew of the Book of Ecclesiastes (Koheleth). The course will introduce students to modem historical-critical approaches to Koheleth in conjunction Hebrew reading, syntax, grammar, and exegesis. Recent commentary treatments (Longman, Bartholomew, Fox, and others) will be reviewed for strengths and weaknesses. The place of Ecclesiastes in so-called 'Wisdom Literature' will be examined. alongside its location in the canon. Older classical treatments of Koheleth (Luther) will also be evaluated. The place of the Epilogue and its hermeneutical function, as well as the traditional ascription to Solomon, will be reviewed.
WYB5021HF
Close reading in Hebrew of the Book of Ecclesiastes (Koheleth). The course will introduce students to modem historical-critical approaches to Koheleth in conjunction Hebrew reading, syntax, grammar, and exegesis. Recent commentary treatments (Longman, Bartholomew, Fox, and others) will be reviewed for strengths and weaknesses. The place of Ecclesiastes in so-called 'Wisdom Literature' will be examined. alongside its location in the canon. Older classical treatments of Koheleth (Luther) will also be evaluated. The place of the Epilogue and its hermeneutical function, as well as the traditional ascription to Solomon, will be reviewed.
WYB5021HS
Close reading in Hebrew of the Book of Ecclesiastes (Koheleth). The course will introduce students to modem historical-critical approaches to Koheleth in conjunction Hebrew reading, syntax, grammar, and exegesis. Recent commentary treatments (Longman, Bartholomew, Fox, and others) will be reviewed for strengths and weaknesses. The place of Ecclesiastes in so-called 'Wisdom Literature' will be examined. alongside its location in the canon. Older classical treatments of Koheleth (Luther) will also be evaluated. The place of the Epilogue and its hermeneutical function, as well as the traditional ascription to Solomon, will be reviewed.
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). Students will produce a full introductory-level course syllabus and accompanying essay, session notes, example lecture in collaboration with a faculty supervisor.
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). Students will produce a full introductory-level course syllabus and accompanying essay, session notes, example lecture in collaboration with a faculty supervisor.
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).