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.
Please Note:
If you are unable to register, through ACORN, for a course listed on this site, please contact the registrar of the college who owns the course. This can be identified by the first two letters of the course code.
For Summer courses, unless otherwise stated in the ‘Enrolment Notes’ of the course listing, the last date to add a course, withdraw from a course (drop without academic penalty) and to obtain a 100% refund (minus the minimum charge) is one calendar day per week of the published meeting schedule (start and end date) of the course as follows: One-week Summer course – 1 calendar day from the first day of class for the course; Two-week Summer course – 2 calendar days from the first day of class for the course, etc. up to a maximum of 12 calendar days for a 12 week course. This is applicable to all delivery modalities.
A reflection upon the role of psychology in religious education as a way to understand faith development (James W. Fowler) and/or human transcendence (Bernard J.F. Lonergan). Some time will be given to Ignatian and Carmelite spirituality as samples of structuring spirituality. Readings, two short papers, integrative paper.
A reflection upon the role of psychology in religious education as a way to understand faith development (James W. Fowler) and/or human transcendence (Bernard J.F. Lonergan). Some time will be given to Ignatian and Carmelite spirituality as samples of structuring spirituality.
A reflection upon the role of psychology in religious education as a way to understand faith development (James W. Fowler) and/or human transcendence (Bernard J.F. Lonergan). Some time will be given to Ignatian and Carmelite spirituality as samples of structuring spirituality.
This course examines the differing historical contexts (historical, intellectual and theological) of the Book of Common Prayer, including an exploration of the religious, political and social environs that produced each version in Anglican Church history. The course methodology is lecture, readings, and discussion. Course evaluation will consist of written responses and reflections based on assigned readings and a research project.
Welcome to the search for Christian spirituality. Beginning in New France, the investigation will travel through the evolution of spirituality in the Canadian Catholic community. After the Renaissance, Christian spirituality inspired communal liturgy, religious communities, colleges, and health-care servicesthroughout the western world. After the Enlightenment, Christian spirituality continued to grow in worldexploration, science, art, romanticism, and technology for an energetic future. Attendance, participation, and a weekly one-page seminar paper (some are marked) 30%; research essay 40%; open book exam 30%.
Welcome to the search for Christian spirituality. Beginning in New France, the investigation will travel through the evolution of spirituality in the Canadian Catholic community. After the Renaissance, Christian spirituality inspired communal liturgy, religious communities, colleges, and health-care services throughout the western world. After the Enlightenment, Christian spirituality continued to grow in world exploration, science, art, romanticism, and technology for an energetic future. Attendance, participation, and a weekly one-page seminar paper (some are marked) 30%; research essay 40%; open book exam 30%.
This course examines the ethical practice of Christian ministry. Students will examine how Christian ministers, both lay and ordained, are called to love God, themselves, and their communities through the practice of virtuous and responsible ministry. Topics will include ecclesial leadership and power; maintaining safeguards and boundaries to protect vulnerable persons and public trust in the Church's ministers; hospitality toward marginalized groups; confidentiality and its limits; financial stewardship; and providing ethical guidance in teaching, preaching, and spiritual accompaniment. While resources will be drawn from the Catholic context, the course welcomes students preparing for ministry in other faith traditions.
This course focuses on cognitive, physical, sexual, emotional and spiritual development of the person throughout the human lifespan, from birth to death. Students will examine central concepts related to parameters of human individual and social development - with a focus on the Family Life Cycle, from both a conceptual and personal perspective. Focus is also on clinical assessment and diagnosis, treatment planning, and therapeutic interventions as they relate to transitional crisis and major life events across the lifespan, as appropriate to the cultural and developmental sensitivities of the client and the family.
This course focuses on cognitive, physical, sexual, emotional and spiritual development of the person throughout the human lifespan, from birth to death. Students will examine central concepts related to parameters of human individual and social development - with a focus on the Family Life Cycle, from both a conceptual and personal perspective. Focus is also on clinical assessment and diagnosis, treatment planning, and therapeutic interventions as they relate to transitional crisis and major life events across the lifespan, as appropriate to the cultural and developmental sensitivities of the client and the family.
Foundational elements for pastoral care: theology of ministry, acceptance of self, relationships, grief and loss, prayer, suffering, art of listening, care with the sick and infirm at home and in institutions.
Foundational elements for pastoral care: theology of ministry, acceptance of self, relationships, grief and loss, prayer, suffering, art of listening, care with the sick and infirm at home and in institutions.
Foundational elements for pastoral care: theology of ministry, acceptance of self, relationships, grief and loss, prayer, suffering, art of listening, care with the sick and infirm at home and in institutions.