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.
From the beginning, Christianity has been at its heart a religion of learning. The Greek word rendered in English as disciple is not originally a religious word, but simply means a learner. Christ thus charges his apostles to Go out and make learners of all the nations (Matthew 28.19). In this course, students will face up to the crisis of catechesis and Christian formation within a contemporary church struggling to come to terms with the secularity and diversity of a post-Christendom world. Drawing on insights from ancient Christian tradition as well as contemporary authors and thought, students will creatively explore what it means to teach, learn and live the Christian faith today.
From the beginning, Christianity has been at its heart a religion of learning. The Greek word rendered in English as disciple is not originally a religious word, but simply means a learner. Christ thus charges his apostles to Go out and make learners of all the nations (Matthew 28.19). In this course, students will face up to the crisis of catechesis and Christian formation within a contemporary church struggling to come to terms with the secularity and diversity of a post-Christendom world. Drawing on insights from ancient Christian tradition as well as contemporary authors and thought, students will creatively explore what it means to teach, learn and live the Christian faith today.
From the beginning, Christianity has been at its heart a religion of learning. The Greek word rendered in English as disciple is not originally a religious word, but simply means a learner. Christ thus charges his apostles to Go out and make learners of all the nations (Matthew 28.19). In this course, students will face up to the crisis of catechesis and Christian formation within a contemporary church struggling to come to terms with the secularity and diversity of a post-Christendom world. Drawing on insights from ancient Christian tradition as well as contemporary authors and thought, students will creatively explore what it means to teach, learn and live the Christian faith today.
Catholic education, catechesis, and schooling are rooted in a centuries-long tradition of educating in faith as articulated in a variety of schools of spirituality. These schools of spirituality influence not only what is taught, but the educational approaches and practices that are used. This course will explore the foundational texts from major schools of spirituality and explore the ways that these have led to a variety of pedagogical practices in the formation of faith. Particular attention will be given to how these spiritual traditions inform the life of Catholic schools and universities, but application to other congregational and other ministerial contexts will also be explored.
Examines the theology and sacramental foundations of the priesthood of the baptized and the ministerial priesthood and their interrelationship within the church envisioned as an ordered community.
Examines the theology and sacramental foundations of the priesthood of the baptized and the ministerial priesthood and their interrelationship within the church envisioned as an ordered community.
The MRE Practicum offers participants the opportunity to reflect upon and integrate the theological, philosophical, historical, and pedagogical areas of study, to practice the knowledge and skills, to profit from a supervised peer-supported group and to relate teaching contextually in a post-modern globalized reality.
A study of the historical context, documents, and theology of the Second Vatican Council with special attention to the interpretive and theological principles that permit an analysis of how the council was in continuity with its historical past, a ressourcement, but also a development within the Roman Catholic tradition, aggiomamento, a critical renewal of the church for new times and new contexts.
A study of the historical context, documents, and theology of the Second Vatican Council with special attention to the interpretive and theological principles that permit an analysis of how the council was in continuity with its historical past, a ressourcement, but also a development within the Roman Catholic tradition, aggiomamento, a critical renewal of the church for new times and new contexts.
This course introduces students to Catholic documents that have both explicit and implicit implications for Catholic education. The objective of the course, therefore, is to enable students to read these texts closely with a view to drawing out the implications, cultural context, and key educational issues. Attention will be paid to the pedagogical, theological, cultural, social, and foundational issues contained in these texts. As this is a course in reading primary texts, students will be expected to become very knowledgeable of the texts assigned each week.
This course is a historical, systematic, and pastoral study of the sacraments of initiation (baptism, confirmation, Eucharist), healing (reconciliation, sacrament of the sick), and vocation (marriage and orders) in Roman Catholic theology and practice. The purpose of this course is to 1) explore the meaning of ritual and symbol in human experience and religious practice, 2) trace the historical development of sacraments in the Christian tradition and 3) identify key issues and challenges in a contemporary sacramental theology.
Historically, the experiences of Indigenous Christians in the churches have not been honoured or valued. At best, they were marginalized, and this is still the case today. Using Indigenous methodologies of teaching and learning and a storytelling approach, Indigenous Christian elders and teachers offer in this course a different view of Indigenous Christian experiences and highlight their theological, spiritual, and ecclesial contribution to the churches. Learning to honour Indigenous Christian experiences is a gift to the transformation of the churches and an important step on the journey towards reconciliation.