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.
This course will survey the origins and historical development of eucharistic rites in both East and West, with special attention to the interaction between the liturgy and the development of eucharistic theology. It will proceed to an evaluation of contemporary rites, particularly the Roman Missal, and implications for ecumenical dialogue and pastoral practice.
This required course affords students opportunity to integrate their supervised eight-month internship with coursework learning, and to assess, with their instructor and their peers, their own readiness for ministry leadership. The class process involves seminar discussions of case studies generated from the internship experience and assigned reading materials. The written and evaluative component of the course requires participating in assembling core readings, a class presentation and a 20-25 page ministry praxis research paper. Evaluation: 80% attendance at classes, satisfactory completion of all assignments.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise.
As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry. Evaluation: class presentation, attendance, assignments, final paper.
The task of integrating one's theological education and ministry practice does not always run smoothly. In this course we partner with those who have already made this transition to help shepherd the way through a series of community -leader led workshops. It's impossible to learn everything you need to know for the immensity of a ministry vocation in a short three-year program. That's why lists about detailing, "things they didn't teach me in seminary". This course won't close the loop on that learning. You'll still have your (ever expanding) list! This course will, however, help you acquire the integrative skills to facilitate your lifelong learning on-the-job. Students create a learning plan for the course in relation to a number of prompts: (1) For what kind(s) of ministry have I been preparing over the past few years? (2) What spiritual practice(s) do I need to engage so that my ministry contributes to my faith's flourishing rather than its withering? (3) What do I still need €“ that this course can provide €“ in order to pursue ministry in a healthy and vital way? (4) How will I bring the resources of my theological education to bear on the new and challenging situations I will face in my ministry?
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry. Evaluation: class presentation, attendance, assignments, final paper. Prerequisite: EMF 3020Y Contextual Education.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.
This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.
This course affords students opportunity to reflect on the experiences and learning of their supervised eight-month internship, to assess, with their instructor and their peers, their own readiness for ministry leadership. The class process will involve seminar discussions of case studies and critical incidents generated from the internship experience and assigned reading materials. The written and evaluative component of the course will require an annotated bibliography, a class presentation and a 25-page ministry praxis research paper. Evaluation: 80% attendance at classes, satisfactory completion of all assignments and class participation.
The task of integrating one’s theological education and ministry practice does not always run smoothly. In this course we partner with those who have already made this transition to help shepherd the way through a series of community-leader led workshops.
It’s impossible to learn everything you need to know for the immensity of a ministry vocation in a short three-year program. That’s why lists abound detailing, “things they didn’t teach me in seminary.” This course won’t close the loop on that learning. You’ll still have your (ever expanding) list! This course will, however, help you acquire the integrative skills to facilitate your lifelong learning on-the-job.
Students create a learning plan for the course in relation to a number of prompts: (1) For what kind(s) of ministry have I been preparing over the past few years? (2) What spiritual practice(s) do I need to engage so that my ministry contributes to my faith’s flourishing rather than its withering? (3) What do I still need – that this course can provide – in order to pursue ministry in a healthy and vital way? (4) How will I bring the resources of my theological education to bear on the new and challenging situations I will face in my ministry?