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.
Within the Old Testament the depiction of, and context of trauma is frequent and present in different genres across the whole corpus. Traumas include those arising from warfare and/or forced migration/exile, family conflict, abuse of power, sexual violation, and adverse psychological, social and economic realities. Such depictions may be explicitly negatively evaluated, but even so raise complicated questions for those who hold these texts as Christian scripture and/or theologically, ethically, and pastorally formative. The nature of justice, the character and work of God, and the pastoral use of texts of trauma name some of these questions, particularly when these texts of trauma are read within a Christian context.
Within the Old Testament the depiction of, and context of trauma is frequent and present in different genres across the whole corpus. Traumas include those arising from warfare and/or forced migration/exile, family conflict, abuse of power, sexual violation, and adverse psychological, social and economic realities. Such depictions may be explicitly negatively evaluated, but even so raise complicated questions for those who hold these texts as Christian scripture and/or theologically, ethically, and pastorally formative. The nature of justice, the character and work of God, and the pastoral use of texts of trauma name some of these questions, particularly when these texts of trauma are read within a Christian context.
Combining classroom time, and a trip to Canada's North, students will come to a deeper understanding of the Church's theology and praxis regarding inculturation and spirituality within a First Nations context. Consideration will be given to the legacy of colonization and movements fostering greater autonomy in the Canadian aboriginal context. Fond du Lac, SK and Bhechoko, NT are the two primary sites for gatherings.
Students are expected to participate In all the preparatory gatherings prior to departure and to be actively engaged with their peers and members of the community upon arrival at Fond-du-Lac and Pine Channel, Saskatchewan or another approved location.
The preparatory gatherings will be an opportunity to welcome members of various First Nations in Southwestern Ontario and to meet with non-indigenous men and women who have spent considerable time working with the Dene people. On site, this participation will include sharing in religious ceremonies, common meals, "evening conversations and contributing through your labours (cooking, dish washing, hauling of water) to the general well-being of the group. Students will have the opportunity to meet formally and informally with various community leaders, elders, elected officials, families, nurses, educators and the RCMP, so as to come to a deeper appreciation of the opportunities and challenges of life in the Canadian north.
There are a number of organizations in the city and on campus that work with members from various indigenous
communities. Students are expected to become familiar with one group and to participate in their programming. A monthly report will be required to update the instructor on the status of your involvement.
Combining classroom time (Winter 2018), and a trip to Canada's North (July 2018), students will come to a deeper understanding of the Church's theology and praxis regarding inculturation and spirituality within a First Nations context. Consideration will be given to the legacy of colonization and movements fostering greater autonomy in the Canadian aboriginal context. Fond du Lac, SK and Bhechoko, NT are the two primary sites for gatherings.
Students are expected to participate In all the preparatory gatherings prior to departure and to be actively engaged with their peers and members of the community upon arrival at Fond-du-Lac and Pine Channel, Saskatchewan or another approved location.
The preparatory gatherings will be an opportunity to welcome members of various First Nations in Southwestern Ontario and to meet with non-indigenous men and women who have spent considerable time working with the Dene people. On site, this participation will include sharing in religious ceremonies, common meals, "evening conversations,n and contributing through your labours (cooking, dish washing, hauling of water) to the general well-being of the group. Students will have the opportunity to meet formally and informally with various community leaders, elders, elected officials, families, nurses, educators and the RCMP, so as to come to a deeper appreciation of the opportunities and challenges of life in the Canadian north.
There are a number of organizations in the city and on campus that work with members from various indigenous
communities. Students are expected to become familiar with one group and to participate in their programming. A monthly report will be required to update the instructor on the status of your involvement.
Combining classroom time (Winter 2019), and a trip to Canada's North (July 2019), students will come to a deeper understanding of the Church's theology and praxis regarding inculturation and spirituality within a First Nations context. Consideration will be given to the legacy of colonization and movements fostering greater autonomy in the Canadian aboriginal context. Fond du Lac, SK and Bhechoko, NT are the two primary sites for gatherings.
Students are expected to participate In all the preparatory gatherings prior to departure and to be actively engaged with their peers and members of the community upon arrival at Fond-du-Lac and Pine Channel, Saskatchewan or another approved location.
The preparatory gatherings will be an opportunity to welcome members of various First Nations in Southwestern Ontario and to meet with non-indigenous men and women who have spent considerable time working with the Dene people. On site, this participation will include sharing in religious ceremonies, common meals, "evening conversations and contributing through your labours (cooking, dish washing, hauling of water) to the general well-being of the group. Students will have the opportunity to meet formally and informally with various community leaders, elders, elected officials, families, nurses, educators and the RCMP, so as to come to a deeper appreciation of the opportunities and challenges of life in the Canadian north.
There are a number of organizations in the city and on campus that work with members from various indigenous communities. Students are expected to become familiar with one group and to participate in their programming. A monthly report will be required to update the instructor on the status of your involvement.
As responsible citizens of the world, ecclesial ministers, religious educators and theologians need to understand religious viewpoints since religious faith is a source of most worldviews, which both shape and are shaped by culture. This course is designed to explore the dialogue between Christianity and other world religions. Given the urgency and universality of threats to environmental well-being, this course will explore dialogue through the relation of religion and ecology. Emphasis will be placed on how the adherents of religious traditions understand themselves and address issues related to ecology and environmental responsibility in our contemporary world.
What does the spiritual life look like? And where can we find it? Using Nouwen as a guide, we will start by trying to detect its presence (or absence) in our own lives and in the communities to which we belong; only then will we be in a position to see how we can minister to others. Based on both Nouwen's published works and on unpublished material from the Nouwen Archives, this course will include a visit from members of the L'Arche Daybreak community where Nouwen spent the last 10 years of his life.
What does the spiritual life look like? And where can we find it? Using Nouwen as a guide, we will start by trying to detect its presence (or absence) in our own lives and in the communities to which we belong; only then will we be in a position to see how we can minister to others. Based on both Nouwen's published works and on unpublished material from the Nouwen Archives, this course will include a visit from members of the L'Arche Daybreak community where Nouwen spent the last 10 years of his life.
This course will offer a foundational introduction to the realities of ecumenism and interreligious dialogue within the Catholic Church. The theology and principles of interreligious dialogue will be considered in relation to Biblical, Patristic, and modern sources. Attention will be given to the foundations and history of Catholic ecumenical engagement, the nature and work of dialogue, models and levels of ecumenical work. Both historical and contemporary dimensions will be considered, and special focus will be given to the Catholic Church's magisterial documents in these areas.
This course will offer a foundational introduction to the realities of ecumenism and interreligious dialogue within the Catholic Church. The theology and principles of interreligious dialogue will be considered in relation to Biblical, Patristic, and modern sources. Attention will be given to the foundations and history of Catholic ecumenical engagement, the nature and work of dialogue, models and levels of ecumenical work. Both historical and contemporary dimensions will be considered, and special focus will be given to the Catholic Church’s magisterial documents in these areas.
This course will offer a foundational introduction to the realities of ecumenism and interreligious dialogue within the Catholic Church. The theology and principles of interreligious dialogue will be considered in relation to Biblical, Patristic, and modern sources. Attention will be given to the foundations and history of Catholic ecumenical engagement, the nature and work of dialogue, models and levels of ecumenical work. Both historical and contemporary dimensions will be considered, and special focus will be given to the Catholic Church’s magisterial documents in these areas.
This course will offer a foundational introduction to the realities of ecumenism and interreligious dialogue within the Catholic Church. The theology and principles of interreligious dialogue will be considered in relation to Biblical, Patristic, and modern sources. Attention will be given to the foundations and history of Catholic ecumenical engagement, the nature and work of dialogue, models and levels of ecumenical work. Both historical and contemporary dimensions will be considered, and special focus will be given to the Catholic Church’s magisterial documents in these areas.