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.
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).
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).
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.
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. Weekly readings, discussion, and practical assignments.
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. Weekly readings, discussion, and practical assignments.
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.
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.ÿ
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.
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.
This course gives an overview of qualitative research methods in light of the students' respective research theology and design. It is focused on the elaboration of the DMin thesis proposal.
This course gives an overview of qualitative research methods in light of the students' respective research theology and design. It is focused on the elaboration of the DMin thesis proposal.
This course gives an overview of qualitative research methods in light of the students' respective research theology and design. It is focused on the elaboration of the DMin thesis proposal.