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 centers the experiences of children and adolescents in theological reflection on what it means to be a human person. This serves to reframe the often unreflected-upon assumption of middle-age as a norm in theological anthropology. It also introduces an “already and not yet” quality into these theological reflections, affirming that children and adolescents are already fully human and beloved of God, while recognizing that they are not yet fully grown. The course will explore some of the traditional categories of theological anthropology (such as freedom, grace, sin, and the imago Dei) in order to understand how these categories are experienced by children and adolescents and how these experiences can inform a more capacious theological perspective on all of humanity.
Prophetic and ethical approaches to preaching assume that there is a need for positive social change in communities. This course explores how the preaching of the church contributes to social change within the church and beyond. Through an emphasis on contextualization of the word, and critical engagement with a variety of homiletic proposals, this course seeks to build a robust understanding of the gospel in context and the ways that good news is heard and received in various locations. Topics include decolonial preaching, Eco theology, liberation preaching, black preaching, feminist preaching. The goal is to craft and deliver sermons that engage deeply with the biblical text and can respond to social phenomenon and crises in contextual and gospel-centered ways.
What does it mean to pray the words, “Thy Kingdom Come” in the Lord’s Prayer? How does one exercise power in leadership? In an era of at-times abusive, and often failed leadership, this course opens an Old Testament theology of divine and human kingship and power. Focused on the Old Testament in its ancient and literary contexts and with attention to a New Testament telos, it explores several loci in which God’s kingship is expressed. These may include creation, covenant, worship, warfare, the monarchy, and Israel’s history. Extending God’s sovereign rule, the office of human king is explored in its various stages including inception, development, and failure. The consideration of key biblical texts works toward forming a biblical theology of God’s kingship within the Old Testament, and its ultimate fulfillment in Jesus Christ.
What does it mean to pray the words, “Thy Kingdom Come” in the Lord’s Prayer? How does one exercise power in leadership? In an era of at-times abusive, and often failed leadership, this course opens an Old Testament theology of divine and human kingship and power. Focused on the Old Testament in its ancient and literary contexts and with attention to a New Testament telos, it explores several loci in which God’s kingship is expressed. These may include creation, covenant, worship, warfare, the monarchy, and Israel’s history. Extending God’s sovereign rule, the office of human king is explored in its various stages including inception, development, and failure. The consideration of key biblical texts works toward forming a biblical theology of God’s kingship within the Old Testament, and its ultimate fulfillment in Jesus Christ.
The Roman Catholic Church is in the midst of a Synodal process, one which Pope Francis has declared to be the ongoing manner of proceeding for the Church. "The Synod is not a parliament or an opinion poll; the Synod is an ecclesial event and its protagonist is the Holy Spirit." This course will trace the theological origins from Vatican II (Lumen Gentium and the particular focus on the People of God) and key characteristics of the process (listening, spiritual conversation, discernment, all of which have a significant theological foundation). The responses already received from the universal church will be considered including concern for: the ecumenical and inter-faith engagements that have occurred; the importance of co-responsibility; the participation of women and young people; and a universal concern for minority groups; the ongoing need for formation. The course will also consider the challenges that the process faces as it continues.
This course will provide an introduction to the theology of the Church and the Church'sunderstanding of itself as a principal mediator of the mystery and grace of God in theworld. The approach of the course will be threefold: 1) a study of the historicaldevelopment of ecclesial structures with special emphasis on understanding theecclesiology of the second Vatican Council. This will include, a discussion of somepertinent issues arising from the Council such as the magisterium, collegiality, andministry; 2) an understanding of the diverse “theologies' of Church through some of the primary images and models in which it understands itself; and 3) an attempt tounderstand the ecumenical emphasis of Vatican II that has given rise to a renewedinterest in interdenominational€â€ÂÂinterreligious dialogue, mission and inculturation, andthe emergence of contextual approaches such as the feminist and liberationistmethodologies.
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.
This course is an examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education.
Taking into account recent paradigm shifts in the theology of mission, this course invites participants to consider the relationship of mission to biblical sources, culture and context, unity and diversity in the church, post-colonism and intercultural engagement, and especially religious pluralism. The goal is to foster critical theological reflection on how the church might best understand and embody its mission in a multifaceted and globalizing world situation today. Methodology: lectures/discussions. Evaluations are based upon a mid-term paper, final research paper, and class participation. Prerequisite: Completion of first credit group or Level II.
The Roman Catholic Church is in the midst of a Synodal process, one which Pope Francis has declared to be the ongoing manner of proceeding for the Church. "The Synod is not a parliament or an opinion poll; the Synod is an ecclesial event and its protagonist is the Holy Spirit." This course will trace the theological origins from Vatican II (Lumen Gentium and the particular focus on the People of God) and key characteristics of the process (listening, spiritual conversation, discernment, all of which have a significant theological foundation). The responses already received from the universal church will be considered including concern for: the ecumenical and inter-faith engagements that have occurred; the importance of co-responsibility; the participation of women and young people; and a universal concern for minority groups; the ongoing need for formation. The course will also consider the challenges that the process faces as it continues.
This course will use the Christian preaching in the first millennium as a laboratory to inform and develop the composition and delivery of contemporary homilies. We will discuss their methods of biblical exegesis, deployment of classical rhetoric, contributions to moral formation, and the development of Christian doctrine. Beyond exercises in composition and delivery of homilies, course also gives students an opportunity to refine peer review and self-assessment skills.