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This course seeks to ground students in an understanding of ministry shaped by Trinitarian theology. Furthermore, it offers a variety of tools to enable students to develop spiritual practices drawn from ancient, tested traditions to encourage a balanced spiritual life that can sustain the challenges and joys of ministry.

A study of the collection, analysis and interpretation of numerical data. Topics covered are probability spaces, conditional probability, random variables both continuous and discrete, Binomial, Normal, Poisson, Student’s t and Chi-square distributions, expectations, sampling distributions, estimation, tests of significance, regression analysis, and design of experiments. Includes lab time to emphasize the use of computer software for statistics. This course meets 4 hours a week.

Topics include: descriptive statistics; probability; random variables and probability distributions; expectation; binomial, Poisson, and normal distributions; random sampling and sampling distributions; point and interval estimation; classical hypothesis testing and significance testing. Statistical examples and applications from life sciences will be emphasized. (Not for mathematics majors).

Learn how to make strategic management decisions in this hands-on course that makes extensive use of the case-study method. Integrate all of the skills and knowledge gained in prior business courses to select the product/market focus, value proposition, and core activities that will successfully align with your organization’s environment, resources, stakeholder preferences, and organizational structures to produce a winning strategy.

A study of a specific theme, genre, author or group of authors in Canadian literature.

20th-century literature in English from countries that were previously British colonies, read in relation to canonical literature from Britain itself.

A study of an issue or a theme at the intersection of religion and the media. The particular focus of the course varies from year to year. This course explores the religious nature of cultural formation relative to the intersection of everyday life and the digital age. This course does so grounded in the historical tradition of Christian virtue ethics as it emerges after the particularist turn in philosophical and theological ethics.

A study of a specific theme, genre, author or group of authors in selected literature, such as Dickens.

This course explores the foundations of educational institutions in Canada and especially the province of Ontario. The origin and development of public, separate, and private schools will be studied. The main requirements of the Ontario Education Act, key Regulations, and the Foundations of Professional Practice will be reviewed to prepare education students to understand the legal and professional context for teaching in Ontario.

This course provides teacher candidates who have identified dramatic arts as their intermediate division teaching subject with a sustained focus on dramatic arts curriculum and pedagogy. Building on the foundation established in EDU-333, this course will provide depth and breadth for the effective teaching of dramatic arts in the intermediate grades. (1.5 credits)

This course is intended to enhance professional practice and extend knowledge and skills in the delivery of French as a Second Language. It also explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. In addition, this course will discuss particular topics and issues that are relevant to a variety of school systems. NOTE: This course may be considered an equivalent prerequisite for the FSL Part II AQ course for qualified teachers in the junior/intermediate division with a French teaching subject; however, the course is not equivalent to the FSL Part I AQ course and will not be noted on the Certification of Qualification by the OCT.

This course provides teacher candidates who have identified geography as their intermediate division teaching subject with a sustained focus on geography curriculum and pedagogy. Building on the foundation established in EDU-338, this course will provide depth and breadth for the effective teaching of geography in the intermediate grades. (1.5 credits)

This course provides introductory skills and information necessary to planning and teaching an effective health and physical education program in the junior and intermediate divisions.

This course provides introductory skills and information necessary to planning and teaching an effective health and physical education program in the primary and junior divisions.

This course provides teacher candidates who have identified history as their intermediate division teaching subject with a sustained focus on history curriculum and pedagogy. Building on the foundation established in EDU-338, this course will provide depth and breadth for the effective teaching of history in the intermediate grades. (1.5 credits)

This course follows the general framework described in EDU-442, except that the focus has shifted to the intermediate grades, 7-10. (1.5 credits)

The underlying purpose of the course is to develop teacher candidates’ awareness and understanding of theories, research, and methodologies that can be applied to the teaching of mathematics in the junior grades (4-6). While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to important topics in math education that are of concern to math teachers nationally and internationally such as: nature of math; mathematical literacy; teaching mathematics to all students; constructivist approaches; developmental aspects; and the use of technology in teaching math. The course will also nurture an appreciation for the order revealed by mathematical relationships within the structures of creation and imbue candidates with a sense of intrigue and excitement about teaching and learning mathematics.

This course follows the general framework described in EDU-440, except that the focus has shifted to the junior grades, 4-6. (1.5 credits)

The underlying purpose of the course is to develop candidates’ awareness and understanding of theories, research, and methodologies that can be applied to the teaching of mathematics in the primary grades (1-3). While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to important topics in math education that are of concern to math teachers nationally and internationally such as: nature of math; mathematical literacy; teaching mathematics to all students; constructivist approaches; developmental aspects; and the use of technology in teaching math. The course will also nurture an appreciation for the order revealed by mathematical relationships within the structures of creation and imbue candidates with a sense of intrigue and excitement about teaching and learning mathematics.

This course provides teacher candidates who have identified music as their intermediate division teaching subject with a sustained focus on music curriculum and pedagogy. Building on the foundation established in EDU-333, this course will provide depth and breadth for the effective teaching of music in the intermediate grades. (1.5 credits)

This course identifies and explores theories and practices of classroom management in light of recent educational research, professional standards for teaching in Ontario, and the mission of the teacher education program of www.ÑÇÖÞÉ« with an emphasis on effective teaching and service to students in Ontario schools. The course challenges students to identify their vision for classroom management, as well as to develop a plan for specific strategies for enacting their vision. (1.5 credits)

This is a basic course in the purpose, curriculum and methods of dealing with religious studies in schools. It will include a study of the Ontario curriculum and guidelines for religious education in public schools, separate schools, and independent schools. It will stress the importance of respecting beliefs of all children and their families. It is strongly recommended that those who plan to take a 400-level field experience in an independent Christian school take this course in advance of their placement. (1.5 credits)

This course introduces teacher candidates to theories, research, and methodologies for teaching science and technology in the junior and intermediate grades. While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to current topics in science education that are of concern to science teachers nationally and internationally such as: scientific literacy, science for all, scientific inquiry, the nature of science, and teaching science beyond its traditional content. The course will provide teacher candidates with opportunities for planning units, lessons and activities for teaching basic science concepts for a diversity of Grade 4-10 students. (1.5 credits)

This course provides teacher candidates who have identified science as their intermediate division teaching subject with a sustained focus on science curriculum and pedagogy. Building on the foundation established in EDU-447, this course will provide depth and breadth for the effective teaching of science in the intermediate grades. (1.5 credits)

This course introduces teacher candidates to theories, research, and methodologies for teaching science and technology in the primary and junior grades. While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to current topics in science education that are of concern to science teachers nationally and internationally such as: scientific literacy, science for all, scientific inquiry, the nature of science, and teaching science beyond its traditional content. The course will provide teacher candidates with opportunities for planning units, lessons and activities for teaching basic science concepts for a diversity of Grade 1-6 students. (1.5 credits)