Same as IDVP 303 and SOCI 307

A seminar for ministry designed to explore the “folk” nature of religion and why understanding theological systems alone is inadequate. The majority of world religions are often highly symbolic and ritualistic. This course will explore the implications of introducing Christianity in contexts that are often spirit-oriented, holistic and community-oriented.

Designed to give in-depth exposure to cross- cultural ministry in an area appropriate to the student’s career goals. The intern will be supervised directly by both his/her faculty advisor and by a field professional. Internships require a minimum time investment of 210 hours and may be completed over more than one semester. Offered to all Prerequisite: BSTH 270 Permission required

Seeks to understand the globalization of Islam and its challenges to Christianity. It introduces students to a critical understanding of the fundamental tenets of the Islam faith and their differences in comparison with the Christian faith. We will explore potential strategies for churches in Muslim evangelization, including reaching out to local Muslim communities and the training, equipping and sending of missionaries in cross cultural contexts. Offered to BRE Chinese Language students only Offered in Mandarin

Provides an integrated approach to the study of Christian spirituality and the development of the Christian life. The course examines the major traditions of spiritual formation, including the spiritual legacy of the Chinese church. In addition to the theological understanding of spiritual formation, practices of personal and corporal spiritual disciplines will be emphasized. Offered to BRE Chinese Language students only Offered in Mandarin

Examines various research methods. The student will apply research methods in preparing the initial stages of a Directed Research Project. Offered to Modular and DCP students only

Student investigates a specific area of ministry under the direction of a mentor who is actively involved in the research and the final report. Prerequisite: CHRI 394 Offered to Modular and DCP students only

Same as BUSI 417

Introduces the basic theoretical framework for describing and explaining decision making in a market-oriented economy. Topics include consumer behaviour, the theory of markets, the theory of the firm, price and output determination, market equilibrium and the factors affecting the inefficient allocation of resources.

Presents an aggregated view of the economy. Theories of national income, growth, unemployment, interest rates and inflation, money and banking, international trade and finance and the impact of economic globalization will be introduced. Prerequisite: ECON 101

Designed to facilitate deeper study for teacher candidates wishing to teach music at the Intermediate level in Ontario schools. Teacher candidates will have the opportunity to explore a variety of resources (texts, instruments, media and human) and approaches to the delivery of music education to diverse learners. They will practice their teaching of the music strand of the Arts curriculum through developing expertise in vocal and instrumental program delivery and consider the opportunity that music offers to adolescents as they transition from elementary to secondary school. Prerequisite: A minimum of 12 university credit hours in Music

Designed to prepare future teachers in developing an informed and reflective practice while working with intermediate students in a diverse society. It provides teacher candidates with an increased knowledge of the intermediate learner, the learning environment, the English curriculum (Grades 7 to 10), the challenges adolescents face as they transition from elementary to secondary school and the foundational knowledge, skills and technology necessary for the planning and implementation of an effective and motivating language arts program. Prerequisite: A minimum of 12 university credit hours in English

Provides teacher candidates with a knowledge, understanding and practice of teaching French to intermediate level students whose first language is not French, in Core, Extended and Immersion classes. Teacher candidates will learn about their role in supporting the diverse learning needs of students who are coming to French as language learners. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment and a minimum of 12 university credit hours in French

Builds on EDUI 5233 and EDUI 5243. It provides teacher candidates with the theory, methodology, assessment strategies, knowledge and conceptual understanding of content to help them facilitate the teaching of mathematics to intermediate students. The components of the course will help teacher candidates to develop the confidence, resources and necessary background knowledge that will enable them to meaningfully engage all adolescent learners. Prerequisite: A minimum of 12 credit hours of Mathematics

Science Intermediate builds on EDUI 5033, exposing teacher candidates to more in-depth issues related to the teaching of science in Grades 7 to 10. Concept development, assessment, evaluation, and hands-on activities, together with detailed safety procedures, will be emphasized. Detailed lesson and unit planning will be a key part of this course with consideration given to First Nation, Métis and Inuit perspectives, environmental stewardship, integration of literacy and numeracy and the transition into science specialties. Prerequisite: A minimum of 12 university credit hours in Science

Designed for those teacher candidates who wish to acquire a subject specialty in Geography at the Intermediate Division (Grades 7 to 10). Teacher candidates will investigate geographic issues in Canada and build their awareness of connections between Canada and the world. Teacher candidates will have opportunities to analyze, interpret and implement the Ontario Ministry intermediate Geography curriculum and resource documents and become familiar with theoretical understandings, curriculum applications, basic principles, concepts, skills, strategies, values and attitudes that are necessary in order to design, implement and assess intermediate geography programs. Prerequisite: A minimum of 12 university credit hours in Geography

Builds on EDUI 5053 and focuses on the design and implementation of the Intermediate History and Civics programs for Grades 7 to 10 based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents. Through an understanding of the four concepts of historical thinking in an inquiry-based approach to learning, teacher candidates will be able to support students in understanding history as an interpretive discipline where students can rethink assumptions and consider the validity and credibility of evidence in order to construct/ re-construct new perspectives. Prerequisite: A minimum of 12 university credit hours in History

For 30 to 35 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to a co-planning and teaching partnership with the Associate Teacher in the areas of language and math. Teacher candidates may also assume responsibility for teaching other curricular areas.

For 40 to 45 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the end of the Practice teaching Phase. Prerequisite: EDPR 531

For 35 to 40 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in as school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the approximately the midpoint of the Practice Teaching Phase. Prerequisite: EDPR 532

Supports teacher candidates in the practicum components of the program. The classes are distributed throughout the duration of the program to coincide with the three practicum placements. The seminar and the practica work together to provide an overview of key issues and skills related to curriculum, teaching, and learning and to provide the opportunity to integrate theory and practice. The course includes scheduled classes before and after each practicum which incorporate opportunities to meet with faculty advisors. Teacher candidates are encouraged to think of the Professional Seminar as an apprenticeship in professional knowledge and practice development.

Introduces and reviews the concepts of worldviews, curriculum orientations, values, and educational ideals. It reviews the questions that worldviews typically answer and the central principles and beliefs of Christian worldviews. It attends to the values of western, liberal democracies, noting especially the concerns for diversity, equity, and social justice as expressed in documents from a variety of jurisdictions, including Ontario. It builds critical conversation between these democratic values and religious worldviews, asking specifically about the ideals that classroom teachers will attempt to realize in their day-to-day practice in curriculum, instruction and assessment.

Teacher candidates will come to understand how a child and adolescent’s transition through developmental stages affects their learning. They will learn how to support students as they transition through these stages. A thorough understanding of the development of the learners’ cognitive, emotional, physical, and social characteristics from infancy through adolescence will be explored. An understanding of typical development will help teachers detect, address, and foster the development of their students.

Supports teacher candidates in developing the knowledge, skills and pedagogical practices that allow each student to feel respected, confident and safe so that they can learn to their highest potential. They will be introduced to a variety of research-based practices, equitable and inclusive policies, and effective strategies for establishing safe, engaging and inclusive learning environments in their classrooms and school communities. They will develop professional judgment regarding proactive and responsive approaches to understand how to support positive environments so that all students feel welcome in the environment in which they are learning.