Undergraduate Studies Academic Calendar: Published by The Office of The Registrar

UNDERGRADUATE STUDIES
ACADEMIC CALENDAR
2022 - 2023
Published by the
Office of the Registrar
Message from the Provost
Welcome to the Tyndale community. Whether you are considering

joining us or are already studying here, Tyndale University has been
equipping each new generation to learn, lead, love God and love
life for over 125 years. In every time and season we are called to
answer the question of who we are, who God would have us be and
how we may use our distinctive gifts and talents to bless the church
and the world. Tyndale University is committed to supporting you
as you explore these questions and pursue education and formation
at the undergraduate or graduate level. Our prayer is that your time
Dr. Beth Green at Tyndale will be one of fellowship, fun, challenge and growth and
that you will graduate with a deep appreciation for truth, wisdom
and character shaped by learning in Christian community.
Blessings,
Dr. Beth Green

Provost and Chief Academic Officer
Academic Calendar 3
Message from the Academic Dean
Whether you are just beginning your time at Tyndale or are a

returning student, I am excited that you have chosen to be here with
us. The time you spend in your studies at university will equip you
with the necessary tools to reliably engage in the pursuit of truth
and those truths will shape who you are for the rest of your life.
You will grow in your ability to critically engage with other people’s
ideas, to discover and evaluate an author’s argument, and to decide
for yourself whether a conclusion is worthy of your assent.
While these skills will certainly prove beneficial to you in your

Dr. Paul Franks chosen career, even more importantly they will help you become
a more fully devoted follower of Jesus Christ. I encourage you to
approach your studies with this in mind and to find out for yourself
how the life of the mind contributes to keeping the first and
greatest commandment—to “love the Lord your God with all your
heart, with all your soul, and with all your mind” (Matthew 22: 37).
W. Paul Franks, PhD

Vice President Academic
& Dean of Undergraduate Studies
Academic Calendar 5
Table of Contents
Message from the Provost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Message from the Academic Dean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Campus Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Important Dates 2022–2023 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
About Tyndale University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Tyndale Crest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Statement of Faith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Outline of Institutional Heritage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Statement on Academic Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Divergent Viewpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Introduction to Undergraduate Studies at Tyndale University. . . . . . . . . . . . . . . 20
A Christian University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
General Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Undergraduate Studies Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . 21
Academic Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Philosophy of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Undergraduate Studies Degree Level Expectations . . . . . . . . . . . . . . . . . . . . 22
Diversity of Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Study Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Education Outside the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Accreditations and Associations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Centres and Continuing Education Resources . . . . . . . . . . . . . . . . . . . . . . . 26
Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Admission Information and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Special Policies for Specific Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Student Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Community Life and Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Student Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Fees and Expenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Fee Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Payment Plans and Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
6 Academic Calendar
Refund Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Undergraduate Studies Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Bachelor of Education Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Undergraduate Studies Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Overview of Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Bachelor of Arts Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Bachelor of Business Administration Degree. . . . . . . . . . . . . . . . . . . . . . . . 70
Bachelor of Arts Honours and Bachelor of Business Administration
Honours Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Bachelor of Education Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Bachelor of Religious Education Degree . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Certificate in Christian Studies – Transitions. . . . . . . . . . . . . . . . . . . . . . . . 79
Certificate in Christian Studies - PAONL. . . . . . . . . . . . . . . . . . . . . . . . . . . 81
The Centre for Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Off–Campus Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Online Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Note Regarding Course Numbering in the Programs Section and the Course
Descriptions Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Bachelor of Arts Departments and Degree Requirements. . . . . . . . . . . . . . . . . . 84
Department of Biblical Studies and Theology. . . . . . . . . . . . . . . . . . . . . . . . 84
Department of Business Administration . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Department of Christian Ministries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Department of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Department of General Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Department of Health and Human Services . . . . . . . . . . . . . . . . . . . . . . . . 104
Department of History and Global Studies. . . . . . . . . . . . . . . . . . . . . . . . . 110
Department of International Development . . . . . . . . . . . . . . . . . . . . . . . . . 115
Department of Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Department of Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Department of Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Department of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Bachelor of Business Administration and Degree Requirements. . . . . . . . . . . 137
Bachelor of Business Adminstration. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Bachelor of Religious Education and Degree Requirements . . . . . . . . . . . . . . . 141
Bachelor of Religious Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Faculty Advisors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Undergraduate Studies Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Bachelor of Education Degree Program,Requirements and
Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Academic Calendar 7
Department of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Education Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Undergraduate Studies Academic Policies and Procedures. . . . . . . . . . . . . . . . 218
Registration and Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Course Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Course Changes and Add/Drop Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Waitlist Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Course Substitutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Auditing Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Directed Studies Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Letters of Permission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Repeating Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Program Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Second Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Statute of Limitations Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Classroom Expectations and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Course Syllabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Electronics Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Course Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Academic Standing and Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Grading System and Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Dean’s Honour List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Graduating with Distinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Academic Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Academic Probation and Suspension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Academic Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Appeal of a Grade on an Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Appeal of a Final Grade for a Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Intellectual Property Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
8 Academic Calendar
Campus Information
Prospective students are invited to visit Tyndale University at any time. Special on-campus
admissions events are held throughout the year. Please contact the Admissions Office for
further information regarding admission, courses of study, financial aid and registration. Call
1.877.TYNDALE or email admissions@tyndale.ca. The Admissions Office is open Monday to
Friday from 9 a.m. to 5 p.m.
The library and dining hall are open to the public.
This academic calendar is effective for the 2022-2023 academic year, superseding all
previous academic calendars. Tyndale University reserves the right to change without notice
any statement in this publication concerning, but not limited to: rules, policies, tuition, fees,
curricula and classes, but will do so only insofar as it is determined that the change will
enhance the capacity of Tyndale University to fulfil its mission.
Tyndale University
3377 Bayview Avenue
Toronto, Ontario M2M 3S4
Canada
Phone: 416.226.6380 or 1.877.TYNDALE

Fax: 416.226.6746
tyndale.ca
Academic Calendar 9
Important Dates 2022–2023

Monday Spring/Summer courses begin
Victoria Day (no classes)
Mon – Fri BEd Reading Weeks (2021–2022)
Friday Canada Day (no classes)
Monday Civic Holiday (no classes)
Mon – Fri BEd Reading Week (2021–2022)
Tuesday BEd begins (2022–2023)
Friday Fall Registration deadline (late fee applies after 5pm)

Wednesday Fall Paper Convocation Application deadline
Monday Move-In Day (New Students only)
New Student Orientation
Monday Labour Day
Wednesday Fall classes begin
Tuesday Commencement Chapel
Tuesday Last day to add/drop Fall courses without penalty
Monday Thanksgiving (no classes)
Tue – Fri Reading Days (no classes)
Monday Fall Paper Convocation
Tuesday Final day to drop a course
Friday BEd ends (2021-2022)
Monday BEd Paper Convocation
December 6 Tuesday Last day of classes
December 7 Wednesday Reading Day (no classes)
December 8 – 16 Thu – Fri Final Exams (including Saturday)
December 9 Friday Spring Convocation Early Application deadline
(late fee applies after 5pm)
December 9 Friday Winter Registration deadline (late fee applies after 5pm)
Dec 24 – Jan 2 Sat – Mon Tyndale closed to students
10 Academic Calendar
Winter 2023
January 1 Sunday New Year’s Day (no classes)
January 2 Monday New Year’s Day Observed (no classes)
January 3 Tuesday Tyndale Re-opens
January 3 – 7 Tue – Sat January Intersession
January 9 Monday New Student Orientation
January 9 Monday Winter classes begin
January 20 Friday Last day to add/drop Winter courses without penalty
January 31 Tuesday Spring Convocation Final Application deadline
February 20 Monday Family Day (no classes)
February 21 – 24 Tue – Fri Reading Days (no classes)
March 13 – 17 Mon – Fri BEd Reading Week (2022-2023)
March 17 Friday Final day to drop a course
April 4 Tuesday Convocation Chapel
April 7 Friday Good Friday (no classes) – April 7 (Fri)
classes rescheduled to April 10 (Mon)
April 10 Monday Last day of classes – for April 7 (Fri) classes
April 11 Tuesday Reading Day (no classes)
April 12 – 20 Wed – Thu Final Exams (including Saturday)
May 27 Saturday Spring Convocation
Academic Calendar 11
Profile
About Tyndale University

Tyndale is a Christian university that prepares leaders for work in the private, public and
not-for-profit sectors, ministry and the global mission of the church. Tyndale offers fully
accredited programs in a wide range of disciplines at both the undergraduate and graduate
levels. Undergraduate students may study toward a Bachelor of Arts (BA), Bachelor of
Business Administration (BBA), Bachelor of Religious Education (BRE), Bachelor of Education
(BEd) degree or a Certificate in Christian Studies. Graduate students may study toward a
Doctor of Ministry (DMin), Master of Theology (ThM), Master of Divinity (MDiv), Master of
Arts (MA), Master of Theological Studies (MTS) degree, a Post-Doctor of Ministry Certificate,
a Post-Graduate Diploma or a Graduate Diploma. Currently, there are over 1,600 students
representing over 40 denominations and 60 ethnic backgrounds and over 14,000 alumni.
Founded in 1894, Tyndale is located in Toronto, Ontario.
Mission Statement
Tyndale University is dedicated
to the pursuit of truth,

to excellence in teaching, learning and research,
for the enriching of mind, heart and character,
to serve the church and the world,
for the glory of God.
The Tyndale Crest

The centrepiece of the crest for Tyndale University is a lantern, symbolic of Psalm 119:105,
which reads: “Your word is a lamp to my feet and a light for my path.” Below the lantern is the
Greek motto douloi Christou (“servants of Christ”), declaring the vision of the school for all
students, faculty, staff and alumni to serve the church and the world for the glory of God.
Statement of Faith
Tyndale University is a Christian institution of higher education standing in the Protestant
Evangelical tradition. With all Christians East and West, North and South, we affirm the
historic Apostles’ and Nicene creeds, and we affirm our spiritual kinship with all who seek to
exalt and serve the Lord Jesus Christ.
We are also rooted in the Protestant Reformation with its conviction concerning the Lordship
of Jesus Christ and the normative authority of Scripture. In the tradition of the Evangelical
awakenings, we proclaim the message of a personal faith in the crucified Christ and a
transformed life through the Spirit. Born out of the world missionary movement of the 19th
century, we continue to serve the global church in all its cultural diversity. We embrace the
biblical call to seek justice and peace and to serve the poor, the vulnerable and the oppressed.
The following Statement of Faith reflects our own specific theological identity within that
worldwide church.
We believe that:
• There is but one true and living God who exists eternally in three persons: the Father, the
Son, and the Holy Spirit. God alone is Creator, Preserver and Governor of all things visible
and invisible, at work in the world to redeem creation.
• The eternal Son of God, incarnate in Jesus of Nazareth, was conceived by the Holy Spirit
and born of the Virgin Mary. He declared God’s Kingdom and embodied that reign in His
acts. Having rendered a life of perfect human obedience to the Father, He died on the
cross as a vicarious and victorious atonement for sin. In His atoning death and bodily
resurrection, Christ opened the way of rescue from sin and death, reconciling the world to
God. Exalted as Lord, He continues to intercede on behalf of His people.
• The Bible, both Old and New Testaments together, is Holy Scripture. It is the authoritative
written Word of God, inspired by the Holy Spirit, inerrant in all that it teaches, the
one entirely trustworthy rule for faith and life. The teachings of Holy Scripture are
apprehended through the careful study of the text in all its dimensions, together with
prayerful theological reflection, under the guidance of God’s Spirit.
• Human beings alone, both male and female, are created in the image of God. All people
are made to enjoy relationship with God, with one another, and with the good creation
of which we are stewards. Humankind’s sinful disobedience has incurred God’s just
judgment, bringing sin, guilt, depravity and misery upon all humanity.
• God in mercy and grace redeems all who repent of their sin and trust Jesus Christ alone
for their salvation, justifying them through faith in the Saviour, restoring their relationship
with Him, giving them new life by the Holy Spirit, and empowering them for discipleship.
• The one holy, catholic and apostolic church occurs in local communities of believers all
over the world. The Church is the Body of Christ, the People of God, and the Fellowship of
the Spirit, sent into the world to glorify Jesus Christ and to bear witness to God’s dawning
Kingdom in word and deed.
• On a day that has been appointed, Jesus Christ will appear again as judge to raise the
righteous unto eternal blessing and the unrighteous unto eternal separation from God.
He will consummate His kingdom of peace, and His redeemed will enjoy everlasting life,
reigning with Christ in the new heavens and the new earth.
History
Tyndale University has been training Christian leaders for over 128 years, with its original
mission to provide Christian higher education in service of the church remaining constant.
Tyndale is proud to continue the tradition of decades of service embodied in its institutional
lineage, including: Toronto Bible Training School, Toronto Bible College, London Bible
Institute/London College of Bible and Missions, Ontario Bible College/Ontario Theological
Seminary, Tyndale College & Seminary and Tyndale University College & Seminary.
Founded in 1894, Toronto Bible Training School was the third of its kind to be established
in North America and the first in Canada. Under the leadership of Dr. Elmore Harris, then
minister of the historic Walmer Road Baptist Church, Toronto Bible College (TBC) came into
being. London College of Bible and Missions (LCBM) began in 1935 as London Bible Institute,
led by Dr. J. Wilmot Mahood. After the merger of TBC and LCBM in 1968, it was renamed
Ontario Bible College (OBC). In 1976, OBC moved to north Toronto and established a graduate
school, Ontario Theological Seminary (OTS – now Tyndale Seminary). Tyndale Seminary is now
Canada’s largest seminary.
The name Tyndale College & Seminary was adopted in 1998 as part of a renewed vision to
build a world-class centre of Christian higher education. William Tyndale, an early English
reformer, was a scholar and student of the Scriptures with a passion for the Christian faith
and a willingness to serve God. His commitment to making the Scriptures available to all
persons led him to undertake the first English translation of the Bible at the cost of his own
life. He is a model for scholarship, Christian faith and vision, not only for students but for the
entire Tyndale community.
On June 26, 2003, the Ontario Legislature passed a bill that authorized a further change of
the name of the institution to Tyndale University College & Seminary. The bill also authorizes
Tyndale to offer the Bachelor of Arts and Bachelor of Arts (Honours) degrees in the humanities,
the social sciences and business. With this authority, Tyndale University continues its tradition
as a place of scholarship and training for those who wish to be salt and light in the world.
In 2007, Tyndale received approval from the Ontario Ministry of Training, Colleges and
Universities and the Ontario College of Teachers to offer a Bachelor of Education program to
prepare teachers for primary, junior and intermediate grades. Graduates of the program are
eligible for a Certificate of Qualification from the Ontario College of Teachers.
In 2007, Tyndale negotiated the purchase of the 56-acre Morrow Park property on Bayview
Avenue from the Sisters of St. Joseph of Toronto. Tyndale took possession of the property on
April 1, 2013 and began full and complete operations on the new campus in 2015.
In early 2020, following another robust review by the Postsecondary Education Quality Assessment
Board (PEQAB) and their recommendation to the Ministry of Colleges and Universities, ministerial
consent was granted to use the name Tyndale University. Effective December 2020, Tyndale’s
name was legally changed to Tyndale University by an act of legislation, and the charter extended
to embed the Bachelor of Education degree and offer new degrees including the Bachelor of
Business Administration (BBA), the BBA with honours, and the Master of Arts degree.
Outline of Institutional Heritage

Toronto, Ontario
1894 – 1912 Toronto Bible Training School
1912 – 1968 Toronto Bible College
London, Ontario
1935 – 1951 London Bible Institute
1951 – 1962 London Bible Institute and Theological Seminary
1962 – 1968 London College of Bible and Missions
Toronto, Ontario
1968 Toronto Bible College and London College of Bible and Missions merge
to form Ontario Bible College
1976 Ontario Theological Seminary is established
1998 Ontario Bible College and Ontario Theological Seminary are renamed Tyndale
College & Seminary
2003 Tyndale College & Seminary name is changed to Tyndale University College
& Seminary
2020 Tyndale University College & Seminary name is changed to Tyndale University
Institutional Leadership
Toronto, Ontario
1894 – 1911 Dr. Elmore Harris, Founder, President
1894 – 1906 Dr. William Stewart, Principal
1906 – 1946 Dr. John McNicol, Principal
1946 – 1953 Dr. John B. Rhodes, Principal
1954 – 1962 Rev. E. L. Simmonds, Principal
1962 – 1968 Dr. Stewart L. Boehmer, President
London, Ontario
1935 – 1944 Dr. J. Wilmot Mahood, Founder, President
1945 – 1954 Dr. James N. Bedford, President
1954 – 1957 Dr. Alden A. Gannett, President
1958 – 1959 Dr. Percy H. Harris, President
1960 – 1966 Dr. J. G. Macaulay, President
1966 – 1968 Dr. William R. Foster, Acting President
Toronto, Ontario
1968 – 1973 Dr. Stewart L. Boehmer, President
1973 – 1983 Dr. Victor Adrian, President
1983 – 1991 Dr. William J. McRae, President
1991 – 1992 Dr. Bruce Gordon, Acting President
1992 – 1995 Dr. Bruce Gordon, President
1995 – 2009 Dr. Brian C. Stiller, President
2009 – 2010 Office of the President:
Mr. Steven Holmes, Chair, Board of Governors,
Mr. Archie McLean, Vice Chair, Board of Governors,
and Mrs. Susan Finlay, Member, Board of Governors
2010 – 2020 Dr. Gary V. Nelson, President
2020 – Present Dr. Marjory Kerr, President
Statement on Academic Freedom

The Faculty and the Board of Governors of Tyndale University have endorsed our “Statement
on Academic Freedom” and consider it to be in harmony with Universities Canada’s
“Statement on Academic Freedom”, which is quoted in part here:
What is academic freedom?

Academic freedom is the freedom to teach and conduct research in an academic environment.
Academic freedom is fundamental to the mandate of universities to pursue truth, educate
students and disseminate knowledge and understanding.
In teaching, academic freedom is fundamental to the protection of the rights of the teacher
to teach and of the student to learn. In research and scholarship, it is critical to advancing
knowledge. Academic freedom includes the right to freely communicate knowledge and the
results of research and scholarship.
Unlike the broader concept of freedom of speech, academic freedom must be based on
institutional integrity, rigorous standards for enquiry and institutional autonomy, which allows
universities to set their research and educational priorities.
The responsibilities of academic freedom

Evidence and truth are the guiding principles for universities and the community of scholars
that make up their faculty and students. Thus, academic freedom must be based on reasoned
discourse, rigorous extensive research and scholarship, and peer review.
Academic freedom is constrained by the professional standards of the relevant discipline

and the responsibility of the institution to organize its academic mission. The insistence on
professional standards speaks to the rigor of the enquiry and not to its outcome.
The constraint of institutional requirements recognizes simply that the academic mission, like
other work, has to be organized according to institutional needs. This includes the institution’s
responsibility to select and appoint faculty and staff, to admit and discipline students, to
establish and control curriculum, to make organizational arrangements for the conduct of
academic work, to certify completion of a program and to grant degrees.
Universities Canada Statement on Academic Freedom, 2011
Tyndale’s Statement on Academic Freedom

As an evangelical Protestant community of learning, our affirmation of academic freedom is
within the context of our orthodox theological heritage and vision of life.
At Tyndale, the institution as a whole, its individual faculty members and its students have the
right to academic freedom, understood to consist in the free and responsible investigation of
issues and ideas and the expression of conclusions and beliefs, in discussion or publications,
without interference.
Academic freedom is always experienced within a context of standards or norms. Tyndale

University affirms the freedom of the academic community both to define its core theological
convictions and to maintain its institutional commitments, which guide the pursuit of its
mission. At the same time, Tyndale affirms an individual faculty member’s freedom to
express, in their writing, teaching and activities, personal beliefs and academic positions.
While individual faculty members are free to develop and change their views on theological
and academic matters, the unique task of the institution requires that the position of faculty
members not be at variance with the core theological convictions of the community as set
forth in the Statement of Faith and in the Community Standards Statement.
Affirmations of Academic Freedom

In light of this understanding of academic freedom, Tyndale University affirms the following
statements:
• Faculty members are entitled to freedom in research and in the publication of the results
within their fields of academic competence.
• Faculty members are entitled to freedom in the classroom to address matters within the
general subject area implied by the course title and description. Faculty members are not
free to use the classroom as a means of promoting causes unrelated to the subject matter
of the course at hand.
• Faculty members are free as individuals and as citizens to speak and write about matters
whether or not the matters are directly related to their field of academic competence.
Although Tyndale University will not limit individual expression in any respect, faculty
members should at all times be accurate, should exercise appropriate restraint, should
show respect for the opinions of others, and should avoid the impression that they are
speaking on behalf of Tyndale University.
• Faculty members have the freedom to explore theological understandings which stand
in an uncertain relationship to Tyndale’s Statement of Faith and/or to the Community
Standards Statement, but each member must realize that the institution as a whole, has
the task of interpreting the Statement of Faith.
• Students are not required to subscribe to the views of Tyndale and are free to learn and
to take reasoned exception to the theological positions or academic views offered in the
Tyndale community. In their public expressions, students and student organizations
should make clear that they speak only for themselves.
• Faculty members are responsible for safeguarding the academic freedom of their students
to learn by encouraging free inquiry into controversial issues, presenting alternative
viewpoints, refraining from undue influence of the process of learning, taking dissenting
student opinion seriously and offering a forum for discussion.
• Students shall not be penalized merely for holding a reasoned viewpoint on a particular
issue that varies from the position of Tyndale or of a faculty member.
Procedures Related to Academic Freedom

1. If any individual believes that a faculty member has separated from the theological
community at Tyndale advocating a position clearly at variance from the Statement of
Faith and/or the Community Standards Statement, the individual should first approach the
faculty member directly and privately for clarification.
2. If this attempt is not successful, the individual should bring evidence, beyond rumour or
hearsay, to the Academic Dean. Allegations accusing violation of the Statement of Faith
or Community Standards Statement or professional standards shall be reviewed only after
evidence is submitted.
3. Allegations about a faculty member referred to an administrator, even if substantiated,
without first confronting the individual with the allegations, shall be viewed as a serious
breach of ethics and a violation of the policy on academic freedom.
4. Retractions or modification of utterances by faculty members are not required nor
expected on the basis of a complaint received against them.
Divergent Viewpoints
• Tyndale affirms the central tenets of historic Christian orthodoxy. This faith, expressed in
the Scriptures, creeds of the early church, and confessions of the Protestant Reformation
tradition, is reflected in the Statement of Faith. Tyndale holds these truths to be of
primary importance.
• There are other matters of faith and practice which Tyndale considers secondary. These
relate to matters on which the biblical witness does not appear conclusive, or on which
Christians have not reached a clear consensus. Tyndale affirms the need to study, pray
and work together for greater understanding of such matters.
• Tyndale seeks to avoid a stance in which secondary matters are given absolute
importance, by which transdenominational cooperation is subjected to strain and mutual
acceptance is precluded by sectarian narrowness.
• While emphasizing the primary truths shared by all who affirm historic Christian
orthodoxy, Tyndale recognizes the right of congregations and denominations to develop
and teach their own distinctiveness. Tyndale seeks to assist students to relate positively
to their heritage and to work enthusiastically in the affiliations to which God calls them.
• Faculty members are also expected to affirm the convictions of their own tradition while
at the same time being respectful of other traditions.
• Tyndale University affirms that all members of its academic community have an obligation
to give fair consideration to the various beliefs and to show due sensitivity to divergent
understandings. Faculty and students are expected to deal with one another with respect.
No one should pressure persons or impose tenets on others, but every encouragement is
given to exercise responsible freedom to discuss such matters.
Introduction to Undergraduate Studies
at Tyndale University
A Christian University
At Tyndale, you will have the opportunity to study a wide range of university disciplines,
benefiting from the works of scholars who may reach you by their written words in books,
articles and websites or by their academic modeling in lectures, presentations, seminars
and simple conversation over a cup of coffee. Their work is to help the rest of us to see more
clearly and more deeply into the nature of things. We do not study only the works of Christian
scholars, for no truth exists that is not from the Author of all truth, and many insights into the
nature of reality come to us from scholars of different faith traditions. But here at Tyndale, a
community of Christian scholars, we seek to teach and to learn from within a rooted biblical
worldview, finding in the truth of God’s Word that foundation that gives definition and purpose
to all other facets of truth and higher education.
General Description
Tyndale is a transdenominational, evangelical Christian community of scholars, teachers and
mentors that offers a range of undergraduate programs. Located in a multicultural urban
context, and heir to more than a century’s commitment to education, we seek to educate men
and women to think Christianly and to love God and their neighbours wholeheartedly.
Developing from early Canadian roots in 1894, we are an innovative Christian university; a
Tyndale degree is foundational and a firm preparation, both for graduate studies and impactful
employment. The curriculum features a strong core of biblical studies, humanities, social
and natural sciences and the fine arts. Tyndale University is authorized to grant degrees in
accordance with legislation passed by the province of Ontario, and our graduates have gone on
to further studies in other universities, law schools and graduate studies throughout Canada
and in many other parts of the world.
Undergraduate Studies Mission Statement
Tyndale’s university education rooted in the humanities, arts and sciences seeks to deepen
knowledge, cultivate wisdom and develop character for service to Christ and the world.
Academic Goals
• To provide university-level instruction in various academic disciplines in the humanities,
religious studies, the social sciences, the natural sciences and the fine arts, as well as in
certain professional studies.
• To produce graduates who are well-equipped to compete for admission to graduate and
professional schools or to enter the workforce successfully.
• To produce graduates who will seek to serve God and their fellow human beings through
their own vocations and in their lives generally.
• To provide an academic environment in which vigorous academic research and debate lead
to the advancement of human knowledge and the development of greater insight by both
students and faculty.
• To promote the integration of faith and learning so that the wide range of human
knowledge and experience can be understood from within a Christian worldview.
Philosophy of Education
Tyndale University is committed to providing an education that promotes the growth of the
whole person, including the intellectual, spiritual, social, emotional and physical dimensions
of life. In providing a broad exposure to studies in biblical, theological, professional and
general education, we seek not only an academic pursuit of truth, but also the cultivation of
Christian character, personal discipleship and skills for service.
We affirm that the foundation for a true understanding of God, humanity and all of creation
is to be found in Holy Scripture. We are committed to promoting integrative thinking in which
biblical and other academic disciplines are in dialogue. Believing that all truth is God’s truth,
we hold that honest inquiry and Christian faith commitment are fully compatible and therefore
support the development and exercise of critical thinking.
Our undergraduate community supports the education process by providing a context that
encourages independent thinking, respect for divergent viewpoints, social responsibility, the
development of leadership skills, growth through social and recreational activities, and the
cultivation of spiritual life.
Undergraduate Studies Degree Level Expectations
Introduction
Tyndale University is a community of learning in the Christian tradition. We strive to equip
our students with an understanding of the two grand narratives that shape our lives and
learning: the cultural story of the modern western world, including the advancements in
knowledge that have come through academic inquiry, and the biblical story of God’s creation
of, and continuing involvement in, our world. As Christian scholars, professors and students
alike, we stand at the intersection of these traditions, seeking to understand the claims that
each tradition exerts on our thinking, and to live faithfully in both. We seek further to give
our students opportunity to develop their own gifts of mind, heart and character, to grow in
knowledge, understanding and virtue, and to articulate what they have discovered with clarity,
precision and grace.
Our study of current culture in the traditional liberal arts and sciences curricula (including
language and literature, history, philosophy, the sciences and social sciences, and also such pre-
professional disciplines as business administration and education), takes shape within the context
of our knowledge of God’s plan for His world, as that has been expressed in His written Word,
and in the person of Christ, the Word made flesh. Our understanding of the biblical narrative is
similarly informed and clarified by our continuing search for truth in the academic disciplines. Our
pursuit of knowledge is grounded in the conviction that God created both us and our world, and
that we are called to understand it and to develop its potentials in obedience to Him.
We acknowledge with gratitude the many valid insights into the nature of reality that have
come to us from scholars of faith traditions different from our own and seek to incorporate
such insights into our own understanding. We seek to be active and contributing members of
the modern academy, but to pursue our own teaching, learning and research from within the
Christian worldview that has given distinctive shape and identity to this community of higher
learning. We hold in tension the observation that scholarly work itself, and the intelligence,
imagination, insight and discipline that it requires, are the good gifts of God; yet these (like
all such gifts) are vulnerable always to the twisting effects of sin.
The degree level expectations articulated here are meant to serve the mission of Tyndale
University, “education rooted in the humanities, arts and sciences that seeks to deepen
knowledge, cultivate wisdom and develop character for service to Christ and the world,” and
thus to reflect the evangelical Christian ethos, values and culture of our institution. They have
been adapted to this purpose from the “Guidelines for University Undergraduate Degree Level
Expectations” proposed by the Ontario Council of Academic Vice-Presidents, endorsed by the
Council of Ontario Universities on December 16, 2005, and revised in September 2007.
Bachelor’s Degree Honours Bachelor’s Degree
This degree is awarded to students who have This degree is awarded to students who have
demonstrated: demonstrated:
1. Depth and Breadth of Knowledge

a) an understanding of how academic a) an understanding of how academic inquiry within a
inquiry within a discipline both shapes and discipline both shapes and is shaped by philosophical
is shaped by philosophical and religious and religious (worldview) assumptions;
(worldview) assumptions;
b) a general knowledge of many key concepts, b) a well-developed understanding of the key

methodologies, theoretical approaches, and concepts, methodologies, theoretical approaches,
assumptions in an academic discipline; recent developments, and assumptions in an
academic discipline generally, and in at least one
specialized area within that discipline;
c) a broad understanding of some of the major c) a well-developed understanding of many of the

fields in a discipline, and of relationships major fields in a discipline and of relationships
between that discipline and others within the between that discipline and others within the liberal
liberal arts curricula; arts curricula;
d) an ability to gather, review, evaluate, and d) a well-developed ability to gather, review, evaluate,
interpret information relevant to one or more of and interpret information, and to compare the merits
the major fields of a discipline; of alternative hypotheses or creative options, relevant
to one or more of the major fields
in a discipline;
e) some detailed knowledge in an area of the e) well-developed, detailed knowledge of and

discipline; research experience in an area of the discipline;
f) critical thinking and analytical skills f) well-developed critical thinking and analytical
appropriate both to the discipline and its liberal skills appropriate both to the discipline and its liberal
arts context; arts context;
g) the ability to apply learning from other g) the ability to apply learning from other branches of
branches of the liberal arts to the study of one’s the liberal arts to the study of one’s own discipline.
own discipline.
2. Knowledge of Methodologies
. . . an understanding of methods of enquiry or . . . an understanding of methods of enquiry or
creative activity, or both, in their primary area creative activity, or both, in their primary area of
of study that enables the student to: study that enables the student to:
a) evaluate the appropriateness of different a) evaluate approaches to problem-solving using

approaches to problem-solving, using well- well-established ideas and techniques;
established ideas and techniques;
b) devise and sustain arguments, or solve b) devise and sustain arguments, or solve problems,
problems, using these methods. using these methods;
c) describe and comment upon particular aspects of

current research and scholarship in the discipline.
continued
3. Application of Knowledge
a) an understanding of how worldview a) an understanding of how worldview assumptions
assumptions shape the interpretation, shape the interpretation, evaluation and application of
evaluation and application of knowledge. knowledge, and an ability to evaluate such influences
from within a thoughtful Christian worldview.
b) the ability to review, present, and interpret b) the ability to review, present and critically evaluate
quantitative and qualitative information to: qualitative and quantitative information to:
i) develop lines of argument; i) develop lines of argument;
ii) make sound judgments in accordance with ii) make sound judgments in accordance with
the major theories, concepts and methods of the major theories, concepts and methods of the
the subject(s) of study. subject(s) of study;
iii) apply underlying concepts, principles, and
techniques of analysis, both within and outside the
discipline;
iv) where appropriate, to use this knowledge in the
creative process.
c) the ability to use a basic range of established c) the ability to use a wider range of established
techniques to: techniques to:
i) analyse information; i) initiate and undertake critical evaluation of
ii) evaluate the appropriateness of different arguments, assumptions, abstract concepts and
approaches to solving problems related to information;
their area(s) of study; ii) propose solutions;
iii) propose solutions. iii) frame appropriate questions for the purpose of
solving a problem;
iv) solve a problem or create a new work.
d) the ability to make use of scholarly reviews d) the ability to make critical use of scholarly reviews
and primary sources. and primary sources.
4. Communication Skills
. . . the ability to communicate accurately and . . . the ability to communicate factual information,
reliably to a range of audiences, in forms both opinion, argument and analysis, accurately and reliably
oral and written appropriate to the discipline. to a range of audiences, in forms both oral and written
appropriate to the discipline.
5. Awareness of Limits of Knowledge

. . . an understanding of the limits to human . . . an understanding of the limits to human
knowledge generally, and to their own knowledge and ability; an appreciation of the tension
knowledge in particular, and how these between the orderliness of the created world and the
limitations might influence enquiry, analysis and contingency of our knowledge of it; insight into how
interpretation. these limitations might influence enquiry, analysis
and interpretation.
6. Maturity and Professional Deportment

a) behaviour consistent with academic integrity, a) behaviour consistent with academic integrity,
social responsibility and Christian maturity, social responsibility and Christian maturity,
committed to using their gifts in service to their committed to using their gifts in service to their
neighbour for the glory of God; neighbour for the glory of God;
b) the ability to identify and address their own b) the ability to identify and address their own
learning needs in changing circumstances, and learning needs in changing circumstances, and
to devise and pursue an appropriate program of to devise and pursue an appropriate program of
continuing learning; continuing learning whether in their first discipline
or another;
c) qualities and transferable skills necessary c) qualities and transferable skills necessary for
for further study, employment, community further study, employment, community involvement
involvement and service, and other activities and service, and other activities requiring:
requiring: – the exercise of initiative, personal responsibility
– the exercise of personal responsibility and and accountability,
decision-making, and – the ability to work effectively and graciously with
– the ability to work effectively and graciously others, and
with others. – the ability to make decisions well in complex
situations.
Diversity of Students
We celebrate our rich diversity. Our faculty and student body represent many different
churches and ethnic groups. Some of our students have grown up in the faith, while others
have come to faith more recently. Some have come directly from high school, while others are
returning to formal education after an absence of some years. Some are seeking direction
for their lives, while others clearly see where they are heading and know what educational
experience will best prepare them to fulfill their goals. Some live on residence, while the
majority live off-campus.
Tyndale seeks to be sensitive to the needs of those who remain fully employed while studying
part-time in the evenings, on weekends or during holidays. Tyndale is also aware of the
needs of those who are in full-time ministry and are seeking to upgrade their academic
understanding and personal skills.
Study Environment
Tyndale’s cultural diversity shapes a remarkable environment in which students may learn
and grow in their understanding of themselves and one another. Since our goal is to educate
and equip a new generation of Christian leaders, it is vitally important that students learn in
a setting infused with a biblical vision of ethics and spirituality. Whether students anticipate
further education in graduate school or seminary, or anticipate specialized professional
training after university, all are challenged to think critically and to cultivate the inner life
– to understand what it means to love God with heart, soul, mind and strength and to love
one’s neighbour. Study is a foundation for life, for vocation and for further education and
lifelong learning.
The undergraduate experience helps students clarify their own beliefs and values and
prepares them for vocational options. It is a place to deepen one’s understanding of Scripture
and Christian doctrine essential for thoughtful Christian responses to contemporary
intellectual and social issues. In short, students gain the intellectual and spiritual tools they
need to make appropriate decisions as they seek to live out their discipleship in the world.
Education Outside the Classroom

Beyond the classroom, a wide range of activities enhance the Tyndale educational experience.
Through a variety of partnerships with churches, Christian agencies and other organizations,
we seek to build bridges between education and the rest of life. Intentional on-campus and
off-campus learning experiences help to create a unified educational experience, so that
learning becomes life-changing and not a mere academic exercise. With this in mind, the
undergraduate educational experience gives opportunities for students to participate in field
education and community service as they proceed through their academic studies.
Accreditations and Associations

• Tyndale University is a provincially recognized degree-granting institution within the
province of Ontario. Tyndale grants Bachelor of Education, Bachelor of Arts, Bachelor of
Arts (Honours), Bachelor of Business Administration, Bachelor of Business Administration
(Honours) and Bachelor of Religious Education degrees under authority granted by the
Legislative Assembly of Ontario. Tyndale Bachelor of Education graduates are eligible to
apply for an Ontario Teaching Certificate through the Ontario College of Teachers.
• Tyndale University is also a member of Christian Higher Education Canada, the Association
for Christians in Student Development, the Christian Association of Canadians in Student
Development, Christians in the Visual Arts and the National Association of Christian College
Admissions Personnel. It is an associate member of the Council for Christian Colleges
& Universities.
• Tyndale University is recognized by the United States Veterans Administration as an
eligible training centre under the veteran’s benefit.
• Tyndale has also developed working relations with other educational institutions. Tyndale
has conjoint programs with Seneca College in Early Childhood Education and Social
Service Work. Tyndale has also partnered with Internationale Hochschule Liebenzell in
Germany to offer a collaborative exchange program.
• Tyndale is an associate member of Jerusalem University College and offers the
opportunity for students to supplement their studies with an enriching program of studies
in Israel.
Centres and Continuing Education Resources

Tyndale Open Learning Centre
tyndale.ca/open-learning
The Tyndale Open Learning Centre offers professional development and lifelong learning
opportunities for Christian leaders in congregational contexts, Christian organizations, the
marketplace and the public sector. The Centre directs its attention to the community at large,
bringing together strategically placed leaders who are committed to advancing the mission
of God in their particular spheres of influence. The Centre also conducts research that
articulates a biblical perspective on leadership issues and disseminate leadership resources
to the Christian community and broader public.
Hudson Taylor Centre for Chinese Ministries

tyndale.ca/htc
Director: Rev. Warren Lai | 416.226.6620 ext. 2154 | wlai@tyndale.ca
Administrator: Priscilla Kok | 416.226.6620 ext. 2223 | pkok@tyndale.ca
The mandate of the Hudson Taylor Centre at Tyndale Seminary is to advance Chinese
Ministries in North America and the world. The Centre seeks to:
• facilitate the interchange of insights and concerns between the academy and the church,
• conduct and promote scholarly research in Chinese ministries,
• apply and implement research results into frontline ministry,
• provide forums for dialogue and consultation related to Chinese ministries,
• offer professional development, training, seminars and workshops.
The Hudson Taylor Centre, named after James Hudson Taylor, the pioneering missionary
to China and founder of China Inland Mission (now OMF International), undertakes several
projects within the Chinese church context, including Mandarin ministries, English ministries,
biblical interpretation in the postmodern context, strategies and directions for the 21st
century church, pastoral counselling, family ministries, evangelism and church planting.
Tyndale Centre for Leadership

tyndale.ca/leadership
Director: Dr. Michael Krause | 416-226-6620 ext.2239 | mkrause@tyndale.ca
The Centre designs strategies and services that integrate the mission and vision of Tyndale
University, developing Christian leaders who serve in the private, public and not-for-profit
sectors. The Centre’s services include providing leadership development programs, consulting
expertise in leading change, research and coaching.
Tyndale Intercultural Ministries (TIM) Centre

tyndale.ca/tim
Director: Dr. Tim Tang | 416.226.6620 ext. 2242 | ttang@tyndale.ca, TIM@tyndale.ca
The mission of the TIM Centre is to act as a catalyst to mobilize the intercultural Christian
faith community towards a more intentional and effective engagement in local and global
missions. The TIM Centre offers seminars, workshops, inter-mission consultation, training
partnerships and networking opportunities for churches, mission agencies and individuals
interested in intercultural ministry.
Tyndale Spiritual Formation Centre
tyndale.ca/tsfc
Director: Joseph Wong | 416-226-6620 ext.2180 | josephwong@tyndale.ca
The Tyndale Spiritual Formation Centre (TSFC) offers practical learning to help people in
their spiritual journey through forums, discussions, retreats, spiritual direction, professional
development and certificate programs.
Tyndale Wellness Centre

tyndale.ca/wellness
Director: Wilma Nevers | 416-226-6620 ext. 2740 | wnevers@tyndale.ca
Tyndale Wellness Centre offers wellness services to Tyndale students and the general public.
Centre for Redemptive Entrepreneurship

tyndale.ca/cre
Director: Philip Yan | pyan@tyndale.ca
The Centre for Redemptive Entrepreneurship (CRE) is a creative engine for Canadian
redemptive entrepreneurship – to equip, support, and mentor emerging innovators motivated
by their faith to shape culture through entrepreneurship.
Admissions
General Information
Anyone interested in becoming a student at the Undergraduate Studies of Tyndale University
must submit a complete application to the Admissions Office or apply online. The Admissions
Committee will consider applications upon receipt of the complete application, which includes:
1. An application form
2. A complete collection of official transcripts from all previously attended educational
institutions. An official transcript is one that bears the seal of the institution and/or the
signature of the issuing institution, or has been produced on the institution’s secured
paper. Official transcript(s) must be received from all institutions at which the applicant
previously attended or is currently attending. The applicant is responsible for making
arrangements whereby each institution mails or emails the official transcript directly
to the Tyndale Admissions Office. Tyndale may require a graduation certificate from the
institution if the transcript itself does not confirm graduation. All applicants must submit
all transcripts (academic records) in English, or the transcript should be accompanied by
a notarized English translation. All submitted transcripts become the property of Tyndale
University and cannot be returned to the applicant. Copies also cannot be provided.
3. Program-specific supplements
For application deadlines and to apply online, visit tyndale.ca/apply. Admissions applications
may be completed and submitted online, or by using printable forms downloaded from
tyndale.ca/apply.
Application Fee
For applicants from Canada or the United States, the fee to apply for admission is $50.
Applicants from outside Canada and the United States must submit a fee of $150 in order
for the admissions application to be processed. The fee to apply to Tyndale University is
non-refundable, will not be applied to tuition costs, and should be submitted in Canadian
currency. The fee may be paid by mailing a cheque, bank draft or money order to Tyndale
University. Should the applicant desire to pay the fee by wire transfer or by using a MasterCard
or Visa credit card, he or she should contact the Department of Student Financial Services by
calling 416.226.6620, ext. 6735, or 1.877.TYNDALE, ext. 6735, or by email at sfs@tyndale.ca.
Please do not send cash.
Applications for fall enrolment received after August 1 will be considered late and will be
subject to an application fee of $100. The same late fee will apply for applications for winter
enrolment after December 1.
English Language Requirements

Applicants whose first language is not English, or who have not studied for three years
in an English-speaking secondary or post-secondary institution (where English is the
language of instruction and examinations are in English) must submit proof of English
language proficiency by supplying their scores/results of either the Test of English as a
Foreign Language (TOEFL) or the International English Language Testing System (IELTS).
Visit toefl.org or ielts.org for further information about these tests. Applicants who are
not residents of Canada at the time of application must arrange to take the TOEFL/Test of
Written English (TWE) or IELTS in the country from which they are applying. Tyndale’s TOEFL
institution code is 0532.
Minimum scores for Bachelor of Arts, Bachelor of Business Administration,

Bachelor of Religious Education and Certificate
Duolingo English Test - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 110
IELTS- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6.5
TOEFL Internet-based Test (iBT)- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 90
TOEFL Paper-based Test (PBT) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 570
TOEFL Test of Written English (TWE)* - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5.0
*The TWE is typically taken with the paper-based and computer-based TOEFL exam.
An interview or school-administered Reading and Writing Assessment (RWA) may also be

required at the discretion of the Admissions Committee. Note: Meeting these test scores does
not guarantee admission to Tyndale University. Additional testing may be required before
admittance is granted.
Minimum scores for Bachelor of Education

IELTS- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7.0
(With a minimum score of 7 in Writing and Speaking, and a minimum score
of 6.5 in Listening and Reading)
TOEFL Internet-based Test (iBT)- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 96
(With a minimum score of 26 in Writing)
For Admitted Students
Students are expected to be able to write coherent essays, using correct grammar and
spelling. Students who experience minor difficulties with writing should make occasional use
of the Writing and Tutoring Services through the Centre for Academic Excellence. However,
the writing proficiency of some students may not meet Tyndale’s minimum standards. These
students may be identified in two ways:
1. Admissions staff may observe their writing difficulties.

2. Professors in any class may identify students having difficulty with any assignment.
Once identified and notified, students will be expected to immediately complete the Reading
and Writing Assessment (RWA), which is Tyndale’s writing proficiency test.
Entering students may be required to complete an RWA that will be used to assist in course
selection.
Admission Types
All acceptances are valid for two years. Applicants may defer their initial enrolment at Tyndale
University without reapplying; however, the offer does not guarantee entrance into the
program for which the applicant originally applied. After two years, the acceptance is invalid
and a new application is required.
Official Admission
Official admission applies to applicants who have met all admission requirements set forth by
Tyndale University and are approved by the Admissions Committee.
Conditional Admission
Applicants who have met most of the admission requirements set forth by Tyndale University
and demonstrate potential to succeed in undergraduate studies, but have not fully submitted
all application requirements, may be conditionally admitted. In order to continue enrolment,
students must satisfy the conditions of admission by the end of the first semester of enrolment.
Admission on Probation
Probationary status may be assigned on admission to students whom the Admissions
Committee deems in need of academic support and monitoring. Further information is located
in the Information and Procedures section.
Please note that meeting or exceeding minimum requirements does not guarantee admission.
Admission is preferentially based on the qualification of the student. The most qualified
applicants will be accepted. Each applicant is evaluated individually and the Admissions
Committee must be satisfied that the student is ready for undergraduate-level studies.
Admission Appeals
An applicant who has been denied admission to the Undergraduate Studies at Tyndale
University may appeal to the Chief Enrollment Officer in writing. The Chief Enrollment
Officer’s decision is final. Upon receiving an unfavourable decision, the applicant may appeal
to the Academic Dean on matters of process only.
Contact Information
Questions related to admissions matters may be directed to the Tyndale Admissions Office.
Website: tyndale.ca/contact
Mailing Address: 3377 Bayview Avenue, Toronto, Ontario, M2M 3S4
Canada Phone Number: 416.226.6620, ext. 6757, or 1.877.TYNDALE, ext. 6757
Fax Number: 416.218.6730
Email Address: admissions@tyndale.ca
Admission Information and Procedures

General Admission Requirements
Applicants from Ontario

The general requirement for admission is the completion of an Ontario Secondary School
Diploma with an overall average of at least 65% in ENG4U “English,” plus five other Grade
12U or M courses. If a student has more than five Grade 12U or M courses other than
ENG4U, the top five marks are combined with ENG4U to calculate the admission average. For
students who have achieved the OSSD under the old curriculum, the minimum requirement
for admission is OAC (Ontario Academic Credit or Grade 13) English, plus five other OACs (or
Grade 13 courses) with an average of 65% or better in those six courses.
Applicants from Other Provinces/Territories

• Alberta, Nunavut, Northwest Territories: Students are required to graduate from high
school or equivalent with a university preparatory program. This must include English 30
plus four additional academic 30 level subjects with a minimum overall average of 65%.
• British Columbia and the Yukon Territory: Students are required to graduate from high
school or equivalent with a university preparatory program. This must include English 12
plus three additional Grade 12 academic subjects at a minimum overall average of 65%.
Tyndale no longer requires optional provincial exams as an admission requirement. When
a student elects to write an optional Grade 12 provincial exam, the higher of the school
mark or the blended grade will be used to calculate their admission average. Students
must write provincial exams in any subject where it is mandatory in order to meet B.C.
graduation program requirements.
• Manitoba: Students must be high school or equivalent graduates with an overall average
of 65% in five academic S (Specialized), G (General), or U (Dual Credit – University)
courses, with one of these courses being English 40S.
• New Brunswick: High School Graduation Certificate. An overall average of at least 65% in
five academic (university-preparatory) Grade 12 courses (including English 120 or 122).
• Newfoundland and Labrador: Senior High School Graduation Diploma. A minimum overall
average of 65% in 10 credits at the 3000 level, including English 3201.
• Nova Scotia: Nova Scotia Graduation Certificate. An overall average of at least 65% in five
academic or advanced Grade 12 courses (including English 12 ACAD).
• Prince Edward Island: High School Graduation Certificate. An overall average of at least
65% in five academic Grade 12 courses at the 611 or 621 level (including English 611 or 621).
• Quebec: Twelve courses from the DEC program of studies. An overall average of at least
65% in 12 academic semester courses (one year) in a university preparation program
(DEC) in CEGEP (including 2 English courses - 603 level). Extra courses will be assessed
for transfer credit. Applicants with the DEC may be awarded up to one full year of transfer
credit (30 credits).
• Saskatchewan: Students are required to graduate from high school or equivalent with
a university preparatory program. This must include English A30 plus four additional
academic 30 level subjects with a minimum overall average of 65%.
Home-Based Learning Applicants

• Tyndale welcomes applications from graduates of home-based schools and from other
unaccredited and/or non-traditional secondary education programs. Candidates who
are unable to present province/state-examined matriculation subjects are evaluated
individually in order to gauge readiness for university-level studies.
• Applicants should submit SAT, ACT or CLT scores to be considered for admission. In order
to be considered, students must score a minimum combined SAT score of 950 (out of 1600)
or 1420 (out of 2400), a minimum ACT score of 20, or a minimum CLT score of 58 (out of
120). Applicants must also provide an educational background chart (including a list of
courses taken and textbooks required for each course) to serve as a transcript.
Applicants from the United States

• Applicants graduating from Grade 12 of an accredited high school in the United States are
eligible to apply for admission to the Undergraduate Studies of Tyndale University. All U.S.
applicants must carry a full course load for the fall and winter semesters (3–5 courses per
semester or 9–15 credit hours per semester).
• Applicants will be considered for admission on the basis of their SAT, ACT or CLT scores.
In order to be considered, students must score a minimum combined SAT score of 950 (out
of 1600) or 1420 (out of 2400), a minimum ACT score of 20, or minimum CLT score of 58
(out of 120).
• Students from the United States may apply to Tyndale University through the online
application (tyndale.ca/apply) or by completing the paper application.
• Students from the United States are required to meet the criteria outlined in the
Applicants from Other Countries section.
Applicants from Other Countries (United States and outside North America)
Applicants from outside Canada must meet the admission requirements listed above in
addition to the following:
• Tuition and Fees: International students must be enrolled as full-time students

throughout the entire program (9 to 15 credit hours or 3 to 5 courses in fall and winter
semesters). As required by Immigration, Refugees and Citizenship Canada (IRCC), the
applicant must give satisfactory evidence of sufficient financial resources to meet the
current standards of IRCC when applying for the study permit.
• Medical Insurance: Health insurance is mandatory for all US and international students
and their families. All students are required to enroll in Tyndale’s emergency and
extended healthcare benefits unless they have provincial insurance such as OHIP. Spouses
and children can be enrolled in the plan as well. Current pricing may be obtained from
the Admissions Office. Please remember these costs when you are calculating your living
expenses for your studies in Canada, as these are not optional. In order to have insurance
coverage once you arrive in Canada, you must inform the Office of the Registrar at least
one week prior to departure.
• Study Permit: All international applicants are required to provide proof to the Admissions
Office that they have received a Study Permit from Immigration, Refugees and Citizenship
Canada (IRCC) prior to course registration. Please refer to the IRCC website for detailed
information: www.canada.ca/en/immigration-refugees-citizenship.html. Students are
responsible to fulfil all IRCC requirements.
• Application Fee: International applicants are required to submit a non-refundable
application fee of $150.
• Documents in a language other than English must be accompanied by a notarized English
translation. All transcripts and notarized translations are to be sent to the Admissions
Office by the institutions. It is the applicant’s responsibility to provide official copies of all
supporting documentation.
• Students should apply for admission to Tyndale before April 1 for the fall semester and
before August 1 for the winter semester, to ensure timely consideration. The application
fee for a non-North American applicant is $150.
Transfer Applicants
Applicants who have attempted courses at any post-secondary institution will be classified as
a transfer student. In order to base an admission decision on studies undertaken at the post-
secondary level, an applicant must have attempted at least 12 credit hours (equivalent to one
full semester) at an accredited school. If the applicant has not attempted at least 12 credit
hours, the Admissions Committee will base the decision on the applicant’s high school record.
In all cases, all transcripts must be provided to the Admissions Committee, including the high
school transcript, regardless of the basis of admission. The general admission requirement
for a transfer student is a minimum Grade Point Average (GPA) of 2.0 on a 4.0 scale.
Transfer students who have a cumulative GPA of less than 2.0 may be admitted on probation if
they meet the general admission requirements in their high school record.
Applicants who have studied in post-secondary institutions outside of North America are
required to have their international academic records evaluated by World Education Services
(WES – wes.org/ca). Applicants are to order the Course-by-Course International Credential
Advantage Package (ICAP) when making arrangements with WES to evaluate their records.
Transfer Credit Policy

Tyndale University endorses the Council of Ontario Universities’ support for the Pan-Canadian
Protocol on the Transferability of University Credits. In doing so, Tyndale undertakes to
support the necessary measures to ensure that all course work completed by transfer
students will be recognized and, subject to degree, grade and program requirements, fully
credited for the purposes of granting a degree, with the following conditions:
1. Students must meet the University’s general admission requirements in order to be

eligible for transfer credits.
2. Official transcripts are to be sent from each institution attended after high school, even
those where no credits were earned.
3. Applicants from Quebec who have successfully completed more than 12 academic
semester courses (one year) at a CEGEP may be eligible for up to 30 transfer credits.
4. Courses from unaccredited institutions will not normally receive transfer credits.
5. Courses must be assessed to ensure they fulfil the requirements in the student’s chosen
Tyndale program, either as required courses or electives.
6. The grade for each course under consideration must be “C” or better.
7. Submission of syllabi or course descriptions for courses under consideration may be required.
8. Up to half of the credits required for a Tyndale Undergraduate Studies program (degree or
certificate) may be transferred from another institution.
9. Up to half of the credits required for a Tyndale Undergraduate Studies major may be
transferred from another institution.
Occasional Student Applicants

Individuals who wish to take courses at Tyndale University for credit without admission to
a degree or certificate program may do so through occasional student status. There are a
number of reasons why a person might want to be an occasional student. For example, a
student might already have a degree and wish to take courses for enrichment, or a student
might want to take a few courses and later decide whether to enrol into a program of study.
Apply online at tyndale.ca/admissions/undergraduate/visiting-students
Acceptance as an occasional student does not guarantee acceptance to a degree or certificate

program at the Undergraduate Studies of Tyndale University. If at a later date an occasional
student wishes to enrol into a degree or certificate program, the student must be accepted
under the regular Tyndale admissions procedures. If admitted into a program, the courses
the student has completed may be used to fulfil the requirements of that program, provided
they fit into the program outline. Normally, an occasional student may complete up to three
courses (9 credit hours). A student must complete the regular application process and be
formally admitted into a program prior to beginning the fourth course.
Occasional student status is not open to students in the following categories:
1. Applicants who do not meet Tyndale’s English Language requirements
2. International applicants (with the exception of those taking online courses in their
home country)
Letter of Permission Applicants (LOP)/Visiting Student Application

Applicants wishing to take courses at Tyndale University for credit at other institutions are
classified as visiting students enrolling under a Letter of Permission. These students are
transferring credits to other institutions and are not working towards a degree or certificate at
Tyndale University.
Students seeking to study on a Letter of Permission should submit the following:

1. A completed Tyndale Undergraduate Studies Visiting Student application form
(tyndale.ca/admissions/undergraduate/visiting-students).
2. A $25 non-refundable application fee ($75 for international applicants).
3. A Letter of Permission from the school to which the credits are being transferred. This
letter should indicate which courses the student can take and the student’s academic
standing (Grade Point Average).
Students should be aware that they are not eligible to receive a degree or certificate from
Tyndale University. Students studying on a Letter of Permission are restricted to taking
only the courses listed on their Letter of Permission. Students are required to complete a
Transcript Request form (available from the Office of the Registrar) upon completion of the
course(s) they took on Letter of Permission.
Audit Students
An audit student is one who may audit a course for non-credit purposes. Audit students are
not required to fulfil the course work requirements, but must adhere to normal attendance
requirements. The instructor is under no obligation to grade any materials submitted by the
audit student. Audit students may be restricted from certain classes, and the number of audit
students per class may be limited.
To audit a course at Tyndale, submit a non-refundable application fee of $25 and complete the
Visiting Student Application form available from the Admissions Office. To register for courses,
the audit student must submit a completed registration form to the Office of the Registrar.
Permission from the Registrar and the course professor may be required to register.
Note: Tyndale students may audit one course free of charge after graduation in a
degree program.
Admission on Probation
Students Possessing an Ontario Secondary School Diploma (OSSD)
Applicants who do not meet the general admission requirements but who possess the OSSD,
with at least ten Grade 11 and/or 12U, M, C or O courses, at least five of which are Grade 12,
with a minimum average of 75%, may be considered for admission on probation to the degree
program of their selection. Applicants who do not meet the general admissions requirements
but who possess the OSSD with at least ten Grade 11 and/or 12U, M, C or O courses with a
minimum of 65% may be admitted into the Transitions Certificate program. At least five of
these courses must be at the Grade 12 level.
Mature Students
An applicant who does not meet the regular academic admission requirements may be eligible
for consideration as a mature student. To qualify as a mature student, the applicants must:
1. Be at least 21 years of age by the beginning of the semester for which admission is sought.
2. Have been away from full-time attendance at an educational institution for a minimum of
two years.
3. Be a citizen, permanent resident or landed immigrant of Canada.
4. Demonstrate the likelihood of success in university-level studies.
5. Submit a copy of his/her birth certificate.
6. Ensure that the application essay addresses plans for success in university-level studies
and what is to be gained from this academic experience, as well as make reference to
academic and career goals.
7. Write an entrance exam.
8. Have completed less than 12 credit hours at any post-secondary institution.
Admissions Probation Restrictions

Applicants accepted on probation may be subject to course load restrictions. All applicants
accepted on probation must achieve a GPA of 2.0 to continue their study at Tyndale.
Readmission for Previously Admitted Students

Students who were admitted to a program at Tyndale University and wish to resume studies
should first determine when the last semester of enrolment occurred.
If the last semester of enrolment occurred less than three (3) years ago, the student may
register online at mytyndale.ca.
Students who have been absent from Tyndale for three (3) years or more must submit a new
application packet to the Admissions Office. Alumni who graduated after three (3) years are
also required to reapply through Admissions to reactivate their file. If further assistance is
required, they may contact the Office of the Registrar directly:
Phone Number: 416.226.6620 ext. 6711

Fax Number: 416.226.4210
Email Address: registration@tyndale.ca
Special Policies for Specific Programs
Bachelor of Arts, Bachelor of Arts Honours, Bachelor of Business
Administration or Bachelor of Business Administration Honours
Some majors require and/or recommend that certain courses be taken in high school as
preparation for university-level studies in that discipline. Required courses must be included
among the five Grade 12U or M courses for the purpose of calculating the admission average,
along with ENG4U. Recommended courses may be included if there are five other Grade 12U
or M courses that have higher marks. The majors that require and/or recommend specific
courses are as follows:
Business Administration
• Recommended: at least one Grade 12 Math course as one of the six Grade 12U or M
courses (including ENG4U).
• Recommended: MCB4U “Advanced Functions and Introductory Calculus” and MDM4U
“Mathematics of Data Management.”
• Students who meet the admission requirements or who are admitted on probation and
who have MCR3U “Functions and Relations” (i.e., Grade 11 University Prep Math), but
who do not have a Grade 12 Math course, may be admitted. However, in order to continue
in Business Administration beyond the first year, students must complete BUSI 1023
Mathematics for Business with a minimum grade of “C.”
Psychology
• Recommended: MDM4U “Mathematics of Data Management” and SBI4U “Biology.”
Bachelor of Religious Education: Degree Completion Program

• 25 years of age or older and present a birth certificate to validate age.
• Must be able to transfer one year (30 credit hours) of accredited university or college-level
work into their degree program.
Bachelor of Religious Education: Modular Program

• 25 years of age or older and present a birth certificate to validate age.
• Must be considered for admission under general admission requirements or qualify for
admission as a mature student.
The Director of the Bachelor of Religious Education (BRE) Modular program will review the
files of all applicants and assist in the final admission decision.
Bachelor of Education (Post-Baccalaureate Program)
Offers of Admission to suitable applicants to the Bachelor of Education program will be
determined by the BEd Admissions Committee following an admission interview.
Eligibility for an admission interview will be based on the following:

1. Applicants are required to have an officially recognized three-year (90 credit hours, 15 full
credits) baccalaureate degree from an officially recognized degree-granting institution
with university status.
a. Preference will be given to applicants who have completed, or who are completing,
a four-year baccalaureate degree (120 credit hours, 20 full credits), or who have
completed both a three-year baccalaureate degree plus the equivalent of 30 credit
hours at another officially recognized post-secondary institution (i.e., an Ontario
College of Applied Arts and Technology).
2. Applicants are required to have a Grade Point Average (GPA) in the “B” range (minimum
70% or 2.7 on a 4.0 scale) or better, calculated on the applicant’s best 60 credit hours
(10 full credits) of undergraduate university courses. College diploma and/or certificate
courses, whether transferred into the university degree program or not, will not be
included in the Grade Point Average (GPA) calculation.
a. Academic Equivalence: Applicants who do not meet the above Grade Point
Average (GPA) requirement may be selected for an admission interview if the
Admissions Committee grants academic equivalence. Academic equivalence can be
demonstrated by:
i. Substantial relevant experience in an educationally-related field (e.g: experience
and/ or employment as an Educational Assistant or Early Childhood Educator,
employment as an uncertified/supply teacher, private school/Montessori teaching
experience); or,
ii. Demonstrated proficiency in an identified area of need in the publicly-funded
school systems in Ontario (e.g: French language proficiency).
3. Proficiency in English is required (please refer to English Proficiency Requirements for the
Bachelor of Education under Admissions – General Information)
4. Meeting the academic requirements does not guarantee admission to the program.
Additional Information:
1. Applicants to the Junior/Intermediate program must be completing or have completed
a minimum of 12 credit hours (2 full credits) in one of the following disciplines
(teachable areas): English, French, Geography, History, Mathematics, Music
(Instrumental), Science-General.
2. For applicants completing an undergraduate degree during the application process, only
courses completed by the application deadline will be assessed. A conditional acceptance,
pending receipt of a final, official transcript, may be offered.
3. Primary/Junior applicants who wish to register in the French as a Second Language
program must first demonstrate proficiency on the French Language Proficiency Test.
4. Junior/Intermediate applicants who wish French as a Second Language to be their
teachable must have successfully completed a minimum of 12 credit hours (2 full credits)
in French at the university level and demonstrate proficiency on the French Language
Proficiency Test.
5. Applicants must complete the BEd application form and provide all requested
documentation, including, but not limited to, all official post-secondary transcripts, written
statements and resumé (curriculum vitae).
6. Admission to the BEd is on a full-time basis only.
7. Transfer credit will not normally be granted for BEd applicants.
8. International Students accepted to the BEd program must show confirmation of study
permit by June 1st prior to their cohort beginning. If the student’s visa does not arrive by
June 1st, the student may defer to the following year (one time only). In those cases, the
student must show confirmation of study permit by January 1st prior to that next cohort’s
start to secure their spot.
9. Students accepted into the program may request a one-time deferral to the following intake.
Student Development
Community Life and Standards

Tyndale’s student body embraces an appreciation of individual diversity and a commitment to
fostering a rich community life. Students range in age from recent high school graduates to
mature students who continue their education for a number of reasons.
Over 600 undergraduate students from across Canada and around the world come to study at
Tyndale University each year. These students represent a wide variety of demographic, ethnic
and denominational backgrounds.
Approximately one-quarter of Tyndale’s undergraduates live in campus residence halls.

These opportunities foster an understanding of our rich diversity and deepen relationships,
many of which become life-long friendships. Both commuters and residents alike find
that interaction within such a varied community enlarges their perspective and cultivates
transformation that transcends their student life.
Rights and Responsibilities

Student membership at Tyndale University is based upon primary rights and responsibilities
intended to honour all and maintain the integrity of the community for learning. The policies,
regulations, and community standard convey the community’s ethos and the expectations
required of all students. The rights and responsibilities exercised within the community must
be compatible with these qualities and standards.
Tyndale University acknowledges that students are able to make responsible decisions
regarding their own behaviour within the guidelines of the Tyndale community. The purpose
of these standards is to provide an environment that supports personal and intellectual
growth. The intent is to recognize the rights as a student and the rights of others within
this academic community, while also identifying certain responsibilities of all students who
choose to participate in this educational context. These responsibilities apply to all students
who are engaged in school-sanctioned activities, as well as to off-campus conduct should
the activity materially affect the safety, integrity and/or educational interests of the Tyndale
University community.
Further information and procedures for discipline and appeals are provided in the appropriate
sections of the Student Handbook.
Spiritual Disciplines and Worship

Tyndale is committed to fostering spiritual growth among its student community. One of
the ways we seek to facilitate this goal is through our chapel program, which is designed to
promote the holistic development of all community members through corporate worship,
to build community and to raise awareness of the issues of living as a Christian in our world.
A pre-determined chapel attendance is required for all undergraduate students. (Please refer
to the Student Handbook for specifics.) Chapels are offered at 11:15 am on both Tuesdays
and Thursdays and we hope that everyone on campus will attend. Many offices and student
services are closed for Tuesday chapels to allow staff, faculty, and students alike the
opportunity to attend.
Along with the Tuesday and Thursday gatherings, regular student-led chapels are held on
other days through the academic year. Check the Student Handbook for more information.
Anti-Discrimination and Harassment Policy

It is official policy that members of the Tyndale community be able to enjoy an environment
free from all forms of discrimination and harassment. No employee or student may be
discriminated against in any manner that violate the Ontario Human Rights Code. The full
policies and procedures to register a complaint are outlined in the Student Handbook. The
Student Handbook is available online through the mytyndale.ca student portal.
Student Services
New Student Orientation
Each academic semester begins with a time of orientation for new students organized by the
Department of Student Development and student leaders. Orientation activities are provided
for new students to acquaint them with the people, policies and procedures of Tyndale. The
organized activities include opportunities to meet Tyndale personnel and faculty, to interact
with student leaders, to gather key information concerning the upcoming year, to experience
life in Toronto, and to worship and play together. Orientation for all students continues in
various ways at the start of the fall and winter semesters with a desire to see each student
become intergrated into the Tyndale community and to experience a memorable year.
“Cultivate” — New Student Orientation in September
“Cultivate” is for all new incoming students. During these days, there will be plenty of
opportunities to participate in a range of activities. Here’s just a sample:
• Learn more about Tyndale and your academic program

• Meet new friends
• Participate in a wide variety of social activities on campus and in and around Toronto
• Worship together
Every new student taking four credit hours or more during the fall semester is expected to
attend “Cultivate” activities and events.
Student Activities
Consistent with our emphasis on balance in the Christian life, Tyndale encourages students
to participate in various areas of activity that help to provide social, spiritual, intellectual and
physical growth. Campus recreation, events sponsored by the Student Council and a number
of student organizations, and House activities all contribute to building an active community.
One of the ways in which we equip students is to provide leadership experiences and
opportunities within the Tyndale community. Our Student Leadership Team presently consists
of Residence Hall leadership, the Undergraduate Studies Student Council, and student
organization leadership.
Health Policies
One of the hallmarks of a Tyndale University experience is holistic student development.
Tyndale partners with the Student Benefit Alliance who provides healthcare benefits for
thousands of university students nationwide. The extended healthcare benefits gives all
Tyndale students insurance coverage in areas such as:
• Prescription Drugs
• Dental Care
• Chiropractor
• Physiotherapy
• Mental Health Counselling
If students already have extended healthcare benefits through other avenues such as spouse
or parents, those will be given an opportunity to opt-out of the plan and receive a refund.
The cost of this benefit for Canadian undergraduate, B.Ed., and graduate students is available
from Student Financial Services (SFS). International students, due to the nature of their status
in Canada, have a different plan and details can be found through SFS.
Alumni Association
The Tyndale Alumni Association exists to develop lifelong relationships between Tyndale
alumni and Tyndale University. Tyndale alumni are serving in Canada and around the world
and the Alumni Association provides support and connection through communications, events,
continuing education and benefits. To find out more about the Alumni Association, visit their
website at tyndale.ca/alumni.
Counselling Services
The Tyndale Wellness Centre offers professional counselling for individuals, couples and
families, as well as a variety of seminars designed to help students grow and develop in their
personal life and their relationships with others. This team of dedicated and experienced
counsellors exists to facilitate growth and healing in the lives of students, focusing on
prevention and intervention from a Christian perspective.
The Wellness Centre offers therapy sessions and instruments to Tyndale University students
on a fee schedule. For more information on fees and services, visit the Wellness Centre
website: tyndale.ca/wellness.
Food Services
The Dining Hall, located on Level 200, F Wing of the campus, is open most days through the
year (with the exception of the Christmas break). For hours of operation, please refer to the
Student Handbook. All Tyndale residents are on a meal plan, which operates on a declining-
balance per purchase through swiping their Tyndale ID card.
Library Services
The J. William Horsey Library supports the curricula of Tyndale University. It holds over
165,000 monographs, periodical volumes and audio/visual resources and has particular
strengths in church history and Biblical Studies in both English and Chinese. Special
collections include the Percival J. Baldwin Puritan Collection, the NAIITS Indigenous
Collection, and Education Curriculum Resources.
The library subscribes to thousands of digital periodicals providing access to hundreds

of thousands of journal articles. Over 500,000 e-books are also available. Online Library
Research Guides lead students to focused resources by subject. Remote access is available to
students for most electronic resources. Reference services, online tutorials and information
literacy sessions are offered to orient users to resources available at Tyndale and elsewhere.
The library’s holdings are available in WorldCat, which is freely accessible through the Internet.
Tyndale students are able to renew materials online where permitted. They may also access
over 50 research databases remotely. Some library materials are in closed stacks and are
available upon request. Visit the library’s website at tyndale.ca/library for more information.
Residence
The Tyndale residence is a caring community that fosters growth, accountability, and lifelong
relationships.
Tyndale recognizes residence living is a valuable part of students’ education. Living in

residence provides opportunities to learn more about oneself, build relationships, nurture
leadership abilities and develop spiritually. For this reason, all single undergraduate students
who are under 20, and not living with their parents, are highly encouraged to live on campus
during their first and second years.
The Department of Student Development endeavours to promote a quality of student life

that will stimulate residents to develop intellectually, physically, socially, emotionally and
spiritually. This involves a commitment to maximizing opportunities for the individual to make
responsible choices with the expectation that the individual also recognizes an obligation to
contribute to the growth and welfare of others in the community.
Commuter/Guest Rooms
To accommodate the needs of our commuter students, guest rooms have been set aside in
the Boehmer Centre wing in our facility. Rooms are available for use by commuters or non-
Tyndale student guests. These rooms may be booked through Reception by sending an email to
reception@tyndale.ca or calling 416.226.6620 ext. 0. A limited number of rooms are available and
specific rooms will not be guaranteed. For further information speak to Reception.
Summer Residence
From May to mid-August, the residence is available for those who need accommodation in
Toronto due to summer school, job opportunities and other reasons. Tyndale students and
non-Tyndale students applying for summer residency must have all outstanding Tyndale
accounts cleared prior to summer residence acceptance. All policies in the Student Handbook
and in the Residence Handbook remain in effect during the summer months. Please consult
the Student Handbook for further information.
Parking
There is no charge or fee for vehicle parking at Tyndale. Please park your vehicle in designated
spots in any of Tyndale’s six lots found around the campus. Unless authorized to do so, please
refrain from parking in accessibility designated spots and the spots in LOT B designated for
Admissions guests.
The Centre for Academic Excellence
The Centre for Academic Excellence is committed to the success, support, and academic
flourishing of Tyndale’s students. Students at all levels of ability can profit from the Centre’s
free services by booking one-on-one sessions, attending workshops and group study sessions,
and accessing resources both online and at the Centre.
The Centre has been established to help students achieve their full potential as learners.
It consists of Writing and Tutoring Services, Accessibility Services, Academic Advising, and
Career Services. These areas have been designed to work together, guiding students toward
academic success through an integrative, supportive network of skilled advisors.
Writing and Tutoring Services

tyndale.ca/writing-tutoring
Staffed by a team of skilled and approachable student consultants, Writing and Tutoring
Services offers two kinds of support: Academic Tutoring (for Tyndale undergraduate students
[excluding B.Ed.] in multiple areas of study) and Writing Consultation (for all students of
Tyndale University).
Students interested in becoming a consultant may contact the Learning Specialist for further
details. To learn more about these services or to book an appointment, drop by and speak to
the staff, send an email, or visit online — tyndale.ca/writing-tutoring.
Academic Tutoring
Consultants are available to help undergraduate students in free one-on-one sessions in
multiple areas of study. Tutors can assist students with any of the following:
• Mastering course material

• Sharpening note-taking and research skills
• Refining study and test-taking skills
According to student need, consultants will also host group study sessions for selected courses.
Writing Consultation
The Centre offers a comprehensive program of writing support to students regardless of skill
level or area of study. Consultants can assist at any stage of the writing process, including
the following:
• Starting an assignment
• Organizing and outlining ideas
• Learning to edit
• Refreshing grammar skills
• Documenting sources
• Refining style
Students may also bring essays that have been graded to identify patterns of concern and
improve their skills.
For further details, visit the Writing and Tutoring Services website or contact
academictutoring@tyndale.ca, writing@tyndale.ca, or by phone at 416.226.6620 ext. 2179.
Accessibility Services
tyndale.ca/accessibility-services
Accessibility Services supports students who have permanent or temporary disabilities.
Services such as academic accommodations, learning strategies, and assistive technology
training are provided to support students in meeting their academic demands while managing
their disability’s functional limitations. Accessibility Services provides accommodations for
students to remove possible barriers in their course and program requirements; modifications
to course requirements are not provided.
Accessibility Services strives to create a safe and comfortable environment for students
by providing services that respect their dignity, encourage independence and promote full
participation throughout their academic journey at Tyndale.
Students experiencing difficulties in their learning and academic performance due to the
functional limitations of their disability are encouraged to book a confidential appointment
with the Accessibility Specialist.
• New registrants must self-identify and register with Accessibility Services before the
beginning of the semester or as early as possible to access appropriate services.
• Current registrants must renew their accommodation plans every semester to have active
accommodations in place.
The Student Accessibility Advisory Committee (SAAC) exists to support student accessibility
on campus. It convenes at least once per semester. This committee has the responsibility of
examining current internal accessibility and accommodations policy, as well as recommending
adjustments or new activities and strategies to the Academic Deans. The committee also
monitors the implementation of policy and decisions, as well as individual accommodations,
in order to achieve compliance. Students who wish to appeal accommodation decisions or
request changes to current policy can appeal to this committee. The decision of the Student
Accessibility Advisory Committee is final.
For more information, please contact Accessibility Services at

accessibilityservice@tyndale.ca, or by phone at 416.226.6620 ext. 2189.
Academic Advising and Career Services
tyndale.ca/academic-advising
tyndale.ca/career-services
Academic Advising is available to students at any stage of their academic program. Students
can approach Advising Services with questions related to their program of choice, advice on
scheduling their courses in proper sequence, guidance on how to balance their workload,
or suggestions on how to implement an academic plan. Special attention is given to first-
year students who enter under admissions probation or current students who are placed
on academic probation. Students can also speak to Advising Services to understand their
learning style and how it can best serve their academic experience.
Advising Services has a close relationship with faculty and may intervene and provide
assistance to students on a faculty member’s recommendation. At any point in the semester,
Advising Services may contact students for progress meetings. The purpose of these meetings
is to understand how a student is progressing during the semester, identify challenges that
might be affecting their performance, and refer students to support services at Tyndale. It is
understood that progress meetings are mandatory for students who are contacted.
Mid-term progress reports are administered at the halfway point in the fall and winter
semesters. Faculty will release midterm grades to Advising Services and in conjunction with
the Office of the Registrar, students will be informed of their progress, if appropriate.
Career Services is available to all students. Students can request support and assistance on
finding their strengths and aptitudes towards a particular vocation or request personality
inventories to begin the process of finding a suitable vocation. Resume and cover letter
assistance, guidance, counsel, and referrals are all included in this service. The Academic
Advising and Career Specialist will provide opportunities for the student community to
network with various representatives of Tyndale and the broader community in particular
areas of the workforce. Workshops will also be available to the student community.
For more information, please contact Academic Advising and Career Services at
advising@tyndale.ca, careerservices@tyndale.ca, or by phone at 416-226-6620 ext. 2160.
Fees and Expenses
Tyndale University is an independent, not-for-profit, transdenominational institution that

reviews its fee structure each year. Its independent status means that it does not receive
denominational support and government funding. The cost of education is therefore
subsidized by other income, including substantial donations from the Christian community.
The following tuition fees and expenses are effective May 1, 2022 through April 30, 2023:
Tuition Deposit
All new students (except those in the Bachelor of Education [BEd] program) must submit a
one-time $300 deposit by August 1 if they start in the fall semester, and by December 1 if they
start in the winter semester. The deposit is non-refundable and will be credited toward tuition
fees in the following semester.
Residence Deposit
The $1000 Residence Deposit is non-refundable once the residence agreement is signed. It
will be applied towards the final Residence payment in Winter 2023.
Fee Schedule
Application Fees and Deposits
Application Fee for North American applicants $50
Application Fee for non-North American applicants $150
Application Fee for North American BEd applicants $75
Application Fee for non-North American BEd applicants $150
Application Fee for occasional student $25
Late Application Fee for North American applicants after $100
August 1 (Fall) and December 1 (Winter)
Reactivation Fee (reapplying after 3 years of non-enrolment) $50
Tuition Deposit (non-refundable) $300
Tuition Deposit for BEd (non-refundable) $500
Tuition & Fees
Undergraduate Programs
Tuition (per 3 credit hour course) $1,464
Student Activity Fee $18
Resource Fee $90
Administration Fee (non-refundable) $51
Total Tuition & Fees (per 3 credit hour course) $1,623
Audit (per 3 credit hour course) $400
Bachelor of Education (16-months program)
Primary/Junior and Junior/Intermediate Tracks $30,780
Primary/Junior with a Focus on Teaching French as a Second Language Track $32,319
Course/Program Fees
Additional Fees for Development Trips $2,000 - $4,000
BA Music Program Incidental Fee (per semester) $200
Course Material Fee (per credit hour as required) $10 - $20
First Year Fee (required for all new students taking 2 or more courses) $225
Extended Healthcare benefits (required for all students taking 2 or more courses)
Undergraduate (September 1, 2022 to August 31, 2023 coverage) $350
Bachelor of Education (August 1, 2022 to August 31, 2023 coverage) $379
International Student Fees
International Visa Student Fees (per credit hour) $33
American Student Fees (per credit hour) $20
Emergency Medical Plan (September 1, 2022 to August 31, 2023 coverage)* $750
*in addition to Extended Healthcare benefits
General Fee Schedule

NSF cheque fee $25
Finance Adminstration Fee $100
Late Drop Fee (per course) $100
Late Registration (full-time and part-time returning students) $50
Letter of Permission $25
Official Statement/Letter $10
Official Transcript $10
Official Transcript – additional requests (ordered at same time) $8
Official Transcript – rush service $20
Replacement of ID Card $10
Replacement of Diploma $60
Replacement of T2202 per tax year $10
Thesis Binding Fee $25 - $50
Transfer Credit Evaluation $25
Graduation Late Application Fee $35
Residence Fees (per semester)
Residence Fees are calculated based on your choice of Room Type and Mandatory Meal Plan.
Residence Fees by no sink with sink with Shared with

Room Type Half Bath Half Bath
Double Room $1,963 $2,013 $2,073
Single Room $3,425 $3,453 $3,482
Apartment on Level C600 – $9,354*
Quadruple Occupancy
Apartment on Level E500 – $9,150*
Quadruple Occupancy
Apartment on Level E600 – $6,900*
Triple Occupancy
*Apartment Fees of $178 per person applies
Mandatory Tax-Free Meal Plan

(for Single and Double Room)
Base $1,450
White $1,650
Purple $1,760
Gold $2,150
Residence fees already include residence administration fees.

Meal credits expire at the end of each semester and cannot be converted to cash.
For further details please visit our website (tyndale.ca/student-life/residence/fees-applications).
BEd Student (August – March)

Residence Fees by Room Type
(8 months commitment)
Single Room with Sink $6,497
Mandatory Tax-Free Meal Plan

Base $2,900
White $3,300
Purple $3,520
Gold $4,300
Payment Plans and Methods
Payment Plans
Fall 2022
Aug 19, 2022 Sep 30, 2022 Oct 31, 2022 Remaining
balance after
Oct 31, 2022(3)
All students Minimum payment(1) of Half of Remaining 12% p.a. interest
$1,000 (1-2 courses) remaining balance balance will be charged
$1,500 (3 or more
courses)
Tuition: Half of remaining Remaining 12% p.a. interest
Students Minimum payment(1) of balance for balance for will be charged
in residence $1,000 (1-2 courses) both tuition and both tuition and
$1,500 (3 or more residence residence
courses)
Residence:
Minimum payment(1) of
$2,000 (single room)
$1,500 (other room types)
Students with No minimum payment(2) Half of remaining Remaining 12% p.a. interest
government if supporting documents balance (after balance will be charged
assistance submitted by Aug 19 government
assistance)
Students in Tuition: Half of remaining Remaining 12% p.a. interest
residence No minimum payment(2) balance for balance for will be charged
with if supporting documents both tuition and both tuition and
government submitted by Aug 19 residence residence
assistance Residence: (after government
Minimum payment(1) of assistance)
1. If minimum payment is not made by August 19, a $100 financial administration fee (additional $100
for residence students) will be added to your account.
2. If you are a student applying for government assistance, your supporting documents must be
submitted to your government assistance account by August 19, otherwise a $100 financial
administration fee (additional $100 for residence students) will be added to your account.
3. The interest charge of 12% per annum will be applied to all students, including those who have
applied for government assistance but have not received it by October 31.
4. If registering after August 19, minimum payment must be made (or supporting documents for
government assistance must be submitted) within 48 hours of registration, otherwise a $100
financial administration fee (additional $100 for residence students) will be added to your account.
Winter 2023
Dec 9, 2022 Jan 31, 2023 Feb 28, 2023 Remaining
balance after
Feb 28, 2023(3)
All students Minimum payment(1) of Half of remaining Remaining 12% p.a. interest
$1,000 (1-2 courses) $1,500 balance balance will be charged
(3 or more courses)
Tuition: Half of remaining Remaining 12% p.a. interest
Students Minimum payment(1) of balance for balance for will be charged
in residence $1,000 (1-2 courses) $1,500 both tuition and both tuition
(3 or more courses) residence and residence
Residence:
Minimum payment(1) of
Students No minimum payment(2) Half of remaining Remaining 12% p.a. interest
with if supporting documents balance (after balance will be charged
government submitted in Fall 2022 or government
assistance by Dec 9 assistance)
Students in Tuition: Half of remaining Remaining 12% p.a. interest
residence No minimum payment(2) if balance for balance for will be charged
with supporting documents submitted both tuition and both tuition
government in Fall 2022 or by Dec 9 residence (after and residence
assistance Residence: government
Minimum payment(1) of assistance)
1. If minimum payment is not made by December 9, a $100 financial administration fee (additional
$100 for residence students) will be added to your account.
2. If you are a student applying for government assistance, your required supporting documents
must be submitted to your government assistance account by December 9, otherwise a $100
3. The interest charge of 12% per annum will be applied to all students, including those who have
applied for government assistance but have not received it by February 28.
4. If registering after December 9, minimum payment must be made (or supporting documents
for government assistance must be submitted) within 48 hours of registration, otherwise a $100
All outstanding accounts must be cleared by the end of each semester. If the student’s account
is not paid in full, the student will not be able to register for the next semester nor return to
residence. Grades, transcripts, degree, certificate and the tuition tax receipt will be withheld
until full payment is received on outstanding accounts, including library fines. Unpaid school
fees may be forwarded to a collection agency if alternative efforts to collect outstanding
amounts are not successful. In this event, $500 or 25% of the outstanding balance (whichever
is higher) will be added to your account. Returning student with prior financial hold will be
subject to certain conditions for future registration.
Payment Methods
1. Online Payment through a Canadian financial institution (preferred payment method to
keep Tyndale’s processing fee low): Please add “Tyndale University” as a payee to your
“bills” list. The account number will be your Student ID number. If your student ID is
shorter than 9 digits, please add `000’ in front of your student ID number. ex. 000123456.
Please note that online payments can take up to 48 hours to reach our bank, please allow
for sufficient processing time.
2. Visa or MasterCard: Please submit your payment at https://pay.tyndale.ca.
3. Cheques: Please send a cheque by mail or drop off a cheque at the campus Reception.
(please make the cheque payable to “Tyndale”)
International Student Payment Plan for 2022–2023

Total costs for Undergraduate Studies (including 10 courses, fees, application fee, health
insurance, and orientation) are approximately $18,700.
Fall 2022 & Winter 2023 Registration
Before Study Before registration By Sep 30, By Dec 9,

Permit application or by Aug 19, 2022 2022(2) 2022
Undergraduate Application fee Half of remaining Remaining tuition
students (non-refundable) and tuition balance = $7,900 balance
$3,000(1) tuition deposit
Undergraduate Application fee Half of remaining Remaining tuition Winter

students with (non-refundable) and tuition balance = $7,900 balance residence
residence $3,000(1) tuition deposit + Fall residence fees fees
1. $300 of the tuition deposit is non-refundable. However, should your study permit be denied, the full
$3,000 tuition deposit will be returned.
2. 12% per annum interest charged if balance is not cleared by September 30, 2022.
Winter 2023 Registration (students start in Winter 2023)
Before Study Permit application Before registration

or by Dec 9, 2022
Undergraduate students Application fee (non-refundable) and Remaining tuition balance
$3,000(1)tuition deposit
Undergraduate students Application fee (non-refundable) and Remaining tuition balance +

with residence $3,000(1)tuition deposit Winter residence fees
1. $300 of the tuition deposit is non-refundable. However, should your study permit be denied, the full
$3,000 tuition deposit will be returned.
2. 12% per annum interest charged if balance is not cleared by January 31, 2023.
Note: Programs and courses that are offered in conjunction with other post-secondary
institutions (such as the Bachelor of Arts Human Services degree being offered with Seneca
College) are subject to that institution’s international student tuition fee.
Refund Schedule
There are deadlines for adding and dropping courses. The academic and financial dates are
different. See the Academic Policies and Procedures section for the academic deadlines.
Fall 2022 Refund Schedule – Undergraduate Studies (12-Week Courses)

1. Refer to the chart below to determine eligible refund amounts during the specified weeks.
2. Switching sections is considered adding and dropping and must be done by September 20,
2022.
3. Switching from credit to audit is considered dropping and adding and must be done by
September 20, 2022.
4. Use a Registration (Add/Drop) form to withdraw from a course or switch classes. This form
is available at tyndale.ca/registrar or in the Office of the Registrar.
5. The date the Registration (Add/Drop) form is received in the Office of the Registrar will
determine the refund amount.
Drop Date Refund*

Up to Sep 20, 2022 100%
Sep 21 to Sep 27, 2022 80%
Sep 28 to Oct 4, 2022 70%
Oct 5 to Oct 11, 2022 60%
Oct 12 to Oct 18, 2022 50%
After Oct 18, 2022 0%
*Refund % applies to Tuition, Resource Fee, and Student Activity Fee.

*Administration fee ($51 per course) is not refundable after September 20, 2022.
Winter 2023 Refund Schedule – Undergraduate Studies (12-Week Courses)
1. Refer to the chart below to determine eligible refund amounts during the specified weeks.
2. Switching sections is considered adding and dropping and must be done by January 20,
2023.
3. Switching from credit to audit is considered dropping and adding and must be done by
January 20, 2023.
4. Use a Registration (Add/Drop) form to withdraw from a course or switch classes. This form
is available at tyndale.ca/registrar or in the Office of the Registrar.
5. The date the Registration (Add/Drop) form is received in the Office of the Registrar will
determine the refund amount.
Drop Date Refund*

Up to Jan 20, 2023 100%
Jan 21 to Jan 27, 2023 80%
Jan 28 to Feb 3, 2023 70%
Feb 4 to Feb 10, 2023 60%
Feb 11 to Feb 17, 2023 50%
After Feb 17, 2023 0%

*Administration fee ($51 per course) is not refundable after January 20, 2023.
Spring/Summer 2023 Refund Schedule (12-Week Courses)
Drop Date Refund*

Before class starts 100%
Week 1-2 100%
Week 3 80%
Week 4 70%
Week 5 60%
Week 6 50%
After Week 6 0%

*Administration fee ($51 per course) is not refundable after Week 2.
Refund Schedule for Intensive Courses
Certain programs, such as the Bachelor of Religious Education Degree Completion
Program, are in an intensive format that can vary from 5 to 7 classes/weeks in length. Use a
Registration (Add/Drop) form to withdraw from a course. The date the Registration (Add/Drop)
form is received by the Office of the Registrar determines the refund amount. The Registration
(Add/Drop) form is available at tyndale.ca/registrar or in the Office of the Registrar.
The refund will be calculated based on the percentage of course duration completed by the
drop date. For example, a student withdrawing from a 5-week course starting on October 1,
will receive an 80% refund if the drop date falls between October 7-9 (Day 7-9).
Please contact Student Financial Services for other course durations not covered below.
5-DAY COURSE
Drop Date Refund*
Day 1 100%
Day 2 80%
Day 3 60%
After Day 3 0%
5-WEEK COURSE
Drop Date Refund*
Day 1-6 100%
Day 7-9 80%
Day 10-12 70%
Day 13-15 60%
After Day 15 0%
6-WEEK COURSE
Drop Date Refund*
Day 1-8 100%
Day 9-11 80%
Day 12-15 70%
Day 16-18 60%
After Day 18 0%

*Administration fee ($51 per course) is not refundable.
Bachelor of Education 2022-2023 Refund Schedule
The refund will be calculated for each course based on the percentage of course duration
completed on the date of withdrawal approved by the Office of the Registrar.
Deadlines Refund*
Less than 20% of course duration 100%*
Less than 30% of course duration 80%**
50% of course duration 50%**
More than 20% of course duration 0%**
*Drop Fee of $100 per course will be charged.

**Refund % applies to Tuition, Resource Fee, Student Activity Fee and Graduation Fee. Administration
fee is not refundable.
Cheque Refund Policy: Students can request a refund cheque for the credit balance on
their student account by filling out and submitting a Refund Request Form. These forms are
available on tyndale.ca/financial-aid-services/services/refunds. Refund requests may take up
to 2 weeks to process from the date the request is submitted.
Financial Aid
Tyndale University understands that financing university education is a major concern of

students. Therefore, Tyndale has a number of funds to assist students in meeting their
educational costs. For example, there are a variety of scholarships, bursaries, grants,
sponsorship programs, and loans available to Tyndale students. Students are encouraged to
apply for financial aid early.
In addition, the Financial Aid Office regularly receives numerous award notices from external
organizations that are distributed to students throughout the academic year. Information
on these awards is made available to students. In most cases, all necessary information is
available online. Students are welcome to come for a one-on-one meeting with the Specialist
for Student Financial Resources before the next year of attendance to discuss their personal
financial situation in more detail. The specialist can be contacted at 416.226.6620 ext. 2177 or
at financialaid@tyndale.ca.
Many of the financial aid programs have requirements that students study full-time (12 credit
hours per semester). Eligible students can apply for scholarships, bursaries and other awards
online at tyndale.ca/financial-aid-services/aid/undergraduate
Undergraduate Studies Financial Aid

Entrance Scholarships
Each fall, Tyndale offers new undergraduate students various scholarships and awards worth
up to $5,000.
President’s Scholarship (Entrance)
The President’s Scholarship of Distinction of $5,000 is an entrance scholarship awarded to
every new full-time student who is accepted into a Bachelor of Arts (BA), Bachelor of Business
Administration (BBA), Bachelor of Religious Education (BRE) or Transitions program at Tyndale
with a minimum average of 90% (3.9 GPA or 1200 SAT or 27 ACT) from their top six grade 12 U
or M courses (including ENG4U).
The President’s Scholarship of Excellence of $2,000 is an entrance scholarship awarded

to every new full-time student who is accepted into a Bachelor of Arts (BA), Bachelor of
Business Administration (BBA), Bachelor of Religious Education (BRE) or Transitions program
at Tyndale with an average between 80% and 89.9% (3.7 – 3.89 GPA or 1130 – 1190 SAT or
25-26 ACT) from their top six grade 12 U or M courses (including ENG4U).
The President’s Scholarship of Merit of $1,000 is an entrance scholarship awarded to every

new full-time student who is accepted into a Bachelor of Arts (BA), Bachelor of Business
Administration (BBA), Bachelor of Religious Education (BRE) or Transitions program at
Tyndale with an average between 75% and 79.9% (3.0 – 3.69 GPA or 1060 –1120 SAT or
23 – 24 ACT) from their top six grade 12 U or M courses (including ENG4U).
Note: Transfer or mature student’s GPA will be taken from their most recent academic
transcript.
Christian Camp Service Award ($500)

Awarded up to a maximum of 5 first-year full-time students with financial need being an
essential criterion. Student must be working full-time at a partnering Christian camp for the
summer leading up to their first academic year at Tyndale. A supporting document confirming
employment is required.
For complete information on how to apply for Entrance Scholarships, please visit
tyndale.ca/financial-aid-services/aid/undergraduate/scholarships-awards/entrance.
Returning and Graduating Student Scholarships and Awards

These monetary scholarships and awards are given on the basis of academic achievement.
Some scholarships and awards may consider other factors such as student life or community
involvement, qualities of leadership or other criteria. For scholarships and awards requiring an
application, the relevant application forms will be available online during the winter semester.
For complete information and full list of scholarships and awards, please visit tyndale.ca/
financial-aid-services/aid/undergraduate/scholarships-awards/returning-graduating.
Note:
1. Scholarships and awards for returning students are awarded to the current students who
are returning to Tyndale in the next academic year and not currently in their final year of
the program.
2. Scholarships and awards for graduating students are awarded to students in the final year
of their program.
President’s Scholarship (Returning Students)

The President’s Scholarship of Distinction of $4,000 is a scholarship awarded to every
returning student who is enrolled full-time in a Bachelor of Arts (BA), Bachelor of Business
Administration (BBA) or Bachelor of Religious Education (BRE) at Tyndale with a minimum
CGPA of 3.90.
The President’s Scholarship of Excellence of $2,500 is a scholarship awarded to every
returning student who is enrolled full-time in a Bachelor of Arts (BA), Bachelor of Business
Administration (BBA) or Bachelor of Religious Education (BRE) at Tyndale with a CGPA
between 3.70 – 3.89.
The President’s Scholarship of Merit of $1000 is a scholarship awarded to every returning
student who is enrolled full-time in a Bachelor of Arts (BA), Bachelor of Business
Administration (BBA) or Bachelor of Religious Education (BRE) at Tyndale with a CGPA
between 3.30 – 3.69.
Note:
1. Qualified returning students must have completed at least 12 credit hours at Tyndale
University.
2. A student’s qualifying CGPA is determined upon completion of the most recent winter
semester.
Bursaries and Grants

A bursary is a non-repayable sum of money awarded to a student on the basis of financial
need. A grant is a non-repayable sum of money awarded to a student based on a set of criteria.
Tyndale University has a number of bursaries and grants available to full-time students. The
application for Tyndale Bursaries & Grants may be submitted online to be considered for all
general bursaries and grants Tyndale offers.
For a list of bursaries and grants, instructions on how to apply, and full eligibility
requirements, please visit tyndale.ca/financial-aid-services/aid/undergraduate/bursaries-
grants/general.
Tuition Aid Bursaries (based on application and student’s status)

Tuition Aid Bursaries are bursaries available to full-time and part-time undergraduate
students based on the student’s status.
Spousal Bursary – For a husband and wife who are both enrolled at Tyndale at the same time.
Undergraduate students are eligible to receive up to $925 per academic year.
Family Bursary – For family members (parent/child or siblings) from the same household who
are enrolled at Tyndale at the same time. Undergraduate students are eligible to receive up to
$800 per academic year.
Senior Bursary – Tyndale University students over 60 years of age are eligible to receive up to
$900 per academic year.
Tyndale Bursary for Partnering Organizations – Full-time staff members of the Association
of Christian Schools International (ACSI), Inter-Varsity Christian Fellowship (IVCF), the
Navigators, Power to Change (P2C), or Youth for Christ/Youth Unlimited (YFC) who are
studying at Tyndale are eligible for a bursary. Up to $900 per academic year for members
of ACSI. 25% off the tuition fee for members of IVCF, Navigators, P2C, or YFC. A supporting
document confirming valid membership is required.
The applications for Tuition Aid Bursaries are unique and separate from the application for
Tyndale Bursaries & Grants. For complete information and a full list of Tuition Aid Bursaries,
please visit tyndale.ca/financial-aid-services/aid/undergraduate/bursaries-grants/tuition-aid.
Note: Tuition Aid Bursaries are not applicable to students in the BEd program.
Program-Specific Bursaries
Financial Aid through CanIL
Through a partnership with Canada Institute of Linguistics (CanIL), students at Tyndale who
are enrolled in qualifying linguistics courses may be eligible for financial aid provided by
CanIL. CanIL offers an average of $500 for each qualifying linguistics course. For more details
about this opportunity, please visit www.canil.ca/admissions/financial-aid
PAONL Tuition Subsidy

Through a partnership with the Pentecostal Assemblies of Newfoundland and Labrador
(PAONL), eligible students at Tyndale who are enrolled in a PAONL supported program may
be eligible to receive a tuition subsidy.
For eligibility requirements, please speak with the Financial Aid Office.
Sponsorship Programs
Leadership Scholarship (Church Match Program)
This is a matching church gift program in which Tyndale will match, dollar-for-dollar, church
sponsorships towards a student’s education to a maximum of $100 per course (up to $1,000
per academic year). For a full-time student, taking 10 courses per year, this could equal up to
$2,000 in aid.
Forgivable Loan Program
The Forgivable Loan Program permits qualified students to raise funds to pay for part or all of
their tuition and living expenses. All funds raised for the program will be placed in a general
pool and then distributed to those students involved in the program with financial needs.
Some conditions apply. Only the extended family members and friends can make donations
to the pool. Charitable tax receipts for the full amount of their donation will be issued to the
donors for income tax purposes.
Interest Subsidy Program

Students can qualify for private education loans up to $10,000 from their local bank. Please
contact your local bank for details.
Tyndale will pay the interest on loans up to $2,000 to qualified full-time students for a
maximum of three years of study. The subsidy will be calculated based on the prime interest
rate in Canada plus 1%. Some conditions apply.
For complete information on all sponsorship programs, please visit tyndale.ca/financial-aid-

services/aid/undergraduate/sponsorship-programs.
Government Aid
Canadian Students
Students enrolled in degree programs at Tyndale may be eligible, if qualified, for government
assistance under the Canada Student Loans Program (CSL) and/or provincial student
loan programs. Please visit your respective provincial student aid program’s website for
more information.
Students are advised to check details for the following provincial programs:
• National Student Loans Service Centre (NSLSC) – csnpe-nslsc.canada.ca

• Government of Canada – Student Financial Assistance - canada.ca/en/services/benefits/
education/student-aid.html
• Alberta Student Aid – studentaid.alberta.ca
• British Columbia Student Aid – studentaidbc.ca
• Manitoba Student Aid – edu.gov.mb.ca/msa
• New Brunswick Student Financial Services – studentaid.gnb.ca
• Newfoundland and Labrador Student Financial Services – gov.nl.ca/education/studentaid/
• Northwest Territories Student Financial Assistance – ece.gov.nt.ca/en/services/student-
financial-assistance
• Nova Scotia Student Assistance – novascotia.ca/studentassistance
• Nunavut Student Funding– gov.nu.ca/student-funding
• Ontario Student Assistance Program (OSAP) – ontario.ca/page/osap-ontario-student-
assistance-program
• Prince Edward Island Student Financial Services – studentloan.pe.ca
• Quebec* Student Financial Aid – afe.gouv.qc.ca/en
• Saskatchewan Student Loans – saskatchewan.ca/studentloans
• Yukon Student Financial Assistance – yukon.ca/en/education-and-schools-student-
financial-support
*Note: Not all programs are eligible for Quebec Student Financial Aid. Please check program
eligibility with Student Financial Services.
U.S. Students
American students are eligible to apply for U.S. Direct Loans, as Tyndale is a recognized
institution with the United States Department of Education. Visit studentaid.gov/ for an
application and conditions.
The United States Department of Education excludes distance education, including directed
reading and research (DRR) courses, directed study (DS) courses, theses, live stream courses,
online courses, and hybrid courses, from the Direct Loan Program. American students who are
receiving Direct Loans are prohibited from taking directed reading and research (DRR) courses,
directed study (DS) courses, theses, live stream courses, online courses, and hybrid courses,
as either core or elective options. Please note that there are no required online courses for
undergraduate programs. Please check with the Financial Aid Office for eligible programs.
For details about applying for U.S. Federal Student Aid, please visit tyndale.ca/financial-aid-
services/aid/us .
International Students (non-U.S.)

International students may apply for a loan under the International Student Loan Program
(ISLP) offered by International Education Finance Corporation (IEFC).
Students are encouraged to minimize the amounts that they borrow. Repayment usually
begins six months after graduation.
Note: Award of all scholarships and bursaries (with the exception of Entrance Scholarships)
are subject to availability of funds.
For complete details on financial aid related matters please visit tyndale.ca/financial-aid-
services/aid/undergraduate.
External Financial Aid

In addition to financial aid offered by Tyndale, there are various external financial aid
sources that offer scholarships and awards across Canada. For a list of external financial aid
opportunities, please visit tyndale.ca/financial-aid-services/aid/undergraduate/external
Bachelor of Education Financial Aid
The Bachelor of Education Founders’ Award
The Bachelor of Education Founders’ Award is offered to one applicant to the Tyndale
Bachelor of Education program. All applicants to the program who qualify for an interview will
automatically be considered for this award.
A suitable candidate should exhibit the “heart of a teacher” demonstrated through their
experience working with children, their skills, attitudes and understanding of the teaching
profession, openness to learning, and articulation of their understanding of faith-based
teacher education. Applicants with experience in international education, and/or special
education will be given higher consideration.
Graduate Award ($3,000)

Awarded up to a maximum of 5 successful Bachelor of Education (BEd) applicants who are
Tyndale graduates. This award will be given to the recipients with the five highest entering
cumulative GPA’s.
Leadership Scholarship (Church Match Program)

Tyndale will match, dollar-for-dollar, church sponsorships towards a student’s education to
a maximum of $1,000. This could equal up to $2,000 in aid for BEd students. This program
partners with congregations to develop able leaders and help students afford the costs of
tuition. Connect your church to this innovative and helpful program.
The Clarion Bursary ($2,500/recipient)

The Clarion Bursary is awarded to five new students enrolled in the Bachelor of Education
program. Applicants must be in good academic standing. They should have an understanding
(or be able to articulate) that professional teaching is a vehicle through which Christ is served
and also demonstrate an interest in teaching in culturally diverse contexts. Financial need
must be demonstrated.
The Alfred and Marjorie Hill Education Bursary ($4000)

The Alfred and Marjorie Hill Education is awarded to a student enrolled in the Bachelor
of Education program in the Primary/Junior track. Student must be in good academic
standing and demonstrates financial need. The student should have a passion for teaching
and missions.
The Betty Ballantyne Brown Bursary ($4000)

The Betty Ballantyne Brown Bursary is awarded to five students enrolled in the Bachelor of
Education program who are in good academic standing and demonstrate financial need. The
student should be a parent who is balancing education and parenting responsibilities.
Forgivable Loan Program
The Forgivable Loan Program permits qualified students to raise funds to pay for part or all of
their tuition and living expenses. All funds raised for the program will be placed in a general
pool and then distributed to those students involved in the program with financial needs.
Some conditions apply.
Only extended family members and friends can make donations to the pool. Charitable
tax receipts for the full amount of the donation will be issued to the donor(s) for income
tax purposes.
Interest Subsidy Program

Students can qualify for private education loans up to $10,000 from their local bank. Please
contact your local bank for details.
Tyndale will provide a subsidy for the interest on loans up to $5,000 to qualified full-time
students enrolled in the BEd program. The subsidy will be calculated based on the prime
interest rate in Canada plus 1%. Some conditions apply.
For complete information on all available financial aid programs, please visit tyndale.ca/
financial-aid-services/aid/undergraduate/bed.
Government Aid
Canadian Students
Students enrolled in degree programs at Tyndale may be eligible, if qualified, for government
assistance under the Canada Student Loans Program (CSL) and/or provincial student
loan programs. Please visit your respective provincial student aid program’s website for
more information.
Students are advised to check details for the following provincial programs:
• National Student Loans Service Centre (NSLSC) - csnpe-nslsc.canada.ca

• Government of Canada – Student Financial Assistance - canada.ca/en/services/
benefits/education/student-aid.html
• Alberta Student Aid – studentaid.alberta.ca
• British Columbia Student Aid – studentaidbc.ca
• Manitoba Student Aid – edu.gov.mb.ca/msa
• New Brunswick Student Financial Services – studentaid.gnb.ca
• Newfoundland and Labrador Student Financial Services – gov.nl.ca/education/studentaid/
• Northwest Territories Student Financial Assistance – ece.gov.nt.ca/en/services/
student-financial-assistance
• Nova Scotia Student Assistance – novascotia.ca/studentassistance
• Nunavut Student Funding - gov.nu.ca/student-funding
• Ontario Student Assistance Program (OSAP) – ontario.ca/page/osap-ontario-student
-assistance-program
• Prince Edward Island Student Financial Services – studentloan.pe.ca
• Quebec* Student Financial Aid – afe.gouv.qc.ca/en
• Saskatchewan Student Loans – saskatchewan.ca/studentloans
• Yukon Student Financial Assistance – yukon.ca/en/education-and-schools-student
-financial-support
*Note: Not all programs are eligible for Quebec Student Financial Aid. Please check program
eligibility with Student Financial Services.
External Financial Aid

In addition to financial aid offered by Tyndale, there are various external financial aid sources
across Canada that offers scholarships and awards. For a list of external financial aid
opportunities, please visit tyndale.ca/financial-aid-services/aid/undergraduate/bed.
Undergraduate Studies Programs
Overview of Academic Programs

Undergraduate Studies at Tyndale University is divided into 12 departments:
Biblical Studies and Theology History and Global Studies

Business Administration International Development
Christian Ministries Linguistics
Education Music
English Philosophy
Health and Human Services Psychology
In addition, a variety of other General Studies courses function under the direct supervision
of the Academic Dean.
Tyndale offers the following undergraduate degrees:
Bachelor of Arts (BA) degree with majors in:

Biblical Studies and Theology
English
History and Global Studies
Health and Human Services (Minor in Psychology)
Human Services — Early Childhood Education
Human Services — Social Service Work
International Development
Linguistics
Music
Philosophy
Psychology
Bachelor of Arts Honours (BA Honours) degree with majors in:
English
Philosophy
Psychology
Minors in:
Christian Ministries
English
Linguistics
Music and Worship Arts
Philosophy
Psychology
Bachelor of Business Administration (BBA)

Bachelor of Business Administration Honours (BBA Honours)
Tyndale also offers the following degrees and certificates:
Bachelor of Education (16-month post-baccalaurate program)

Bachelor of Religious Education (three-year program)
Certificate in Christian Studies (one-year program)
Bachelor of Arts Degree
The Bachelor of Arts (BA) degree at Tyndale University prepares students for further studies
in graduate or professional programs and, more broadly, for a life of service in the world. The
BA and BA Honours degrees allow a student to gain a broadly-based liberal arts education.
The main goal of this degree is to help the student integrate Christian faith and a broad
understanding of culture in a comprehensive Christian worldview. In the Bachelor of Arts
degree, an emphasis is placed on the development of critical thinking skills, oral and written
communication skills and the ability to read texts critically.
Students planning to proceed to a professional program, graduate school or seminary are

encouraged to acquire the BA degree with a major in Biblical Studies and Theology, English,
History and Global Studies, Music, Philosophy or Psychology. Those planning on acquiring a
Bachelor of Education degree should major in a teachable subject (e.g., English, History, or
Music). Those planning to specialize in counselling should consider majoring in Psychology.
Students may also major in Human Services; this is a four-year conjoint program which enables
a student to earn a BA degree from Tyndale, plus a Diploma in either Early Childhood Education
or Social Service Work from Seneca College, all in four years of full-time study. Those students
planning to pursue a pastoral/preaching ministry might well decide to do an honours degree in
Biblical Studies and Theology with concentrated studies in the biblical languages.
Double Majors
Students may choose to do a double major in the Bachelor of Arts in any two disciplines in
which a major is currently offered. The following regulations apply to double major degrees:
• All core and breadth requirements for the BA must be completed.
• All requirements for both majors must be completed.
• It is possible to fulfil the requirements for some double majors within the usual 120 credit
hours required for a degree; other combinations will require additional credit hours.
• Students completing an honours degree are encouraged to take extra credit hours in their
major up to 60 credit hours.
• Students may complete an honours major in one discipline and a non-honours major in a
second discipline. Students may not complete a double honours degree.
Bachelor of Business Administration Degree

The Bachelor of Business Administration (BBA) degree at Tyndale University provides
students with a comprehensive professional program geared towards the shifting needs
and opportunities of the business world. The BBA and BBA Honours degrees encourage
students to discover creative business solutions while integrating Christian faith and a broad
understanding of culture in a comprehensive Christian worldview. A foundational premise
within this professional program is Tyndale’s core curriculum, enabling students to acquire a
logical and discriminating method of thinking, and an informed appreciation of the fine arts,
literature, and the various ways in which our common culture is shaped and directed.
Bachelor of Arts (U.S. Student Stream) and Bachelor of Business
Administration (U.S. Student Stream)
study (DS) courses, theses, live stream courses, online courses, and hybrid courses, from the
Direct Loan Program. American students who are receiving the Direct Loan are prohibited
from taking directed study (DS) courses, theses, live stream courses, online courses, and
hybrid courses, as either core or elective options. Please note that there are no required
distance education courses for undergraduate programs. Please check with Student Financial
Resources for eligible programs.
Please refer to the BA (U.S. Student Stream) and BBA (U.S. Student Stream) program
requirements available from the Office of the Registrar.
Bachelor of Arts and Bachelor of Business Administration

Degree Requirements
Degree candidates must:
1. Complete a minimum of 120 credit hours.

2. Maintain a minimum cumulative Grade Point Average (GPA) of 2.0 (3.0 for BA Honours and
BBA Honours).
3. Complete a minimum of 60 credit hours at the Undergraduate Studies of Tyndale University.
4. Fulfil all liberal arts core curriculum requirements.
5. Fulfil the requirements of a major (half of which must be completed at Tyndale).
6. Complete 45 credit hours at the 3000- or 4000- level.
7. Based on the results of the Reading and Writing Assessment (RWA) given at the time of
admission, additional course work such as INDS 110 Academic Achievement Strategies
and ENGL 171 Literature and Composition may be required.
Bachelor of Arts and Bachelor of Business Administration Liberal Arts

Core Curriculum
One of the fundamental beliefs of Tyndale University is that every undergraduate student
should have a well-balanced general education, which is a preparation for living and for
service, regardless of vocation or professional interests. The core curriculum is intended
to help students develop a logical and discriminating method of thinking, and an informed
appreciation of the fine arts, literature, and the various ways in which our common culture is
shaped and directed. Accordingly, a selection of courses has been prescribed to be taken by all
BA and BBA students. There are some minor variations in certain programs, as noted below.
English, History and Global Studies, and Philosophy
Foundational courses in History and Global Studies, Literature, and Philosophy may be
taken during the first year of a student’s academic career at Tyndale and will be of particular
interest to those students who read widely, who are interested in understanding the
surrounding culture from an informed historical perspective, and who relish the insights that
an interdisciplinary study of culture can provide.
Students will take:

Two of:
ENGL 101 (3) Introduction to Literature I (included in English major)
ENGL 102 (3) Introduction to Literature II (included in English major)
ENGL 171 (3) Literature and Composition
One of:
HIST 101 (3) History of Western Civilization in Global Perspective I (included in
History and Global Studies major)
HIST 102 (3) History of Western Civilization in Global Perspective II (included in
History and Global Studies major)
And
PHIL 171 (3) Introduction to Philosophy (included in Philosophy major)
Interdisciplinary Studies
Two interdisciplinary courses are also included in the general education core:
INDS 101 (3) University Studies in Christian Perspective (required for all students)
INDS 475 (3) Christianity and Culture (required for all majors except BA
Business Administration)

BSTH 101 (3) Old Testament Scripture (included in Biblical Studies and Theology major)
BSTH 102 (3) New Testament Scripture (included in Biblical Studies and Theology major)
BSTH 201 (3) Hermeneutics (included in Biblical Studies and Theology major)
BSTH 270 (3) Introduction to Christian Theology (included in Biblical Studies and
Theology major)
Fine Arts
3 credit hours from courses such as the following:
ARTM ___
MUSC ___
Language
Students must have demonstrated proficiency in a second modern language. Criteria for
fulfilling this requirement are as follows:
1. Students are required to complete 6 credits in a language other than English.

• Students entering Tyndale with Grade 12 in a second modern language (minimum 65%)
may be exempted from both university language courses (6 credits);
• Those entering Tyndale with Grade 9 in a second modern language (minimum 65%)
may be exempted from one university language course (3 credits);
• Students eligible for course exemption will still be expected to complete 120 course
credits.
• Those with no high school or equivalent preparation in a second modern language will
receive no exemption.
2. Tyndale courses that may be used to meet this requirement include American Sign
Language, LING 101 (3) Introduction to Linguistics I, LING 102 (3) Introduction to
Linguistics II, French, Greek and Hebrew.
3. This requirement may also be met by transferring in comparable courses.
4. Biblical Studies and Theology majors must satisfy this requirement by completing 6 credits
in Greek or 6 credits in Hebrew.
5. Students not majoring in Biblical Studies and Theology who are able to demonstrate
equivalent proficiency in a second modern language may apply to the Registrar to have the
course requirements waived. The Registrar may require additional documentation and/or
assessment of the ability. Students in this category will still be expected to complete 120
course credits.
Natural Sciences
BIOL ___ (3) Biology course

CHEM ___ (3) Chemistry course
ENVS 151 (3) Introduction to Environmental Science
GEOG 101 (3) Introduction to Physical Geography: Earth Science
GEOG 102 (3) Introduction to Physical Geography: Weather, Climate, and Ecosystems
MATH ___ (3) Mathematics course (note specific Business, Health and Human Services,
Human Services and Psychology program requirements)
PHYS ___ (3) Physics course
Social Sciences
BUSI ___ (3) Business Administration elective

ECON ___ (3) Economics course (note specific Business Administration and International
Development program requirements)
HEAL ___ (3) Health and Human Services elective
IDVP ___ (3) International Development elective
PSYC ___ (3) Psychology elective (note specific Psychology, Health and Human Services,
and Human Services major requirements)
SOCI ___ (3) Sociology elective (note specific Health and Human Services and Human
Services major requirements)
Grade Point Average Requirements

• For admission to the Seneca College element of the BA Human Services program, a
minimum cumulative Grade Point Average (GPA) of 2.3 is required.
• For graduation from a Tyndale BA or BBA program, a minimum cumulative GPA of 2.0
is required.
Bachelor of Arts Honours and Bachelor of

Business Administration Honours Degrees
The Bachelor of Arts Honours (BA Honours) and the Bachelor of Business Administration
Honours (BBA Honours) degrees involve more concentrated study in the major and,
normally, the completion of a thesis or project. These degrees normally require four years
of full-time study.
Students may complete a BA Honours degree in the following majors:

English
Philosophy
Psychology
Admission to Honours Degrees
Students interested in pursuing an honours degree should speak to their faculty advisor in
their second or third year. If the honours program requires a thesis, students should meet
with a full-time faculty member in the discipline about possible thesis topics during the fall of
their third year.
Students may apply to an honours program as early as the winter semester of their second
year and no later than February 28 of their third year. Application forms are available at the
Office of the Academic Dean.
The following conditions must be met in order for students to be considered for admission to
honours programs:
1. An application to do an honours thesis must be submitted to the Office of the Academic

Dean by February 28.
2. This application must be signed by a full-time faculty member, indicating that the student
has met with the intended thesis supervisor and that the faculty member is willing to
supervise the proposed thesis.
3. The student must have completed a minimum of 30 credit hours toward the degree with a
cumulative Grade Point Average (GPA) of at least 3.0.
4. The student must have completed a minimum of 18 credit hours within the major with a
GPA of at least 3.0.
5. The student must have completed any languages or methodology courses required to do
the thesis by the summer prior to the fourth year of the honours degree.
6. The Academic Standards Committee must approve the honours application.
Bachelor of Arts Honours (U.S. Student Stream) and Bachelor

of Business Administration Honours (U.S. Student Stream)
study (DS) courses, theses, live stream courses, online courses, and hybrid courses, from the
Direct Loan Program. American students who are receiving the Direct Loan are prohibited
from taking directed study (DS) courses, theses, live stream courses, online courses, and
hybrid courses as either core or elective options. Please note that there are no required
distance education courses for undergraduate programs. Please check with Student Financial
Resources for eligible programs.
Please refer to the BA Honours (U.S. Student Stream) and BBA Honours (U.S. Student Stream)
program requirements available from the Office of the Registrar.
Honours Thesis Program – Courses and Grading
Each honours thesis program consists of two parts, in two semesters of study:
(____) 497(3): Honours Thesis in _________ I

(____) 499(3): Honours Thesis in _________ II
Each part (semester) of the honours thesis will be assigned a grade.
Criteria for evaluation of each part will be outlined in the course syllabus.
Examination of the Honours Thesis

The following procedure will apply to students whose work on their honours thesis is carried out
within the two terms of one academic year (fall and winter). An appropriate timeline for thesis
work done at other times of the year must be negotiated among the student, the supervisor,
registration, and the Office of the Academic Dean at the time such a project is approved.
1. The honours thesis will be examined by a committee of three: the thesis supervisor
and two others. (The second and third readers are appointed by the Academic Dean
on the recommendation of the supervisor or academic department Chair or both:
recommendations are due at the Office of the Academic Dean by January 31; readers will
be notified by February 15.)
2. An electronic copy of the final draft of the written thesis (normally 60-80 pages, or
15,000-20,000 words) must be submitted to the thesis supervisor two weeks before the
examination date.
3. The defense will be scheduled by the Office of the Academic Dean (on the advice of the
thesis supervisor) to take place in the month of March.
4. The student will be examined by the committee for 45-60 minutes and then the student
will leave the room while the committee agrees on a grade.
5. If the grade is “B-” or better, the student will be required to make whatever minor corrections
the committee deems appropriate. These corrections must be approved by the supervisor
before the last day of exams, in order for the student to be eligible for graduation in May.
6. If the grade is below “B-,” the student will be required to make major revisions by the
last day of exams. The first and second readers must both approve these revisions and a
new grade will be determined. If the new grade is not “B-” or better, the student will not
graduate with honours.
After the thesis is approved
1. A pdf copy of the final thesis must be submitted to the Academic Dean’s Office with a
signed Tyndale Library Release Form. On recommendation of the Dean’s Office the Library
will deposit the thesis into Tyndale’s institutional digital repository.
2. Students may also arrange to have a personal print copy(s) of their thesis bound by
submitting paper copies to the Academic Dean’s Office. The cost for binding each copy will
be $20 plus a printing and handling fee. Payment can be made with a cheque payable to
Tyndale University or by credit card online.
Honours Degree Graduation Requirements

1. A minimum of 48 credit hours must be completed in the major (students anticipating
graduate school are encouraged to take between 54 and 60 credit hours in the major).
2. A cumulative Grade Point Average (GPA) of 3.0 or higher in the 120 credit hours presented
for the degree is required.
3. A cumulative GPA of 3.0 is required in all courses taken in the major.
4. The honours thesis or major project must be completed with a grade of “B-” or better.
5. Students who are admitted to honours and who fail to meet all of these requirements,
but do meet all graduation requirements for the regular Bachelor of Arts degree, will be
awarded the BA degree.
Program Objectives
Graduates of the Tyndale Bachelor of Arts degree program will:
1. Have a general knowledge of the history of the development of western culture and the
origin of the leading ideas, books, movements and events that have shaped this culture.
2. Appreciate other cultures and be aware of both the limitations and the strengths of the
graduate’s own culture.
3. Be aware of the scholarly methods used in researching and studying the various branches
of human knowledge and the scope of human knowledge, including the humanities, the
social sciences, the natural sciences, the fine arts and theology.
4. Be familiar with the philosophical foundations, scholarly methodologies, major
subdivisions and basic content of a particular liberal arts or professional discipline by
completing a major in that discipline.
5. Be critical thinkers who are able to use logic to evaluate their own arguments as well as
the arguments of others.
6. Have the ability to communicate their thoughts clearly and effectively, both orally and in
writing.
7. Appreciate beauty and the scope of human imagination and ingenuity.
8. Have a working knowledge of the literature and theology of the Bible and a knowledge of
the major scholarly methods of studying it.
9. Have a general knowledge of the history of Christian thought from the time of the New
Testament to the present.
10. Understand that all people have a worldview and reflect carefully on the origin, content
and adequacy of their own worldview.
11. Be comfortable using contemporary computer applications and adept in using the Internet
for scholarly research.
Graduates of the Tyndale Bachelor of Arts Honours degree program will, in addition to points 1
to 11 above:
12. Be aware of the current controversies within the discipline, the limitations of current
knowledge within the discipline and the major thinkers within the discipline.
13. Demonstrate, through the completion of an honours thesis or major project, the ability to
formulate a research question or thesis, use the scholarly methods and theories current
in the discipline, and critically evaluate primary sources and/or research data in the
discipline at an advanced undergraduate level.
Graduates of the Tyndale Bachelor of Business Administration and the Bachelor of Business
Administration Honours degree programs will:
1. Develop an understanding of business that includes good stewardship of financial, human

and environmental resources, reflecting our shared responsibilities as treaty people within
Canada, as global citizens and as followers of Christ.
2. Equip students with the knowledge and skills they need to serve in for profit, not-for-profit
and entrepreneurial business contexts locally, nationally and globally whether they enter
the workforce, go on to further study or seek professional accreditation.
3. Promote excellence in financial, marketing and human resource management while also
reflecting a biblical understanding of business ethics.
4. Encourage the thoughtful use of technology to serve with integrity in a variety of business
contexts, demonstrating an awareness of how data can be misused.
5. Prepare students to combine business with social responsibility, demonstrating an
awareness of the importance of ESG (Environmental, Social, Governance) compliance.
Bachelor of Education Degree

Please see the Bachelor of Education section of this Academic Calendar for a detailed
description of this program. The Bachelor of Education is a post-baccalaureate degree program.
Bachelor of Religious Education Degree
The Bachelor of Religious Education (BRE) is a three-year professional degree designed to
prepare students for ministry in the local church, para-church organizations or missions.
Students taking this degree may choose from three foci: General Ministries, Pastoral Ministry
or Youth Ministry. This is an excellent degree for those already in ministry or for those
planning to become involved in ministry.
The BRE degree with a focus in General Ministries is also offered in a modular format for
those highly motivated learners who are over 25 years of age. The BRE Modular allows adult
learners to complete the entire BRE degree in four years. Those students who have at least
one year of college or university credit may enrol in the Degree Completion Program and
complete the degree in approximately two years. These programs meet weekly for four hours
on Thursday night.
Program Objectives
Graduates of the Tyndale BRE degree program will:
1. Be competent in the interpretation and application of Scripture.

2. Be able to articulate doctrinal distinctives for themselves and others.
3. Be familiar with the issues related to various aspects of ministry.
4. Develop a biblically based philosophy of ministry.
5. Have a passion for the church and a determination of giftedness to serve.
6. Have a deep desire to study and teach God’s Word to others.
7. Have clearly developed skills in areas of interest.
8. Be able to contextualize and apply biblical material to contemporary issues.
9. Be competent in hermeneutics of the Bible.
Please see the Bachelor of Religious Education section of this Academic Calendar for a
detailed description of this program.
Certificate in Christian Studies – Transitions

Transitions is a one-year certificate program that may be taken full-time or part-time. It is a
good option for those who are not sure if they wish to commit to completing a whole degree
program. It is also a good program for those who are returning to undergraduate studies after
a time away.
Program Objectives
Graduates of the Certificate in Christian Studies: Transitions program will:
1. Have a basic biblical foundation and an introduction to the history of Christianity.

2. Have an introduction to principles of Christian discipleship and spiritual formation.
3. Be able to express themselves well in writing and be familiar with some important works
of English literature.
4. Have a sense of personal vocation and direction for further studies.
5. Be able to apply for an undergraduate degree program at Tyndale University.
6. Gain practical ministry experience.
7. Have an exposure to a variety of Tyndale courses and disciplines.
Transitions is a one-year introductory program in Christian Studies that requires 30 credit

hours of study (10 courses) and one field education unit. The program is designed to allow
students to make the transition from high school to university and from one life path to
another. Transitions will guide students in spiritual formation, a Christian worldview, biblical
studies, the mission of the church and personal gifting and vocation.
The program is self-contained. When students complete the requirements, they will have
earned the Certificate in Christian Studies. In the semester in which the student expects to
complete all requirements for the Certificate in Christian Studies: Transitions, the student
may apply for graduation. A cumulative Grade Point Average (GPA) of at least 2.0 must be
attained in order to qualify for graduation. Students who plan to continue their studies at
Tyndale must apply for admission into a degree program by the time they have completed their
10th credit course. Tyndale will not normally award the Transitions certificate beyond the point
at which the student has completed 15 courses. The program is well suited for students not
able to attend classes on a full-time basis. Within the structure of the program, students have
a great number of electives to allow them wide exposure to a variety of disciplines.
Transitions Program Requirements Credit Hours

Core Requirements 15
BSTH 101 Old Testament Scripture 3
BSTH 102 New Testament Scripture 3
CHRI 101 Christian Life and Discipleship 3
ENGL 171 Literature and Composition 3
INDS 101 University Studies in Christian Perspective 3
Electives 15
Field Education
FDED 102 Field Education 0
Total Transitions Program Requirements 30
Certificate in Christian Studies - PAONL
The Certificate in Christan Studies - PAONL is a one-year certificate program that may be
taken full-time or part-time. It is a good option for those who are unsure as to whether
they wish to complete a four-year degree in Biblical Studies and Theology - PAONL. It
provides students with introductory theological training and ministry preparation, and can be
transferred to the four-year program if desired.
Please see the Department of Biblical Studies and Theology section of this Academic Calendar
for a detailed description of this program.
The Centre for Service Learning

The Centre for Service Learning facilitates partnerships between Tyndale undergraduate
students and not-for-profit agencies. Its mandate is to provide opportunities for students
to serve their community, discover their gifts and participate as global citizens. Tyndale’s
educational philosophy includes an integration of faith, knowledge and practice. Service
learning provides a context for this to take place by linking service activities with personal
reflection, academic learning and vocational exploration. In this way, service-learning
contributes to students’ holistic education while addressing real community needs. The
Centre’s website is tyndale.ca/csl.
Community Service
The Centre for Service Learning posts service opportunities to encourage students to
serve their community, discover their gifts and participate as global citizens. Students are
encouraged to expand their breadth of personal experience by volunteering in diverse areas,
including social justice, seniors care, literacy work, environmental stewardship and inner-city
aid. Cross-cultural and international experiences are also recommended.
Field Education
Field Education is required of all students enrolled in a BRE or Transitions program. Each
placement is meant to challenge students to reflect meaningfully on their own spirituality and
giftedness and to give opportunity for the development of an effective ministry method.
Policies
1. Hours counted toward a unit of Field Education must be completed within the semester in
which the student is enrolled in the unit (Fall: September to December; Winter: January to
April; Spring/Summer: May to August).
2. Field Education units must be completed within a Christian ministry context.
3. Ministry work must be carried out during the course of studies at Tyndale. Credit is not
normally given for previous ministry experience.
Off–Campus Programs
Students interested in off-campus programs may contact the Office of the Registrar for
additional information.
Council for Christian Colleges and Universities International

Studies Program
In association with the Council for Christian Colleges and Universities (CCCU), Tyndale
University undergraduate students are able to study abroad for a semester. Participation in
these programs requires approval of both CCCU and Tyndale. Interested students may visit
the website (www.cccuglobaled.org) for details regarding the various off-campus programs
offered. Additional fees will apply.
Oxford Studies Program

Offered by arrangement with Crandall University, the Oxford Studies Program provides
to a limited number of qualified Tyndale students the historical, cultural and educational
riches of a semester’s study in England with academic credit toward a Tyndale BA. Minimum
requirements include a cumulative GPA of 3.0 and positive recommendations from two faculty
members; the application deadline is April 1.
Liebenzell Exchange Program

An agreement between Tyndale University and Internationale Hochschule Liebenzell in
Germany allows students in BA programs, from both Tyndale and Liebenzell, to study for
one semester at the partner institution abroad. Credits earned at the partner institution will
be transferred to their current program. Minimum requirements include a cumulative GPA
of 2.5 or the equivalent as defined by the sending institution and agreed to by the receiving
institution; applicants must have successfully completed at least two full years of academic
work by the beginning of the exchange period for which the student is applying. Applicants
must also demonstrate adequate language preparation.
Online Learning
For students who are challenged by time conflicts or distance, online learning is a solution.
Tyndale University has a growing number of courses available through online delivery. Some
courses are offered in fully online formats, and others use the system to support and augment
traditional classes. For more information regarding online courses, students may contact the
Office of the Registrar.
The online system is easy to use, and learning sequences and activities are simple to follow.
The system includes online help files and technical support, and a link to the J. William
Horsey Library. Registered students can access the system at classes.tyndale.ca using their
MyTyndale username and password.
Students are advised that the time commitment for online learning is comparable to that for
traditional courses. Students are required to participate in online activities, such as discussion
forums, three or four times per week.
Note Regarding Course Numbering in the Programs

Section and the Course Descriptions Section
• Each course number consists of a three-digit identifying number, followed by a number
in parentheses that indicates the credit hours assigned to that course, e.g., HIST 234 (3).
Most courses are three credit hours.
• When registering online, please note that the course code consists of the departmental
prefix, the course number and the credit hours. For example, a course number showing as
“HIST 156 (3)” will be entered into the computer as “HIST 1563.”
• Course numbers beginning with “1” are intended for the first year of a four-year program;
course numbers beginning with “2” for the second year, etc.
• Course requirements designated as “1__” may be satisfied by a course at any level.
• Course requirements designated as “2__” may be satisfied by a course at the 2000, 3000,
or 4000 level.
• Course requirements designated as “3__” may be satisfied by a course at the 3000, or
4000 level.
• Course requirements designated as “4__” must be satisfied by a course at the 4000 level.
Bachelor of Arts Departments
and Degree Requirements
Department of Biblical Studies and Theology

Dr. Benjamin Reynolds, Chair Dr. Jen Gilbertson Dr. Andrew Witt
Dr. Bradley Noel Dr. Cyril Guérette

The Bachelor of Arts in Biblical Studies and Theology focuses on biblical and theological studies
in the Christian tradition, with some attention given to other traditions. Tyndale offers excellent
biblical and theological courses that cover the full range of the biblical canon and the historical
and systematic theology of the church. Our understanding of the Bible and its importance for
the history and present life of the church are highlighted in the opportunity for our students to
study two years of Hebrew and Greek. The major in Biblical Studies and Theology is excellent
preparation for a life of learning, for graduate school and seminary studies, as well as being an
excellent major for any career in which a liberal arts background is desirable.
A Bachelor of Arts Honours degree in Biblical Studies and Theology is also offered. Students
majoring in Biblical Studies and Theology may apply to this program in the winter semester
of their second year. See below for specific degree requirements. Recent graduates have been
accepted into Master of Arts programs at McGill University, McMaster University, University
of Birmingham, University of Durham, University of Edinburgh, University of St. Andrews,
University of Toronto and Wilfrid Laurier University.
Biblical Studies and Theology majors planning on pursuing a ministry career are
recommended to consider a minor or a second major in another discipline, such as Christian
Ministries, English, History and Global Studies, Philosophy, etc.
Students seeking ministry credentials within the Pentecostal Assemblies of Newfoundland

and Labrador are required to complete the Bachelor of Arts in Biblical Studies and
Theology, choose from one of the Christian Ministries minors and complete the fourth year
requirements offered only in Newfoundland and Labrador. Note: Minors other than Christian
Ministries are possible only through the express written permission of the Academic Dean
and the faculty advisor.
BA Biblical Studies and Theology Requirements
Core Requirements (Credit hours in bold are required) Credit Hours
Two of 6
ENGL 101 Introduction to Literature I 3
ENGL 102 Introduction to Literature II 3
One of 3
HIST 101 History of Western Civilization in Global Perspective I 3
HIST 102 History of Western Civilization in Global Perspective II 3

INDS 475 Christianity and Culture 3
PHIL 171 Introduction to Philosophy 3
Fine Arts Fine Arts elective course 3
Natural Sciences Natural Sciences elective course 3
Social Sciences Social Sciences elective course 3
Total Core Requirements 27
Major Requirements (Credit hours in bold are required) Credit Hours

BSTH 201 Hermeneutics 3
BSTH 270 Introduction to Christian Theology 3
One of 3
BSTH 280 Introduction to World Religions 3
BSTH 382 Judaism 3
BSTH 383 Islam 3
BSTH 387 Contemporary Religious Movements 3
BSTH 3__ Old Testament course (BSTH 310 – 329) 3

BSTH 3__ New Testament course (BSTH 330 – 349) 3
BSTH 3__ Christian Theology courses (BSTH 360 – 379) 6
BSTH 3__ Biblical Studies and Theology courses 6
BSTH 4__ Biblical Studies and Theology course (not BSTH 450) 3
HIST 251 History of World Christianity I 3
HIST 252 History of World Christianity II 3
continued
Greek or Hebrew courses 6
GREE ___ Greek courses (GREE 201, 202) 6
OR
HEBR ___ Hebrew courses (HEBR 201, 202) 6
Students may take GREE 301, 302 and/or HEBR 301, 302 in place of one or more 3000-level
BSTH major electives.
Total Major Requirements 48
Electives Credit Hours

Total Elective Requirements 45
Total Degree Requirements Credit Hours

Core, Major & Elective Requirements
Total Degree Requirements 120
Notes:
• At least 45 out of 120 credit hours must be taken at the 3000 or 4000 level.
• Minimum cumulative Grade Point Average (GPA) of 2.0 and a minimum of 120 credit hours.
BA Honours Biblical Studies and Theology

Requirements
Two of 6
One of 3

One of 3
BSTH 382 Judaism 3
BSTH 383 Islam 3

BSTH 3__ Christian Theology courses (BSTH 360 – 379) 6
BSTH 4__ Biblical Studies and Theology courses (not BSTH 450) 6
BSTH 497 Honours Thesis in Biblical Studies and Theology I 3
BSTH 499 Honours Thesis in Biblical Studies and Theology II 3
Greek and/or Hebrew courses 12

GREE ___ Greek courses (GREE 201 – 451) 12
HEBR ___ Hebrew courses (HEBR 201 – 302) 12


Notes:
BA Biblical Studies and Theology – Pentecostal Focus
Requirements for students in the Pentecostal Assemblies of Newfoundland and Labrador
(PAONL) program:

Two of 6
One of 3


One of 3
BSTH 382 Judaism 3
BSTH 383 Islam 3

BSTH 4__ Biblical Studies and Theology course (not BSTH 450) 3
Greek or Hebrew courses 6

GREE ___ Greek courses (GREE 201, 202) 6
OR
HEBR ___ Hebrew courses (HEBR 201, 202) 6
Pentecostal Distinctive Course Requirements Credit Hours
(Credit hours in bold are required)
Courses that must be completed in Year 2 or 3
BSTH 267 Pentecostal and Charismatic Movements 3
BSTH 374 Doctrine of Christ 3
BSTH 377 Doctrine of Salvation 3
One of 3
PHIL 261 The Apologetics of C.S. Lewis 3
PHIL 294 Christian Apologetics 3
Courses taken during 4th year in Newfoundland
BSTH 378 Doctrine of the Church 3
BSTH 379 Doctrine of Eschatology 3
CHRI 243 Introduction to Pastoral Counselling 3
CHRI 302 Pentecostal Distinctives and Spirituality 3
CHRI 344 Seminar in Ministry 3
CHRI 308 Internship in Pentecostal Ministry 9
Christian Ministries Minor Credit Hours

Choice of one of the following:
Youth Ministry
Children’s Ministry
Pastoral Ministry
Intercultural Studies
Internship requirements [9 credit hours] and Seminar in Ministry are met under
“Pentecostal Distinctive Course Requirements” above.
Students in the PAONL program are not allowed to use their final year CHRI
courses in Newfoundland to fulfill the Christian Ministries minor requirements.
See the Christian Ministries section for detailed course requirements.
Total Minor Requirements 12
Elective Credit Hours


Core, Major, Pentecostal Distinctive, Christian Ministry Minor & Elective Requirements
Notes:
Biblical Studies and Theology Minor Requirements
Minor Requirements (Credit hours in bold are required) Credit Hours
BSTH 3__ Christian Theology course (BSTH 360 – 379) 3
BSTH 3__ Biblical Studies and Theology course 3
Certificate in Christian Studies – PAONL

Requirements
(Credit hours in bold are required) Credit Hours
Fall Semester
I NDS 101 University Studies in Christian Perspective 3
CHRI 121 Ministry Today 3
One of 3
Winter Semester
BSTH 267 Pentecostal and Charismatic Movements * 3
Total Certificate Requirements 30
*Course substitution may be granted by the Registrar if the course is not offered
Department of Business Administration
Prof. Samuel Alagurajah
The Bachelor of Arts in Business Administration is a business program with a strong

foundation in the liberal arts. Students acquire a broad education that emphasizes
communication skills, problem solving and critical thinking. They also learn to integrate their
faith with their understanding of the business world. The Business Administration major
prepares students for a wide variety of careers in both profit and non-profit organizations,
as well as for later specialization through graduate studies in Business Administration,
Accounting or Law. A particular focus of the department is on non-profit organizational
management and leadership.
A Bachelor of Arts Honours degree in Business Administration is also offered. Students

majoring in Business Administration may apply to the honours program in the winter
semester of their second year. See below for specific degree requirements.
BA Business Administration Requirements

Two of 6
One of 3

Language Language elective courses 6
Major Requirements Credit Hours
BUSI 101 Introduction to Business 3
BUSI 201 Organizational Behaviour 3
BUSI 203 Business Communication 3
BUSI 231 Marketing 3
BUSI 261 Introduction to Financial Accounting 3
BUSI 262 Introduction to Managerial Accounting 3
BUSI 323 Business Ethics 3
BUSI 341 Entrepreneurship and New Ventures 3
BUSI 381 Finance 3
BUSI 3__ Business Administration courses 6
BUSI 411 Business Policy and Strategy I 3
BUSI 420 Capstone Seminar in Business 3
One of 3
BUSI 311 Managing Non-Profit Organizations 3
BUSI 314 Business Modeling and Analysis 3
One of 3
BUSI 332 Professional Selling 3
BUSI 334 Business Negotiations 3
ECON 101 Microeconomics 3
ECON 102 Macroeconomics 3
MATH 121 Introduction to Statistics 3


Notes:
BA Honours Business Administration Requirements
Two of 6
One of 3

BUSI 381 Finance 3
BUSI 420 Capstone Seminar in Business 3
One of 3
One of 3
BUSI 410 History of Management 3
BUSI 412 Business Policy and Strategy II 3

Notes:
Business Administration Minor Requirements

BUSI 2__ Business Administration course 3
BUSI 3__ Business Administration course 3
Department of Christian Ministries
Dr. Bradley Noel, Chair
Dr. Daniel Scott
Christian Ministries seeks to prepare students for a wide variety of ministries from a Christian
perspective. This includes those wishing to pursue ministry as their primary vocation,
and those desiring additional ministry training to complement another chosen profession.
Students may choose from one of four Christian Ministry minors.
CHRISTIAN MINISTRIES MINORS

Christian Ministries minors are intended to give excellent practical training in one of four
specific ministry foci without sacrificing solid academic strength. Students desiring to enter
into ministry as their vocation will wish to complete a Christian Ministries minor with a
major in Biblical Studies and Theology. Students desiring practical ministry training as a
complement to their chosen major, such as English, Business, or Psychology, may take the
Christian Ministries minor to achieve this goal.
**Students in the PAONL program are not allowed to use their final year CHRI courses in
Newfoundland to fulfill the Christian Ministries minor requirements.
Youth Ministry Minor Requirements

CHRI 331 Canadian Youth Culture 3
CHRI 339 Internship in Youth Ministry 3
Two of: 6
CHRI ___ Christian Ministries Course 3
PSYC 211 Developmental Psychology I 3
Children’s Ministry Minor Requirements
CHRI 322 Nurturing the Spiritual Lives of Children 3
CHRI 329 Internship in Children’s Ministry 3
Two of: 6
Pastoral Ministry Minor Requirements

CHRI 343 Preaching 3
CHRI 349 Internship in Pastoral Ministry 3
Two of: 6
PSYC 212 Developmental Psychology II: Adulthood and Aging 3
Intercultural Studies Minor Requirements
CHRI 361 Global Christianity 3
CHRI 369 Internship in Intercultural Studies 3
Two of: 6
IDVP ___ International Development Course 3
IDVP ___ International Development Course 3
Department of English
Dr. Scott Masson, Chair
Dr. Melanie East
Dr. Adam Lee
The works of authors such as C.S. Lewis and J.R.R. Tolkien have inspired millions. But
what inspired them? The same works that form the staple of an English degree at Tyndale.
Taking a Bachelor of Arts (BA) in English at Tyndale means studying literature by its greatest
practitioners: Homer, Virgil, Sophocles, Dante, Shakespeare, Milton, Wordsworth – authors
you will study in your first year alone! It entails learning the craft of writing and the theory that
underlies it, while developing an appreciation for the great tradition of literature across the
ages. It is also an excellent preparation for many professions, including education, law, public
relations, journalism, politics, international relations, advertising and graduate research. With
an eye on past greats and present practice, a BA in English is an investment in the future.
A Bachelor of Arts Honours degree in English is also offered. Students majoring in English
may apply to this program in the winter semester of their second year. See below for specific
degree requirements.
BA English Requirements
One of 3

ENGL ___ English course 3
One of 3
ENGL 262 Foundations in Rhetoric 3
ENGL 263 Foundations in Writing 3
ENGL 375 Shakespeare 3

ENGL 378 Milton 3
ENGL 3__ English courses 9
ENGL 4__ English course 3
One of 3
ENGL 383 American Literature I 3
ENGL 384 American Literature II 3
ENGL 387 Literature Across the Americas 3
ENGL 388 Canadian Literature and Culture 3
ENGL 403 Indigenous Writers of North America 3
One of 3
ENGL 301 Anglo-Saxon Literature 3
ENGL 303 Sixteenth-Century Literature 3
ENGL 305 Classics of Medieval Literature 3
ENGL 310 Seventeenth-Century Literature 3
ENGL 320 Irony’s Edge: Eighteenth-Century Satire 3
ENGL 331 Romantic Poetry 3
ENGL 332 The Early Novel 3
ENGL 333 Victorian Poetry 3
ENGL 340 Twentieth-Century Literature 3
ENGL 372 Jane Austen 3


Notes:
BA Honours English Requirements
One of 3


One of 3
ENGL 375 Shakespeare 3

ENGL 378 Milton 3
ENGL 400 History of Literary Theory 3
One of 3
ENGL 383 American Literature I 3
ENGL 384 American Literature II 3
ENGL 387 Literature Across the Americas 3
ENGL 388 Canadian Literature and Culture 3
ENGL 403 Indigenous Writers of North America 3
continued

Three of 9
ENGL 301 Anglo-Saxon Literature 3
ENGL 303 Sixteenth-Century Literature 3
ENGL 305 Classics of Medieval Literature 3
ENGL 310 Seventeenth-Century Literature 3
ENGL 320 Irony’s Edge: Eighteenth-Century Satire 3
ENGL 331 Romantic Poetry 3
ENGL 332 The Early Novel 3
ENGL 333 Victorian Poetry 3
ENGL 340 Twentieth-Century Literature 3
ENGL 372 Jane Austen 3
One of 6
ENGL 497 & 499 Honours Thesis in English I & II 6


Notes:

English Minor Requirements
One of 3

ENGL __ English courses 9
Note:
Tyndale University BA programs provide course work preparation (12-18 credits) for Bachelor
of Education (BEd) teachables in English, History, Mathematics, Science, and French.
Candidates are encouraged to include the following courses as a part of this preparation:
English (Canadian Literature)

History (Canadian History)
Mathematics (Calculus)
Science (Earth Science, Physical Geography, Biology, Chemistry)

BA English, Writing and Communication
Concentration Requirements
Concentration Requirements (Credit hours in bold are required) Credit Hours
One of (cannot count toward Major requirements) 3

PHIL 201 Critical Reasoning 3
Three of (with at least one at the 3000- or 4000-level) 9

ARTM 220 Introduction to Photography 3
ARTM 240 Introduction to Cinematography 3
ARTM 241 Introduction to Theatre I 3
ARTM 242 Introduction to Theatre II 3
ARTM 340 Cinema and Christianity 3
ARTM 344 Film and Western Culture 3
ENGL 361 Creative Writing 3
ENGL 363 Playwriting 3
ENGL 440 English Internship 3
PHIL 323 Aesthetics 3
Note:
• 15 hours on top of BA English Major requirements
Department of General Studies

Directed by the Office of the Academic Dean
General Studies courses are not related to one particular department, but are under the direct
supervision of the Academic Dean. Courses in Biology, Chemistry, Environmental Science,
Fine Arts, French, Geography, Interdisciplinary Studies, Language and Mathematics fall under
this category. For specific course information, please see the Course Descriptions section of
this Academic Calendar.

Department of Health and Human Services
Dr. Michelle Shockness
The Bachelor of Arts in Human Services (Social Services Work track or Early Childhood
Education track) and the Bachelor of Arts Health and Human Services with a Minor in
Psychology are offered through Tyndale’s Department of Health and Human Services.
The Social Services Work (SSW) and the Early Childhood Education (ECE) programs are
completed in partnership with Seneca College. These programs allow students to complete
a Bachelor of Arts degree at Tyndale, plus a diploma in either Early Childhood Education or
Social Services Work at Seneca, all in four years of full-time study. Students study at Tyndale
for the first two years and then complete a 10-month program at Seneca before returning to
Tyndale for their final year. Students graduate with both a university degree and a diploma and
are ready for a career in their area of interest.
The Bachelor of Arts in Health and Human Services is fully completed at Tyndale whereby
students receive credit for a four-year university degree.
BA Health and Human Services (with a minor

in Psychology) Requirements:
Two of 6
One of 3

Interdisciplinary Studies/Major Requirements Credit Hours
HEAL 102 Human Biology 3
HEAL 301 Social Determinants of Health 3
HEAL 310 Brain and Behaviour 3
HEAL 391 Applied Skills for Practice in Health and Human Services 3
HEAL 3__ Health and Human Services course 3
HEAL 493 Practicum in Psycho-Social Health and Health Determinants 3
HEAL 4__ Health and Human Services course 3
MATH 322 Data Analysis 3
PSYC 101 Introduction to Psychology I 3
PSYC 102 Introduction to Psychology II 3
PSYC 360 Research Methods in the Social Sciences 3
PSYC 3__ Psychology courses 9
SOCI 101 Introduction to Sociology I 3
SOCI 102 Introduction to Sociology II 3
SOCI 3__ Sociology courses 6
SOCI ___ Sociology courses 9
Total Interdisciplinary Studies/Major Requirements 72
Electives (Credit hours in bold are required) Credit Hours


Core, Interdisciplinary Studies/Major & Elective Requirements
Notes:
• Minimum cumulative grade point average of 2.0 and a minimum of 120 credit hours.

BA Human Services – Early Childhood Education
Requirements
Two of 6
One of 3

Interdisciplinary Studies Requirements Credit Hours

Total Interdisciplinary Studies Requirements 30

PSYC 3__ Psychology course 3
PSYC 4__ Psychology course 3
SOCI 321 Marriage and the Family 3
___ ___ Transfer courses 30
(Student must be admitted to and complete the 10-month diploma
program in Early Childhood Education at Seneca College during
their third year. 30 credit hours of transfer work are granted for
this diploma.)


Core, Interdisciplinary Studies, Major & Elective Requirements
Notes:

BA Human Services – Social Service Work
Requirements
Two of 6
One of 3

Interdisciplinary Studies Requirements Credit Hours

Total Interdisciplinary Studies Requirements 30

SOCI 251 Introduction to Social Welfare 3
SOCI 252 Introduction to Social Work 3
SOCI 321 Marriage and the Family 3
___ ___ Transfer courses 30
(Student must be admitted to and complete the 10-month diploma
program in Social Service Work at Seneca College during their third
year. 30 credit hours of transfer work are granted for this diploma.)


Core, Interdisciplinary Studies, Major & Elective Requirements
Notes:

Department of History and Global Studies
Dr. Brad Faught, Chair
Dr. Eric Crouse
The Bachelor of Arts in History and Global Studies involves studying the past in a scholarly
manner as a means of understanding the present in a more complete way. Critical thinking,
communication skills and research skills are fostered by the study of history at the university
level. Studying history is excellent preparation for a wide variety of professions, including law,
education, divinity and journalism, as well as for any endeavour for which a broad liberal arts
education is desirable. The major in History and Global Studies also prepares students for
graduate studies in history.
A Bachelor of Arts Honours degree in History and Global Studies is also offered. Students
majoring in History and Global Studies may apply to this program in the winter semester of
their second year. See below for specific additional degree requirements.
BA History and Global Studies Requirements

Two of 6


HIST 301 The Historian’s Craft 3
HIST 2__ History and Global Studies course 3
HIST 3__ History and Global Studies courses 12
HIST 4__ History and Global Studies course 3
One of 3
HIST 312 The World of the Early Christians, from the Time of Christ to 200 AD 3
HIST 313 The World of the Early Christians, c. 200 AD to the Rise of Islam 3
One of 3
HIST 263 Prosperity and Poverty: An Economic History of the World since 1700 3
HIST 271 Canada and the Western World, 1500-1867 3
HIST 272 Canada and the World since 1867 3
HIST 281 America and the Western World 1500-1865 3
HIST 282 America and the World since 1865 3
HIST 372 The Global History of Population and the Family, 1500 to the present 3
HIST 375 The United States and the Middle East since 1945 3
HIST 376 Israel and the Muslim World 3
HIST 382 Fundamentalism and the New Religious Right: 1900 to the Present 3
HIST 384 North American Economic History: 1919 to the Present 3
HIST 387 Film and Western Culture 3
HIST 481 The Great Depression: America from the Great Crash to Pearl Harbor 3
One of 3
HIST 240 Introduction to British History I 3
HIST 241 Introduction to British History II 3
HIST 242 England, Ireland and Cromwell in the Sixteenth and Seventeenth 3
Centuries
HIST 291 The Great War and the Making of the Modern World 3
HIST 292 The Second World War 3
HIST 321 The Crusades in World History 3
HIST 331 The Reformation Era 3
HIST 342 Henry VIII and Oliver Cromwell, 1500-1660 3
HIST 343 England from the Restoration to the Industrial Revolution, 1658-1815 3
HIST 344 Modern Britain 3
HIST 345 Lion Rampant: British Imperial History in Global Perspective, 1800-1980 3
HIST 346 Winston Churchill: His Life, Times, and Leadership 3
HIST 363 Modern Europe: 1789 to the Present 3
HIST 441 Colossus: Britain in the Age of Queen Victoria 3


Notes:
BA Honours History and Global Studies Requirements

Two of 6


One of 3
HIST 312 The World of the Early Christians, from the Time of Christ to 200 AD 3
One of 3
HIST 263 Prosperity and Poverty: An Economic History of the World since 1700 3
HIST 271 Canada and the Western World, 1500-1867 3
HIST 272 Canada and the World since 1867 3
HIST 281 America and the Western World, 1500-1865 3
HIST 282 America and the World since 1865 3
HIST 372 The Global History of Population and the Family, 1500 to the present 3
HIST 375 The United States and the Middle East since 1945 3
HIST 376 Israel and the Muslim World 3
HIST 382 Fundamentalism and the New Religious Right: 1900 to the Present 3
HIST 384 North American Economic History: 1919 to the Present 3
One of 3
HIST 240 Introduction to British History I 3
HIST 241 Introduction to British History II 3
HIST 242 England, Ireland and Cromwell in the Sixteenth and Seventeenth 3
Centuries
HIST 291 The Great War and the Making of the Modern World 3
HIST 292 The Second World War 3
HIST 321 The Crusades in World History 3
HIST 331 The Reformation Era 3
HIST 342 Henry VIII and Oliver Cromwell, 1500-1660 3
HIST 343 England from the Restoration to the Industrial Revolution, 1658-1815 3
HIST 344 Modern Britain 3
HIST 345 Lion Rampant: British Imperial History in Global Perspective, 1800-1980 3
HIST 346 Winston Churchill: His Life, Times, and Leadership 3
HIST 363 Modern Europe: 1789 to the Present 3
HIST 441 Colossus: Britain in the Age of Queen Victoria 3

HIST 481 The Great Depression: America from the Great Crash to Pearl Harbor 3
HIST 497 Honours Thesis in History and Global Studies I 3
HIST 499 Honours Thesis in History and Global Studies II 3


Notes:
History and Global Studies Minor Requirements

Note:
Tyndale University Bachelor of Arts programs provide course work preparation (12-18 credits)
for Bachelor of Education teachables in English, History, Mathematics, Science and French.
Candidates are encouraged to include the following courses as a part of this preparation:
English (Canadian Literature)

History (Canadian History)
Mathematics (Calculus)
Science (Earth Science, Physical Geography, Biology, Chemistry)

Department of International Development
The Bachelor of Arts in International Development program focuses on the social, political,
and economic dimensions of international development. The course tackles a diverse range
of topics, covering issues such as poverty, inequality, conflict, social change and justice. The
program enables students to develop a thorough understanding of contemporary issues in
international development. They also learn to integrate their faith with their understanding
of issues in international development. Students will also have the chance to develop a range
of skills valued by employers, including hands-on project management skills, the ability to
develop grant proposals, prepare reports, give presentations, and work as part of a team.
As an interdisciplinary program, it is recommended that students consider a minor or a

second major in another discipline, such as Business Administration, History and Global
Studies, etc. Minors and double majors provide additional opportunities for students to pursue
graduate studies in more than one area.
BA International Development Major Requirements

Two of 6
One of 3


IDVP 101 Introduction to International Development 3
IDVP 201 Justice, Poverty and Theology 3
IDVP 300 Theories of International Development 3
IDVP 303 Cross-Cultural Studies 3
IDVP 391 Project Management I 3
IDVP 392 Project Management II 3
IDVP 401 International Development Internship 3
IDVP 442 The Politics of Foreign Aid 3
IDVP 3__ International Development courses 6


Notes:
• Minimum cumulative Grade Point Average [GPA] of 2.0 and a minimum of 120 credit hours.
BA Honours International Development

Major Requirements
Two of 6
continued

One of 3

IDVP 303 Cross-Cultural Studies 3
IDVP 392 Project Management II 3
IDVP 401 International Development Internship 3
IDVP 497 Honours Thesis in International Development I 3
IDVP 499 Honours Thesis in International Development II 3
SOCI 360 Research Methods in the Social Sciences 3


Notes:

International Development Minor Requirements
IDVP 3___ International Development course 6

Department of Linguistics
Dr. Paul Arsenault, Chair
Dr. William Gardner
Linguistics is the study of human language – how it is structured in the mind and how it
is used in human societies. The courses deal with general principles basic to all human
languages and teach skills necessary for learning, analyzing and describing the great diversity
of languages in the world. Qualified graduates are prepared to face any language, even those
that have no literature written in or about them.
Students of Linguistics have opportunities in the areas of translation, cross-cultural

communication, international development (especially literacy programs) and teaching English
as a second language. The major is good preparation for entrance to Speech Language
Pathology programs at other universities or for further graduate studies in linguistics, including
the Master of Applied Linguistics and Exegesis program or the Master of Arts in Linguistics
program, both offered by the Canada Institute of Linguistics. The minor makes a good
companion to any discipline in which language plays a prominent role, including International
Development, Psychology, English Literature, Philosophy, and Biblical Studies and Theology.
BA Linguistics Major Requirements

Two of 6
One of 3


LING 101 Introduction to Linguistics I 3
LING 102 Introduction to Linguistics II 3
LING 201 Phonetics 3
LING 203 Phonology I: Phonological Analysis 3
LING 204 Morphology and Syntax I 3
LING 211 Language and Society 3
LING 3__ Linguistics courses 12


Notes:
Linguistics Minor Requirements

LING 101 Introduction to Linguistics I 3
LING 102 Introduction to Linguistics II 3

BA Linguistics, Bible Translation Concentration
Requirements
CHRI 366 Anthropology for Humanitarian Work 3
LING 405 Field Methods 3
LING 471 Semantics and Pragmatics 3
LING 475 Principles of Bible Translation 3
Four of 12
GREE 201 Elementary New Testament Greek I 3
GREE 202 Elementary New Testament Greek II 3
GREE 301 Readings in New Testament Greek I 3
GREE 302 Readings in New Testament Greek II 3
HEBR 201 Introduction to Biblical Hebrew I 3
HEBR 202 Introduction to Biblical Hebrew II 3
HEBR 301 Readings in Biblical Hebrew I 3
HEBR 302 Readings in Biblical Hebrew II 3

Department of Music
Dr. Melissa Davis, Chair
Dr. Ken Michell
Tyndale’s Music Department offers an exciting and innovative Bachelor of Arts in Music in two
streams: Performance and Worship Arts, that equips students with the skills and tools needed
for success in performance, music leadership and music ministry.
The BA in Music, Performance stream and the BA in Music, Worship Arts stream, serve as
holistic programs for both the music artist and the music minister and each provide its students
with the confidence, skills and techniques needed to creatively influence musical communities
locally and globally. Tyndale musicians are encouraged to explore their gifting while refining
their craft through leading-edge courses, internships, individual studio and ensemble training,
mentorship, as well as performance and ministry opportunities. Combining practical studio
training with theoretical knowledge, students gain exposure to a wide range of musical
traditions, styles, concepts and artistic expressions through both popular music and sacred
music genres. Tyndale music students will emerge from their selected programs equipped for
careers as solo performers, recording artists, singer/song-writers, music teachers, worship
pastors and leaders, and are prepared for graduate studies in music.  
A Music and Worship Arts Minor is also offered, combining musicianship and performance
studies with music leadership and the theology and history of sacred music.  
BA Music: Performance Major Requirements

Two of 6
continued

One of 3
Major Requirements: Voice (Credit hours in bold are required) Credit Hours
MUSC 101 Workshop in Musicianship I * 3
MUSC 140 Group Instruction Piano 2
MUSC 202 Music History and Appreciation 3
MUSC 303 Workshop in Musicianship II 3
MUSC 311 Masterclass in Performance: Voice 3
MUSC 312 Vocal Diction 3
MUSC 335 Conducting 2
MUSC 401 Advanced Workshop in Musicianship 3
MUSC 411 Vocal Pedagogy 2
MUSC 390 Recital I 0
MUSC 490 Recital II 0
MUSC 1V1-4V8 Applied Music: Voice 8
16 credit hours from: 16
MUSC 1S1-4S8 Music Ensemble: Tyndale Singers
MUSC 1C1-4C8 Music Ensemble: Tyndale Community Choir
*Students may be exempt from this course if a higher level of theory proficiency is demonstrated by aptitude
test or a certificate demonstrating achievement.
Major Requirements: Piano (Credit hours in bold are required) Credit Hours
MUSC 141 Introduction to Piano Literature 3
MUSC 341 Masterclass in Performance: Piano 3
MUSC 441 Piano Pedagogy 2
MUSC 442 Advanced Keyboard Skills 2
MUSC 1P1-4P8 Applied Music: Piano 8
continued
MUSC 1B1-4B8 Music Ensemble: Tyndale Band
MUSC 1J1-4J8 Music Ensemble: Tyndale Jazz Combo
MUSC 1R1-4R8 Music Ensemble: Tyndale Chamber Orchestra
Major Requirements: Guitar (Credit hours in bold are required) Credit Hours
MUSC 121 Introduction to Guitar Literature 3
MUSC 140 Group Instruction Piano 2
MUSC 321 Masterclass in Performance: Guitar 3
MUSC 421 Guitar Pedagogy 2
MUSC 1G1-4G8 Applied Music: Guitar 8


Notes:

BA Music: Worship Arts Major Requirements
Two of 6
One of 3

ARTM 310 Digital Technology and Sound Engineering 3
CHRI 346 History of Christian Worship 3
CHRI 347 Theology of Christian Worship 3
MUSC 369 Internship in Music and Worship Arts 2
MUSC 371 Workshop in Worship Music Leadership 3
MUSC 431 Songwriting and Arranging 3
MUSC 491 Worship Leadership Project 0
4 credit hours from (according to area of study): 4

MUSC 1V1-4V4 Applied Music: Voice
MUSC 1P1-4P4 Applied Music: Piano
MUSC 1G1-4G4 Applied Music: Guitar
continued

16 credit hours from (according to area of study): 16
MUSC 1S1-4S8 Music Ensemble: Tyndale Singers
MUSC 1C1-4C8 Music Ensemble: Tyndale Community Choir
MUSC 1R1-4R8 Music Ensemble: Tyndale Chamber Orchestra


Notes:

Music and Worship Arts Minor Requirements
MUSC 101 Workshop in Musicianship I 3
MUSC 1V1 Applied Music: Voice 1
MUSC 369 Internship in Music and Worship Arts 2
One of 2
MUSC 1S1 Music Ensemble: Tyndale Singers 2
MUSC 1C1 Music Ensemble: Tyndale Community Choir 2
MUSC 1B1 Music Ensemble: Tyndale Band 2
MUSC 1J1 Music Ensemble: Tyndale Jazz Combo 2
MUSC 1R1 Music Ensemble: Tyndale Chamber Orchestra 2
One of 1
MUSC 1G1 Applied Music: Guitar 1
MUSC 1P1 Applied Music: Piano 1
MUSC ____ Music courses 6

Department of Philosophy
Dr. Richard Davis, Chair
Dr. Cyril Guérette
Dr. Luke Teeninga
The Bachelor of Arts in Philosophy involves the study of the history and major problems of
philosophy in the Western tradition, from the early Greeks to the present. Studying philosophy
involves developing one’s critical thinking, communication and debating skills. The Bachelor
of Arts in Philosophy is excellent preparation for various professions, including law, divinity
and politics. The major also prepares one for graduate studies in philosophy, as well as for
any endeavour in which a broad liberal arts background is desirable.
Tyndale’s BA degree in Philosophy is intellectually rigorous and biblically informed. Students
concentrating in Christian Apologetics will be able to understand, articulate, and defend “the
faith once for all delivered to the saints” (Jude 1:3). This program will encourage students to
develop the intellectual skills to love God with the mind, while also equipping them to engage
in apologetics ministries in the workplace, on the web, in the local church, and on college/
university campuses.
A Bachelor of Arts Honours degree in Philosophy is also offered. Students majoring in
philosophy may apply to this program in the winter semester of their second year. See below
for specific degree requirements.
BA Philosophy Major Requirements

Two of 6
One of 3

PHIL 2__ Philosophy course 3
PHIL 301 Metaphysics 3
PHIL 302 Belief, Truth and Knowledge 3
PHIL 370 Symbolic Logic 3
One of 3
PHIL 311 Normative Ethical Theory 3
PHIL 330 Political Philosophy 3
One of 3
PHIL 321 Philosophy of Religion 3
PHIL 322 Philosophy of Science 3
One of 3
PHIL 363 Modern Philosophy 3
PHIL 366 Ancient and Medieval Philosophy 3
PHIL 3___ Philosophy courses 6

PHIL 4___ Philosophy course 3


Notes:

BA Honours Philosophy Major Requirements
Two of 6
One of 3


PHIL 2__ Philosophy course 3
PHIL 301 Metaphysics 3
PHIL 302 Belief, Truth and Knowledge 3
One of 3
PHIL 311 Normative Ethical Theory 3
PHIL 330 Political Philosophy 3
One of 3
PHIL 321 Philosophy of Religion 3
PHIL 322 Philosophy of Science 3
continued

One of 3
PHIL 363 Modern Philosophy 3
PHIL 366 Ancient and Medieval Philosophy 3

One of 6
PHIL 497 & 499 Honours Thesis in Philosophy I & II 6
PHIL 4__ Philosophy courses 6


Notes:
Philosophy Minor Requirements


BA Philosophy, Christian Apologetics
Concentration Requirements
PHIL 261 The Apologetics of C.S. Lewis 3
PHIL 294 Christian Apologetics 3
Three of 9
ARTM 340 Cinema and Christianity 3
BSTH 320 Ancient Near East 3
BSTH 346 Jesus and the Synoptic Tradition 3
BSTH 386 Islam 3
ENGL 308 Science Fiction and Subcreation 3
ENGL 374 Studies in C.S. Lewis 3
HIST 312 The World of the Early Christians, from the time of Christ to 200 AD 3
PHIL 481 Seminar on the Problem of Evil (cannot count toward Major requirements) 3
PHIL 481 Seminar on Atheism (cannot count toward Major requirements) 3
Note:
• 12 hours on top of BA Philosophy Major requirements

Department of Psychology
Dr. Nancy Ross, Chair
Dr. Vivette Henry
Prof. Mary Kate Schilke
The Bachelor of Arts in Psychology involves the scientific study of human behaviour and
exposes students to the major theories and theorists in the discipline. The Bachelor of Arts
in Psychology prepares the student for a wide variety of professions, for professional schools
where a general liberal arts background is desirable and for graduate studies in psychology.
The Department of Psychology at Tyndale University emphasizes clinical, social and
developmental psychology. A Bachelor of Arts Honours degree in Psychology is also offered.
To enrol in the Bachelor of Arts Honours Psychology track during the fourth year requires
completion of PSYC 360 and 461 during the third year and the arrangement of a thesis
supervisor by April 1 of the third year.
BA Psychology Requirements
Two of 6
One of 3


PSYC 301 Personality Psychology 3
PSYC 305 The Integration of Christianity and Psychology 3
PSYC 310 Brain and Behaviour 3
PSYC 321 Abnormal Psychology 3
PSYC 332 Cognitive Psychology 3
PSYC 341 Social Psychology 3


Notes:

BA Honours Psychology Requirements
Two of 6
One of 3


PSYC 301 Personality Psychology 3
PSYC 305 The Integration of Christianity and Psychology 3
PSYC 310 Brain and Behaviour 3
PSYC 321 Abnormal Psychology 3
PSYC 332 Cognitive Psychology 3
PSYC 341 Social Psychology 3
PSYC 401 History of Psychology 3
PSYC 461 Advanced Research Methods 3
PSYC 497 Honours Thesis in Psychology I 3
PSYC 499 Honours Thesis in Psychology II 3


Notes:
Psychology Minor Requirements


Bachelor of Business Administration
Bachelor of Business Adminstration

Prof. Samuel Alagurajah

Bachelor of Business Administration provides students with a recognized, professional,
work-ready degree that enables them to make a positive economic, social, spiritual or
environmental impact on the world. Students will be equipped to work with integrity and
serve God in a wide variety of corporate roles and environments.
Students will be equipped with the knowledge and skills they need to serve in for profit, not-
for-profit and entrepreneurial business contexts locally, nationally and globally whether they
enter the workforce, go on to further study or seek professional accreditation.
BBA Requirements
One of 3
continued

Two of 6


BUSI 301 Human Resources Management 3
BUSI 321 Business Law 3
BUSI 325 Business and the Environment 3
BUSI 381 Finance 3
BUSI 391 International Business 3
One of 3


BUSI 102 Mathematics for Business is recommended for students who do not have a Gr. 12 math credit
BBA students will require 3 credit hours of their electives to be at the 3000 or 4000 level to reach the
required minimum of 45 upper-level credit hours.

Notes:
• Minimum cumulative Grade Point Average (GPA) of 2.0 and a minimum of 120 credit hours
BBA Honours Requirements

One of 3
Two of 6


BUSI 301 Human Resources Management 3
BUSI 321 Business Law 3
BUSI 325 Business and the Environment 3
BUSI 381 Finance 3
BUSI 391 International Business 3
BUSI 410 History of Management 3
BUSI 412 Business Policy and Strategy II 3
One of 3


BUSI 102 Mathematics for Business is recommended for students who do not have a Gr. 12 math credit

Notes:
• Minimum cumulative Grade Point Average (GPA) of 3.0 and a minimum of 120 credit hours

Bachelor of Religious Education

The Bachelor of Religious Education (BRE) is a three-year (90 credit hours) professional
degree designed to prepare students for ministry. The BRE provides three foci:
• General Ministries
• Pastoral Ministry
• Youth Ministry
The BRE may also be completed in two formats:

• Modular
• Degree Completion
Notes:
• Not all required courses are offered every year.
• Students with a mark of 70% or above in OAC English or ENG4U may take a Humanities
elective (i.e., a course in English, History or Philosophy) in place of ENGL 171.
• A minimum of 24 of the 90 credit hours must be taken at the 3000 or 4000 level.
• BRE requires 90 credit hours including core, focus and electives.
• BRE requires a cumulative Grade Point Average (GPA) of 2.0.
General Ministries Focus

The General Ministries focus offers students two foundational ministry courses and allows
students to choose three other CHRI courses (at least one at the 3000 level) beyond the
Ministries Studies core, in consultation with his or her faculty advisor, according to the unique
interests of the student.

Pastoral Ministry Focus
The Pastoral Ministry focus equips students with the basic tools and skills necessary for
pastoral ministry. The focus also facilitates a deepening of Christian character that will result
in ministry that equips others to serve in the church and beyond.
Youth Ministry Focus

The Youth Ministry focus offers students foundational courses in preparation for ministry in
a variety of settings, including church- and para-church-based youth ministry. In addition to
the required core subjects and in consultation with his or her faculty advisor, students may
choose from a variety of youth-based electives.
BRE General Ministries Requirements

BSTH ___ Biblical Studies and Theology courses 6
CHRI 221 Educational History and Philosophy 3
CHRI 321 Principles and Practices of Teaching 3
Two of: 6
FDED (Field Education) 102, 201, 202, 301, 302 (Units # 2 – 6) 0

Social Sciences Social Sciences elective courses 6

General Ministries Focus Requirements Credit Hours
CHRI __ Christian Ministries courses 6
CHRI 3 ___ Christian Ministries course 3
Total Focus Requirements 15


Core, Focus & Elective Requirements
Notes:
BRE Pastoral Ministry Requirements

Two of: 6
continued

Pastoral Ministry Focus Requirements Credit Hours

CHRI 349 Internship in Pastoral Ministry 3
One of: 3
CHRI 341 Evangelism 3


Notes:

BRE Youth Ministry Requirements
Two of: 6

Youth Ministry Focus Requirements (Credit hours in bold are required) Credit Hours
CHRI 339 Internship in Youth Ministry 3
Two of: 6
CHRI 331 Canadian Youth Culture 3
CHRI 332 Youth at Risk 3
CHRI 338 Special Topics in Youth Ministry 3
continued


Notes:
BRE Modular
The Bachelor of Religious Education Modular Program is a non-traditional program
specifically designed for adults who want to complete a Bachelor of Religious Education (BRE)
degree but who are unable to attend traditional semester education programs and have little
or no transfer credit from previous post-secondary education.
The program allows for the completion of all requirements for a BRE degree with a focus
in General Ministries and is designed to serve adults interested in studying the Bible,
doctrine and ministry with the intent of becoming more effective Christians in ministry and in
the workplace.
Full-time undergraduate education is made possible for adults because of the BRE Modular
program’s unique design. Each course consists of one four-hour evening class per week for
five weeks, supplemented by 14-18 hours of guided independent study per week. This format
gives essentially the same time involvement as a traditional schedule.
The program’s goal is to integrate Christian faith, learning and living in a meaningful and
practical way.
An important component of the BRE Modular Program is the Directed Research Project
comprised of academic instruction and individual advising by a qualified professional.
Students will choose from one of the following areas of interest: Educational Ministries,
Intercultural Studies, Pastoral Studies or Youth Ministry.

Specific Entrance Requirements
1. Applicants must be 25 years or older.
2. Applicants must have served two or more years in a local church or para-church ministry
in some lay or professional ministry.
Field Education
BRE Modular students with previous ministry experience may receive credits of up to 6 units
of Field Education by completing a ministry portfolio to be assessed by the Director of Modular
programs. See tyndale.ca/dcp/student-resources for more information.
BRE Modular Program Requirements

CHRI 394 Directed Research Methods 3
CHRI 395 Directed Research Project 3
CHRI ___ Christian Ministries courses 9
Two of: 6
FDED (Field Education) 101, 102, 201, 202, 301, 302 (Units # 1 – 6) 0

continued


Major & Elective Requirements
Notes:
BRE Degree Completion Program

The Degree Completion Program (DCP) is a non-traditional program specifically designed
for adults who want to complete a Bachelor of Religious Education (BRE) degree but who are
unable to attend traditional semester education programs.
The DCP allows for the completion of a BRE degree with a focus in General Ministries. The
DCP is designed to serve adults interested in studying the Bible, doctrine and ministry with
the intent of becoming more effective Christians in ministry and in the workplace.
Full-time undergraduate education is made possible for adults because of the DCP’s
unique design. After the student transfers 30-42 credit hours into the program, there are
16 courses offered in a modular format over a 24-month period. Each course consists of
one four-hour evening class per week for 5 weeks, supplemented by 14-18 hours of guided
independent study per week. This format gives essentially the same time involvement as a
traditional schedule.
The program’s goal is to integrate Christian faith, learning and living in a meaningful and
practical way.
An important component of the DCP is the Directed Research Project comprised of academic
instruction and individual advising by a qualified professional. Students will choose from
one of the following areas of interest: Educational Ministries, Intercultural Studies, Pastoral
Studies or Youth Ministry.
The DCP program is also offered in the Mandarin Chinese language. In this specific track,
each module consists of one six-hour class per week for five weeks, supplemented by
14-18 hours of independent guided study per week.

Specific Entrance Requirements
1. Applicants must be 25 years of age or older.
2. Applicants must have completed at least one year of accredited transferable university or
college credit with a cumulative Grade Point Average (GPA) of 2.0 or above.
3. Applicants must have served two or more years in a local church or para-church ministry
in some lay or professional ministry.
4. Requires initial transfer of between 30-42 credit hours.
Field Education
BRE Degree Completion students with previous ministry experience may receive credits of up
to 6 units of Field Education by completing a ministry portfolio to be assessed by the Director
of Modular programs. See tyndale.ca/dcp/student-resources for more information.
BRE Degree Completion Program Requirements

CHRI 2__ Christian Ministries courses 9
CHRI 394 Directed Research Methods 3
CHRI 395 Directed Research Project 3
FDED (Field Education) 101, 102, 201, 202, 301, 302 (Units # 1 – 6) 0
One of: 3
HIST 151 History of World Christianity 3
continued

Transfer Course Requirements (Credit hours in bold are required) Credit Hours
Transfer courses 18
Humanities/Social Science Transfer courses 12
Total Transfer Course Requirements 30

Major & Transfer Course Requirements
Notes:

Faculty Advisors
Meeting with an assigned faculty advisor can be extremely helpful for managing an academic
program. Advisors can help with personal decision-making, selecting Field Education
placements, course planning and realistic goal-setting. They can also put students in touch
with the available resources for a wide variety of topics. Students are encouraged to meet with
their advisor early and get to know him or her. A list of the faculty advisors for all programs
will be made available at the beginning of the academic year in September.
Faculty Advisors for 2022–2023

Bachelor of Arts
Biblical Studies and Theology (A-M) Dr. Benjamin Reynolds ext. 2145 breynolds@tyndale.ca
Biblical Studies and Theology (N-Z) Dr. Andrew Witt ext. 2211 awitt@tyndale.ca
Biblical Studies and Theology (PAONL) Dr. Barry Smith ext. 2114 bsmith@tyndale.ca
Biology and Chemistry Prof. Joseph Bishay ext. 2171 jbishay@tyndale.ca
Business Administration Dr. Paul Franks ext. 6782 pfranks@tyndale.ca
Christian Ministries Minor Dr. Bradley Noel ext. 2144 bnoel@tyndale.ca
English Dr. Scott Masson ext. 6778 smasson@tyndale.ca
History and Global Studies Dr. Brad Faught ext. 6759 bfaught@tyndale.ca
Health and Human Services Brenda Ho ext. 2147 bho@tyndale.ca
Human Services (ECE) Brenda Ho ext. 2147 bho@tyndale.ca
Human Services (SSW) Brenda Ho ext. 2147 bho@tyndale.ca
International Development Dr. Paul Franks ext. 6782 pfranks@tyndale.ca
Linguistics Dr. Paul Arsenault ext. 2168 parsenault@tyndale.ca
Music Dr. Melissa Davis ext. 2178 mdavis@tyndale.ca
Philosophy Dr. Richard Davis ext. 2124 rdavis@tyndale.ca
Psychology Dr. Nancy Ross ext. 2265 nross@tyndale.ca

Bachelor of Business Administration Dr. Paul Franks ext. 6782 pfranks@tyndale.ca

DCP and Modular Program Dr. Daniel Scott ext. 6740 dscott@tyndale.ca
General Ministries Dr. Daniel Scott ext. 6740 dscott@tyndale.ca
Pastoral Ministry Dr. Daniel Scott ext. 6740 dscott@tyndale.ca
Youth Ministry Dr. Daniel Scott ext. 6740 dscott@tyndale.ca
Certificate in Christian Studies

Transitions Sharon Chuah ext. 6745 schuah@tyndale.ca
Centre for Service Learning

Coordinator of Service Learning Allyson MacLeod amacleod@tyndale.ca
Note: Students who are registered for two majors should confer with a faculty advisor in
each major.

Undergraduate Studies Course Descriptions
AMERICAN SIGN LANGUAGE expression of time and the formulation of negative

statements. They will also be introduced to some
ASLN 101 (3) Introduction to American Sign rules for social interaction. The ultimate goal is to
Language I help student to become comfortable in maintaining
— Covers basic conversationally relevant signs the conversation with deaf people using ASL.
and grammar principles and other features Prerequisite: ASLN 101.
of ASL (American Sign Language), including a
brief history of sign language. The focus is on ASLN 201 (3) American Sign Language III
the development of basic ASL grammar and — Builds on the curriculum studied in ASLN 102
classifiers, including cultural and linguistic (units 4-6) and covers units 7 – 9. The focus is
information of deaf people. The content covers on further development of ASL vocabulary and
fingerspelling, ASL terminology, expressive and grammar through dialogues and narratives,
receptive vocabulary, basic sentence structures, including cultural and linguistic information of
spatial locations, parameters, conversational Deaf people. The content covers fingerspelling,
signs, and the examination of issues in deaf ASL terminology, expressive and receptive
culture. This course incorporates the D.E.M. vocabulary, classifiers, sentence structure, special
(Direct Experience Method). The ultimate goal locations, parameters, conversational signs, and
is to help students to become comfortable in the examination of issues in Deaf culture. This
maintaining the conversation with deaf people course incorporates the D.E.M. (Direct Experience
using ASL. Method). The ultimate goals is to help students
to become comfortable in maintaining the
ASLN 102 (3) Introduction to American Sign conversation with Deaf people utilizing appropriate
Language II cultural behaviors while increasing fluency and
— Extends and further develops basic signing comprehension. Prerequisites: ASLN 101, 102.
vocabulary and grammar. The content covers
fingerspelling, ASL terminology, expressive ASLN 202 (3) American Sign Language IV
and receptive vocabulary, sentence structure, — Builds on the curriculum studied in ASLN 201
and conversational signs. Students will begin (units 7-9) and covers units 10-12. The focus is
to discuss personal information, including on further development of ASL vocabulary and
where they live, family information and various grammar through dialogues and narratives,
physical activities. They will begin to refine visual including cultural and linguistic information of
perception to assist with comprehension skills Deaf people. The content covers fingerspelling,
in sign language. Students will be introduced to ASL terminology, expressive and receptive
spatial referencing, contrastive structures, the vocabulary, classifiers, sentence structure, spatial

locations, parameters, conversational signs, and aesthetic space in depth perception with colour.
the examination of issues in Deaf culture. This Exclusion: FINE 161.
course incorporates the D.E.M. (Direct Experience
Method). The ultimate goal is to help students ARTM 164 (3) Visual Art: Introduction to
to become comfortable in maintaining the Studio Practice
conversation with Deaf people utilizing appropriate — A studio class for students who have a basic
cultural behaviors while increasing fluency and knowledge of art and are ready to challenge
comprehension. Prerequisites: ASLN 101, 102, 201. themselves to discover their own art-making
abilities. Self-discipline, self-knowledge and
experimentation with various media will be
ARTS AND MEDIA encouraged as students work on several art
projects in and out of class times. Exclusion:
ARTM 100 (3) Art Appreciation: FINE 121.
An Introduction to Visual Language
— Examines the fundamental value of visual art in ARTM 201 (3) History of Art I
its historic development, its workaday practice and — Examination of the ways in which visual images,
its vital role as a means of expression of what is sculptural objects and architectural structures
real, what is true and of value to us in our human have been used in the formation and consolidation
journey. It seeks to encourage visual literacy and of individual and cultural identities throughout
respect for art-making as a sacred trust, most history. Chronologically traces some of the major
elevated from a Christian worldview. Exclusion: artistic developments that have influenced both
FINE 120. Western and Eastern cultures from cave painting
to AD 1400 and examines the ways in which these
ARTM 130 (3) Introduction to Design participate in the political, social, religious and
— Explores the power of design as the economic climates of which they are an integral
fundamental creative core of all art making. We part. Same as HIST 201. Exclusion: FINE 201.
explore its motivation, its language, its impact and
a sampling of non-computer-based applications ARTM 202 (3) History of Art II
in two-dimensional media. Projects will include — Examination of the ways in which visual
design of daytimer journals, board game packages, images, sculptural objects and architectural
personal trademarks and PPT audio visuals. structures have been produced throughout history.
Exclusion: FINE 130. Chronologically traces some of the major artistic
developments that have influenced Western
ARTM 160 (3) Introduction to Drawing cultures from the Renaissance to the present and
— Drawing is a wonderful way to touch the world examines the ways in which these participate in the
with our eyes. This is a basic introduction to a range political, social, religious and economic climates of
of creative drawing materials and techniques, which they are an integral part. Same as HIST 202.
with exercises building skills in gesture, contour, Exclusion: FINE 202.
technical and realist chiaroscuro rendering.
Exclusion: FINE 160. ARTM 220 (3) Introduction to Photography
— An introduction to the skills, concepts and
ARTM 161 (3) Introduction to Painting theology of image creation that will broaden
— Painting is a powerful tool for expressing how students’ understanding of contemporary
we see the world. This is an introductory course photography. Students will explore photography
that focuses on a basic survey of water-based as a visual art practice, and how this can help
media, namely ink, watercolour and gouache. This them to become engaging, inspired, and active
course engages the perception of physical and photographers. Exclusion: FINE 224.

ARTM 240 (3) Introduction to Cinematography ARTM 261 (3) Intermediate Painting
— Introduces the production techniques of single- — An intermediate course designed to strengthen
camera video that are used in television, cinema, the student’s technical and observational skills.
and other media. Students will develop skills in We will explore a variety of materials, techniques
designing a video production from the start to the and subject matter (landscape, self-portrait
finish. This includes pre-production, on location and realism), and continue to build on the
shooting, and post-production editing and finishing. fundamentals of composition, light, tone and
The world is obsessed with media and many people colour. In class demonstrations and discussions
spend hundreds of hours a year watching television, will touch upon concepts integral to the artist such
movies and other online video content. Hundreds of as the creative process, critical thinking, visual
cable TV channels, Netflix, YouTube, and other on literacy, metaphor, discipline and spontaneity.
demand video services offer an endless supply of Prerequisite: ARTM 161. Exclusion: FINE 261.
video content. With so much choice, the audience
has become far more selective in what they will ARTM 303 (3) Aesthetics
watch which means the quality of video productions — Same as PHIL 323. Exclusion: FINE 323.
must be higher than ever before. This course will
help you level the field. ARTM 310 (3) Digital Technology and
Sound Engineering
ARTM 241 (3) Introduction to Theatre I — Allows students to gain an understanding of the
— An introduction to theatrical studies, looking basic physics of sound, how we hear it, and how
at dramatic literature from diverse periods and sound can be controlled and manipulated using
traditions. The focus of the textual analysis will acoustic and electronic techniques. The differences
be on staging history and practices, theatrical and similarities of live vs studio sound production
space, plot, character, themes and language. will be studied. Students will learn how to use the
There will be a practical element to the course understanding of these theories and techniques
in which students will have the opportunity to to better prepare them for musical performances
dramatize presentations. Exclusion: FINE 241. either in a live setting or in the studio. Classes
will include opportunities for hands on work with
ARTM 242 (3) Introduction to Theatre II audio equipment. Prerequisites: BA Music: Worship
— A practical introduction to the fundamentals of Arts Majors. Must have completed 9 hours of MUSC
acting. This course will introduce students to the courses. (Non BA Music: Worship Arts students need
foundations of acting through movement, voice, permission from the instructor. This course is not
improvisational exercises and text analysis. The open to first year students).
students will leave the course with the beginning
tools to lift a script from page to the stage. The ARTM 340 (3) Cinema and Christianity
course will culminate in a monologue and scene — A film survey course designed to study the
study presentation for the public. Exclusion: history and value of cinematic expression in the
FINE 242. context of a theological framework. Landmark
films will be presented and discussed. These
ARTM 260 (3) Intermediate Drawing particular films have helped to shape worldwide
— Drawing is a wonderful way to touch the world artistic standards and the language of film
with our eyes. This course focuses on tonal literature in relation to Christian faith. Exclusion:
rendering, colour rendering in a range of drawing FINE 340.
media and a concentration on figurative work.
Prerequisite: ARTM 160. Exclusion: FINE 260. ARTM 344 (3) Film and Western Culture
— Same as HIST 387. Exclusion: FINE 344.

ARTM 350 (3) Directed Studies in Visual Arts BIOL 102 (3) Human Biology
and Media — Basic structure and function of the human body
— An independent study option open to fourth- and the major organ systems. Emphasizes the
year students who wish to pursue an art project processes that control and regulate important
or research topic beyond the bounds of the properties of living systems. Covers regulation of
regular curriculum. Prerequisites: ARTM 160, 161. body temperature, blood pressure, blood glucose
Permission required. levels, oxygen and carbon dioxide, and a host of
other parameters. Covers various pathologies
ARTM 380 (3) Writing and North American Art in the human body. No prior science knowledge
— Examines the relationship between writing and required. Same as HEAL 102.
the visual arts by focusing on themes in North
American art. Critical essays, manifestos, artist BIOL 103 (3) Introduction to Molecular and
statements, biographies, fiction, poetry, and other Cell Biology
creative forms of writing may be examined in their — Examines the fundamentals of biology at
artistic, social, political and intellectual contexts. the molecular and cellular levels. Three hours
Themes may include the following: identity, of lecture and three hours of laboratory work
technology, performance art, artistic controversies, per week.
Pop Art and materialism, politics of landscape, art
and national identity. Prerequisites: 6 credit hours in BIOL 104 (3) Introduction to Organismal and
ENGL, 3 credit hours in HIST. Evolutionary Biology
— An overview of the biological principles and
ARTM 390 (3) Studio Practicum: Art in Context processes at the whole organism level, from an
— Introduces a broad range of media including evolutionary perspective. Three hours of lecture
acrylic and acrylic mediums; encaustic; collage and three hours of laboratory work per week.
assemblage and mixed media techniques; Prerequisite: BIOL 103.
printmaking techniques; photography; handbuilding
with clay, and other forms. Recalling the tradition BIOL 201 (3) Biology of Seedless Plants
of plein air painting and the more contemporary — An examination of the structure, taxonomic and
painting in situ, classes will take place off campus evolutionary relationships, physiology, ecology
in different spaces and studios located in downtown and economic importance of photosynthetic
Toronto. Prerequisites: ARTM 160, 161. organisms belonging to the groups cyanobacteria,
algae, fungi, lichens, bryophytes, ferns and fern
allies. Three hours of lecture and three hours of
BIOLOGY laboratory work per week. Prerequisite: BIOL 104.
BIOL 101 (3) Introduction to Biology BIOL 221 (3) Principles of Ecology
— Developments in the biological sciences are — An introduction to the study of the interaction
having a major impact on the world around us. of organisms and the environment. Topics
Provides introduction to basic principles of biology. include physiological ecology, population ecology,
Topics will include: the science of biology, chemical ecosystem processes, and life history strategies.
building blocks of life, classification of living things, An emphasis is placed on selected terrestrial,
cell structure and function, cell transport and wetland and aquatic environments. Three hours
metabolism, cell division, how genes work and are of lecture and three hours of laboratory work per
controlled, genetic engineering and biotechnology, week. Prerequisite: BIOL 104.
plant development and regulation of plant growth.

BIOL 231 (3) Genetics BSTH 231 (3) Life and Teachings of Jesus
— Examines fundamental concepts of genetics. — Explores Jesus’ life and teachings against
Topics include mechanisms and patterns of the backdrop of the first-century world and the
inheritance, structure and function of DNA, intentional witness of the four evangelists to
mutations, population genetics, biological Jesus. Why was He born? Why did He live? Why
variability, natural selection, and the significance did He die? What are the implications of His life
of the Human Genome Project. Three hours of and ministry today? Offered to students in Modular
lecture and three hours of laboratory work per programs only.
week. Prerequisites: BIOL 103, 104.
BSTH 267 (3) Pentecostal and Charismatic
BIOL 310 (3) Brain and Behaviour Movements
— Same as HEAL 310 and PSYC 310. — Introduces students to the nature and the effect
of twentieth century Pentecostal and charismatic
movements and examines the influence and
BIBLICAL STUDIES AND THEOLOGY acceptance of this global movement, including
emphasis on Canadian Pentecostalism. Also,
BSTH 101 (3) Old Testament Scripture considers the roots of the tradition and the role of
— Survey of the redemptive story in the three the Spirit in the individual and communal life of
major divisions of the Old Testament (the Law/ the church.
Torah, the Prophets and the Writings), including an
orientation to the historical backgrounds, religious BSTH 270 (3) Introduction to Christian Theology
context, literary forms, apocryphal dimensions, — Provides an orientation to the central teachings
prophetic elements, matters of canon, text, of the Bible as revealed in the flow of redemptive
interpretation and critical issues. history, including a focus on various theological
traditions, methods of doctrinal reflection and
BSTH 102 (3) New Testament Scripture the nature of biblical authority. Exclusions:
— Survey of the redemptive story in the literature BSTH 261, 360.
of the New Testament, including an orientation
to the historical backgrounds, religious context, BSTH 280 (3) Introduction to World Religions
literary forms, matters of canon, text and — Explores various major religions of the world,
interpretation, and critical issues. such as Buddhism, Hinduism, Judaism and Islam.
Other topics may include Daoism, Shamanism,
BSTH 201 (3) Hermeneutics animism and traditional religions. Questions
— Provides an orientation to the different types of how religions are the same, differ, and have
of literature in the Bible, with a practical study of common points of connection will be raised.
relevant methods used in their interpretation. Prerequisites: BSTH 101, 102.
BSTH 211 (3) Torah & the Ancient Near East BSTH 307 (3) Israel Study Tour: Historical
— Examines the first five books of the Hebrew Geography of the Bible
Bible, the Pentateuch, with special reference to — A study tour of Israel that combines travel with
introduction, exegesis and history. Attention is lectures and readings to provide students with a
given to their historical and theological significance rich, on-site learning experience. Students will
for Judaism and Christianity. Offered to students in learn about geography and archaeology, exploring
Modular programs only. how the features of each area shaped the history of
its people. Prerequisites: BSTH 101, 102. (Equivalent
to Seminary BIBL 0603.)

BSTH 310 (3) Pentateuch religion and culture. Comparison will be made with
— A survey of the first five books of the Bible, wisdom texts in the Apocrypha and Ancient Near
also called the five books of Moses or the Law East. Other texts from the Writings may also be
(Torah) in Judaism. Examination of the literary included. Prerequisites: BSTH 101, 102, 201.
character of the material will include narrative and
legal aspects, as well as the question of literary BSTH 320 (3) Ancient Near East
formation. Prerequisites: BSTH 101, 102, 201. — A study of the archaeology, culture, religions
and texts of the Ancient Near East, with particular
BSTH 311 (3) Former Prophets interest in understanding the people of Israel and
(Historical Books) the Old Testament. Prerequisites: BSTH 101, 102, 201.
— Explores aspects and themes of the books of Same as: HIST 316.
Joshua, Judges, Samuel and Kings. May emphasize
some books and texts more than others, but the BSTH 321 (3) Ten Commandments
Former Prophets as a canonical collection and — Explores the legal and cultic context of the Ten
the theory of a Deuteronomistic History will be Commandments. The course will also address
considered. Prerequisites: BSTH 101, 102, 201. the signiﬁcance of the Decalogue in Christian
interpretation and the history of civilization. Students
BSTH 312 (3) Latter Prophets: Major will become familiar with current scholarship on
— Study of the theological and literary emphases the Ten Commandments, especially in the context of
of Isaiah, Jeremiah or Ezekiel. Will address the Christian discourse. Prerequisites: BSTH 101, 102, 201.
themes, historical situation of the prophet(s)
and the literary significance of the book(s). BSTH 330 (3) Matthew
Prerequisites: BSTH 101, 102, 201. — Examines the life of Jesus as presented in
the Gospel of Matthew. Will consider “What is a
BSTH 313 (3) Latter Prophets: Minor gospel?”, the presentation of Jesus as the Jewish
— Explores the section of the Latter Prophets Messiah, the significance of Jesus’ teaching,
known as “The Book of the Twelve.” Considers the and his teaching about the kingdom of God.
relationship of Hosea–Malachi and the problem Prerequisites: BSTH 101, 102, 201.
of their ordering, as well as the reception history
of these texts in the church and synagogue. BSTH 331 (3) Mark
Prerequisites: BSTH 101, 102, 201. — A study of the structure, message and
uniqueness of the Gospel of Mark that is intended
BSTH 314 (3) Psalms to help students interact with the literary genre
— Examines the hymns of the people of Israel with called “gospel” and to grasp the contemporary
regard to their theology and literary types of the meaning and theological themes of the Markan
Psalms. The arrangement of the Psalms and the Gospel. Prerequisites: BSTH 101, 102, 201.
history of reception of specific Psalms will form
a significant portion of the course. Prerequisites: BSTH 332 (3) Luke and Acts
BSTH 101, 102, 201. — Study of the life of Jesus and the beginning of the
early church as told in Luke and Acts. Either Luke or
BSTH 315 (3) Writings Acts will function as the primary focus of the course.
— Survey of especially the wisdom literature Attention will be on the Jewish and Greco-Roman
of the Old Testament, which may cover Job, contexts of the narratives, Luke’s theology, and the
Proverbs, Ecclesiastes and Song of Songs and relationship of the two texts in the reception of the
should address the role of wisdom in Israelite early church. Prerequisites: BSTH 101, 102, 201.

BSTH 333 (3) John BSTH 345 (3) Second Temple Judaism
— Examines the literary structure, narrative — Study of the history, culture, religion and
development, authorial purpose and interpretation literature of the Jewish people from the end of
of the Fourth Gospel in its historical context with the exile until the destruction of Jerusalem by
an effort to discover the continuing relevance of Rome. Readings will include selections from
that book in the development of Judeo-Christian the Apocrypha, Pseudepigrapha and the Dead
theological understanding. Intended to help the Sea Scrolls, with interest in the development of
student interact with the literary genre called apocalyptic and rabbinic Judaism(s). Prerequisites:
“gospel” and to grasp the contemporary meaning BSTH 101, 102, 201. Same as: HIST 315.
and theological themes of the Fourth Gospel.
Prerequisites: BSTH 101, 102, 201. BSTH 346 (3) Jesus and the Synoptic Tradition
— An exploration of who Jesus was and what
BSTH 334 (3) Romans he accomplished as recorded by the canonical
— A section-by-section study of Paul’s letter to witnesses of Matthew, Mark and Luke, in
the Romans to determine what Paul wanted his conversation with contemporary “historical Jesus”
audience in Rome to hear, and then to ask what research models. Focus will be on the questions:
the Spirit is saying through this letter to the church Where does Jesus belong within the Jewish world
today. In discussing the letter’s major themes and of his day? What were Jesus’ aims and claims?
teachings, attention will be given to the historical Why did Jesus die? Why did the early church
background, literary style and the nature of Paul’s begin and why did it take the shape that it did?
argumentation. Prerequisites: BSTH 101, 102, 201. Prerequisites: BSTH 101, 102, 201.
BSTH 338 (3) Pauline Epistles BSTH 347 (3) Paul: Apostle and Theologian
— Explores the letters of Paul and concentrates — Examination of the person, life and theology of
on the historical, social and religious contexts the apostle Paul. Will emphasize Paul’s missionary
of the early Christian communities to which the journeys and order of his letters, his Greco-
letters are addressed. Attention will be paid to Roman and early Jewish contexts, politics, Paul’s
the theology of the letters and critical, scholarly perceived theological developments, and his role
issues. Prerequisites: BSTH 101, 102, 201. as pastor. Prerequisites: BSTH 101, 201.
BSTH 339 (3) Hebrews and General Epistles BSTH 350 (3) Directed Study in Biblical
— Examines the message, historical situation, Old Studies and Theology
Testament connections, theology and reception — Open to third- and fourth-year students who
history of Hebrews, James, 1–2 Peter, 1–3 John wish to explore a topic not covered in the regular
and Jude. Attention may focus on one or more of curriculum and in which the professor has an
the epistles. Prerequisites: BSTH 101, 102, 201. interest and expertise and is willing to direct
studies. Prerequisite: 12 credit hours in Biblical
BSTH 342 (3) Revelation Studies and Theology. Permission required.
— Study of the Book of Revelation (or the
Apocalypse) with special attention to its content, BSTH 360 (3) The Spirituality of the
its literary genre of “apocalypses,” the various Early Church
interpretations of the book, the Old Testament — Examines the spirituality and theology of the
connections, and the theological themes. early Church Fathers by addressing early Christian
Prerequisites: BSTH 101, 102, 201. creeds, liturgies, and teaching on prayer and the
Christian life. Prerequisites: BSTH 101, 102, 270.

BSTH 362 (3) Augustine of Hippo BSTH 368 (3) The Evangelical Movement:
— Explores the life and thought of one of the most From the Great Awakening to the Present
influential figures in the history of Christianity — Addresses the question “What is
and Western culture. Particular attention will be Evangelicalism?” by examining the origins,
given to his Confessions and to a selection of his development, and theological distinctives of the
major controversies, such as his debates with Evangelical movement from the Great Awakening
the Manicheans, the Donatists and the Pelagians. in the 18th century to the present. Prerequisites:
Prerequisites: BSTH 101, 102, 270. BSTH 101, 102, 270.
BSTH 363 (3) Medieval Theology BSTH 369 (3) Major Theologians
and Spirituality — Examines one or more major theological figures
— Provides an introduction to medieval theology from church history and their contribution to
and spirituality in both the Eastern (Byzantine) the articulation and development of theological
and Western traditions, from the 6th to the 15th doctrines. The course may cover figures such as
century. Prerequisites: BSTH 101, 102, 270. Ambrose, Anselm, Luther, Wesley, Barth, etc.
Prerequisites: BSTH 101, 102, 270.
BSTH 364 (3) Aquinas
— Examination of the life, writings, and thought of BSTH 370 (3) Doctrine of Scripture
Thomas Aquinas. Particular attention will be given — Explores the Christian understanding of God’s
to his Summa Theologiae, among other writings, revelation. Although attention may be given to the
and his theological and philosophical concerns doctrines of general and special revelation, as well as
and approaches. Some topics for discussion to the nature of revelation, the major emphasis will
will include Aquinas’ view of God, metaphysics, be on the doctrine of the inspiration and authority of
epistemology, evil and scripture. Prerequisites: the Bible. Prerequisites: BSTH 101, 102, 270.
BSTH 101, 102, 270, PHIL 171. Same as PHIL 364.
BSTH 371 (3) Doctrine of God
BSTH 365 (3) Reformation Theology — Examines the existence and attributes of God
— Focuses primarily on the theology of the main and the relationship of God to the world. It gives
Protestant Reformers, including Luther, Zwingli particular attention to the biblical and historical
and Calvin. Attention may also be given to the foundations for the doctrine of the Trinity.
Anabaptists, the English Reformation and the Prerequisites: BSTH 101, 102, 270.
Counter-Reformation, but its main focus will be the
continental, magisterial reformers. Prerequisites: BSTH 372 (3) Doctrine of Creation
BSTH 101, 102, 270. — Focuses on the doctrine of creation and the
related doctrine of providence. Attention will also
BSTH 367 (3) Modern Theology be given to the doctrine of the human creature,
— Examines the development of Christian theology including the Fall into sin. Prerequisites: BSTH 101,
from the 17th to the 20th centuries, including 102, 270.
post-Reformation scholasticism, the influence
of the Enlightenment thought on theology, the BSTH 373 (3) Doctrine of the Human Person
rise of liberal Protestantism, the fundamentalist — Endeavors to acquaint students with the
reaction to liberal theology, various developments theology of the human person. Focuses on biblical
in Roman Catholic theology, especially with regard and doctrinal issues that bear upon such questions
to its relationship to modernity, and the theological as “What does it mean to be a human being?”,
revolution initiated by Karl Barth in the first half of “What is meant by the ‘image of God’?”, “How is
the 20th century. Prerequisites: BSTH 101, 102, 270. the Person of God related to the personhood of
human beings?” Prerequisites: BSTH 101, 102, 270.

BSTH 374 (3) Doctrine of Christ BSTH 382 (3) Judaism
— Examines the doctrine of the person and — Examines the religious beliefs and practices of
work of Jesus Christ. Attention will be given Judaism, including Rabbinic Judaism, Medieval
to controversies in the early church leading to Judaism, and Contemporary Judaism. Topics will
the affirmation of the deity of Christ and to the include concepts such as, revelation, free will, Torah,
Chalcedonian definition, as well as to various and prophecy, as interpreted in the Hebrew Bible,
approaches to the doctrine of the atonement in Mishnah, and Talmud. Prerequisites: BSTH 101, 102.
church history. Prerequisites: BSTH 101, 102, 270.
BSTH 383 (3) Islam
BSTH 376 (3) Doctrine of the Holy Spirit — Offers a comprehensive study of Islam: its basic
— Examines the doctrine of the Holy Spirit. beliefs and practices, including the impact of social
Attention is given to fundamental theological and political Islam on our contemporary world. A
questions concerning the person, work and variety of topics, such as the role of women and the
ministry of the Holy Spirit in Scripture throughout struggle in the way of God or jihad, will be explored.
church history and in the contemporary church. Special emphasis will be given to understanding
Emphasis will be given to several controversial theological differences between Christianity and
issues relating to this area of doctrine. Islam. Prerequisites: BSTH 101, 102.
Prerequisites: BSTH 101, 102, 270.
BSTH 387 (3) Contemporary Religious
BSTH 377 (3) Doctrine of Salvation Movements
— Explores key areas of salvation, such as election, — Focuses on new religious movements
conversion, justification and sanctification, paying (traditionally referred to as “cults”) that are
close attention to Scripture and also to historical connected to existing religious traditions yet are no
debates throughout church history. Various views longer part of the mainstream of those religious
on issues such as the fate of the unevangelized traditions. Prerequisites: BSTH 101, 102.
and eternal security will also be explored.
Prerequisites: BSTH 101, 102, 270. BSTH 392 (3) Christianity and Science
— A basic exploration of the relationships between
BSTH 378 (3) Doctrine of the Church science and the Christian faith that includes both
— Examines the origin, nature, purpose, polity, philosophic issues and concrete examples of
mission, and ministry of the church. Some apparent tensions. An overview of both traditional
contemporary issues in ecclesiology will be and contemporary understandings of the
emphasized, such as ecumenism, the use of liturgy, scientific method and epistemology provides the
church discipline, and the relationship of the church framework for examining specific problem areas.
to culture. Prerequisites: BSTH 101, 102, 270. Prerequisites: BSTH 101, 102, 270. Offered to students
in Modular programs only.
BSTH 379 (3) Doctrine of Eschatology
— Addresses the doctrine of the return of Jesus BSTH 394 (3) Marriage in Theological
Christ in glory and a number of surrounding Perspective
events, including the millennium, the resurrection — Examines the history of the Christian theological
of the dead, the final judgment and the new tradition on human nature and marriage and
heavens and the new earth. Attention will also be examines recent work in theological anthropology
given to the doctrine of the intermediate state. that attempts to give an adequate account of
Prerequisites: BSTH 101, 102, 270. human sexual differentiation and male-female
relations. Some attention will be given to the
implications of a theology of marriage for
issues such as family planning, contraception,
abortion, fertility enhancement technology,
genetic engineering, homosexuality, divorce and
remarriage. Prerequisites: BSTH 101, 102.

BSTH 396 (3) Christian Ethics BSTH 450 (3) Advanced Directed Study in
— Introduction to Christian theological ethics, Biblical Studies and Theology
including the exegetical bases, the historical — This independent study option is open to fourth
development and the application of Christian ethics year Biblical Studies and Theology majors who
to personal and social ethical issues. Prerequisites: wish to explore a topic not covered in the regular
BSTH 101, 102, 270. Open to students in Modular curriculum and in which the professor has an
programs only. interest and expertise and is willing to direct
studies. Prerequisite: 18 credit hours in Biblical
BSTH 397 (3) Disability and Theology Studies and Theology. Permission required.
— Considers the realities of human disabilities
in contemporary society and their theological BSTH 460 (3) Topics in Historical Theology
implications. Discusses disability in relation — This seminar-style course involves the advanced
to personhood, the Imago Dei, and the Trinity. study of a particular topic or figure in historical
Moreover, this course will explore the practical theology, which will change from year to year. It
theological implications for living and working can be taken more than once for credit, provided
with disability, as well as caring for those with that the topics are different. Students will be
disabilities. Prerequisite: BSTH 270. Recommended: expected to contribute to the seminar by doing
PSYC 101 or 102. Must be a 3rd or 4th year student. research and presenting the results to the seminar.
Same as PSYC 397. Prerequisites: BSTH 101, 102, 201, 270.
BSTH 410 (3) Old Testament Theology BSTH 470 (3) Topics in Christian Doctrine
— Study of select themes of Old Testament theology, — This seminar-style course involves the advanced
such as: the knowledge of God, God’s name, God’s study of a particular topic in systematic theology,
will and law, God’s agents (Moses, judges, kings, which will change from year to year. It can be
prophets), election, humanity, religious practice taken more than once for credit, provided that
(the cult, priests and Levites), the life of obedience the topics are different. Students will be expected
(ethics), etc. The history of the discipline and its to contribute to the seminar by doing research
relation to the New Testament may also be included. and presenting the results to the seminar.
Prerequisites: BSTH 101, 102, 201, 270. Prerequisites: BSTH 101, 102, 201, 270.
BSTH 430 (3) New Testament Theology BSTH 497 (3) and BSTH 499 (3) Honours Thesis
— Study of the theology of the New Testament in Biblical Studies and Theology I and II
with special emphasis on its unity and diversity. — Students complete a major research project in
Questions of concern will include “What is the New Biblical Studies and Theology that demonstrates
Testament?” and “Is there one or many theologies the ability to formulate a research question
of the New Testament?” Prerequisites: BSTH 101, or thesis, use current scholarly methods and
102, 201, 270. theories, critically evaluate primary sources
and/or research data and come to responsible
BSTH 440 (3) Topics in Biblical Theology conclusions. The honours thesis is a six-credit-
— This seminar-style course involves the advanced hour course. Offered only to students in their final
study of a particular topic or figure in biblical year of an honours program in Biblical Studies and
theology that will change from year to year. It Theology. Application required.
can be taken more than once for credit, provided
that the topics are different. Students will be
expected to contribute to the seminar by doing
research and presenting the results to the seminar.
Prerequisites: BSTH 101, 102, 201 and 270.

BUSINESS ADMINISTRATION planning and relationships with marketing
distribution channels is included. The importance
BUSI 101 (3) Introduction to Business of buying behaviour and buying patterns in shaping
— Outlines the basic principles of business and marketing decisions is examined. The business
the history and development of the set of activities, issues and ethical concerns in developing and
functions and systems that together define the implementing domestic and international marketing
discipline of modern business practice. plans for profit and non-profit organizations are also
presented. Prerequisite: BUSI 101.
BUSI 102 (3) Mathematics for Business
— Designed to foster a broad understanding BUSI 261 (3) Introduction to Financial
and appreciation for mathematics and to Accounting
improve mathematical dexterity in establishing — Introduces the generally accepted principles
a foundation for further studies in the more that govern the financial accounting system and
quantitative business disciplines. Course material the income statement and balance statement
includes elements of calculus, algebra and data that are the principal end products of the system.
management applications. Students are also introduced to the corresponding
statements for non-profit and charitable
BUSI 201 (3) Organizational Behaviour organizations and how these statements are used
— Using the behavioural sciences as a foundation, to evaluate the performance, capacity and financial
provides a general information overview to develop status of the organization.
an understanding of the nature and behaviour of
individuals and work organizations. Topics will BUSI 262 (3) Introduction to Managerial
include communication, motivation, diversity, Accounting
values, group dynamics, leadership, power, — An introduction to cost accounting systems and
organizational design and development. Lectures the use of cost information for decision-making.
and assignments are structured to develop the Emphasis is placed on a basic understanding
skills required to improve effectiveness in both of cost, cost analysis and cost systems. Topics
profit and non-profit organizations. include budgeting, capital expenditure budgets,
controls through standards, cost-volume-
BUSI 203 (3) Business Communication profit relationships, the behaviour of costs
— Intended primarily to develop the writing and and responsibility accounting. The unique cost
presentation skills that professionals require to relationships for non-profit organizations are also
manage business communications and academic explored. Prerequisite: BUSI 261.
studies. The principles of clear, cogent and effective
BUSI 301 (3) Human Resource Management
writing and presentation are reviewed. Critical
— Surveys what human resource professionals
thinking about spoken and written communication
and managers in general need to know about
is encouraged. Writing assignments include
personnel and human resource management in
typical business communications, memos,
business and non-profit organizations. The need for
letters, business proposals and formal reports.
strategic management of human resources within
The effective use of modern communication and
the context of the total organization is examined.
presentation technology and the proper use of social
Material includes staff selection and recruitment,
and communications media, such as Facebook and
performance evaluations, compensation, other
Twitter, are also studied.
reward systems, training and development,
promotion of equal employment opportunity and the
BUSI 231 (3) Marketing
corresponding policies and practices. Prerequisites:
— Outlines the marketing function and its relation to
BUSI 101, 201.
other business functions in the organization. A study
of product development, pricing policy, promotional

BUSI 311 (3) Managing Non-Profit BUSI 325 (3) Business and the Environment
Organizations — Examines the relationship between business
— Provides students with a broad overview of and the environment and the implications of that
the non-profit and voluntary sector and covers relationship on business practice. The different
the role of non-profits, how to develop effective ways in which nature is used for economic
non-profit organizations and how to deal with the activities are explored in order to understand
challenges facing these organizations. Issues will the way in which business activity creates
include management and administration, board environmental impacts. A variety of models,
selection and governance, recruiting and motivating management tools and processes for building
volunteers, accountability and managing growth, sustainable businesses are studied. Prerequisite:
change and diversity. The importance of creating 6 credit hours in BUSI.
and stating mission statements and developing and
communicating strategic plans, both internally and BUSI 332 (3) Professional Selling
externally, is examined. Prerequisite: BUSI 101. — A course in professional sales which focuses
not only on the professional disciplines needed
BUSI 314 (3) Business Modeling and Analysis to succeed in sales, but also emphasizes the
— Covers the development and use of a variety role character plays in becoming an effective
of models to support business decision-making. salesperson. Prerequisite: BUSI 231.
A significant focus of the course is the use of
spreadsheets in business modeling and analysis. BUSI 334 (3) Business Negotiations
Prerequisite: 6 credit hours in BUSI. — Examines the principles and methods of
effective negotiation. Students will acquire basic
BUSI 321 (3) Business Law negotiation skills through role plays and exercises.
— Considers terminology, concepts and Prerequisite: 6 credit hours in BUSI.
methodology of law in the context of doing
business in Canada. Deals with some of the BUSI 341 (3) Entrepreneurship and
legal issues and laws commonly encountered by New Ventures
business people, managers and administrators. — Examines how one can harness creativity,
Includes the Canadian legal system, contract law, personal drive and faith to develop a successful
forms of business entities, corporation law and new venture. It focuses on the organizational,
torts. Introduction to risks in global and online marketing, legal and financial decisions that
business, as well as management of legal risks in are required when starting a new enterprise.
business. Prerequisites: BUSI 101, 201. It explores such questions as how to develop a
business plan, secure financing, manage cash flow
BUSI 323 (3) Business Ethics and put together and manage a small organization.
— Examination of the central moral issues raised The opportunities for various strategic alliances
by business activities and practice. It begins with and partnership arrangements with non-profit,
an exploration of various utilitarian and respect- profit and government organizations are introduced
for-persons ethics and traces out the very different and explored. Prerequisite: 12 credit hours in BUSI.
results they yield in ethical decision making.
Then, by way of case studies, it examines a host of BUSI 350 (3) Directed Studies in Business
specific business-related issues: employee rights, Administration
affirmative action, “reverse discrimination,” fairness — This independent study option is open to third-
in advertising and the duties of corporations in and fourth-year Business Administration majors
protecting the environment. Prerequisite: PHIL 171 who wish to explore a topic not covered in the
or 3 credit hours in Philosophy. regular curriculum and in which the professor
has an interest and expertise and is willing to
direct studies. Prerequisite: 12 credit hours in BUSI.
Permission required.

BUSI 361 (3) Intermediate Financial and services of increasing quality and value that
Accounting meet customer needs. Topics will include product
— Elaborates on the generally accepted accounting planning, process selection, scheduling, inventory,
principles (GAAP) and presents the concepts, capacity planning, just-in-time production and
objectives and techniques underlying asset quality measurement and control. Prerequisite:
valuation and income determination. A theoretical 6 credit hours in BUSI.
framework for analyzing accounting practices
and preparing financial statements is outlined BUSI 374 (3) Computerized Accounting Systems
and accounting policies and the criteria for policy — Intends to provide a well-rounded training of
selection are reviewed. The asset side of the accounting information systems in today’s business
balance sheet is analyzed in detail. Prerequisite: environment with an in-depth, hands-on study of
BUSI 261. QuickBooks Pro, the leading accounting software
in North America. This course deals with the
BUSI 362 (3) Intermediate Managerial fundamentals of internal controls and business
Accounting processes in a computerized environment; it
— Internal cost accounting data is examined provides practical training in bookkeeping and
as a source of information for management accounting skills in the day-to-day operations
decisions, planning and control. Topics include of typical business offices. This course provides
the accumulation of costs for service and product students with the necessary skill to fully master the
costing, job order or project costing, process design, implementation and management of the
costing systems, standard costs and variance QuickBooks-based accounting information systems
analyses and decision making with imperfect for different industries, as well as the necessary
costing information. Prerequisite: BUSI 262. internal control and system security procedures.
In preparation for future growth, this course will
BUSI 371 (3) Managing Information Systems introduce the fundamentals of e-commerce and
— Takes a strategic perspective to develop the Enterprise Resource Planning (ERP) computerized
student’s critical thinking as to how emerging systems, as well as computer fraud and system
technologies can be best utilized and managed security issues. Prerequisites: BUSI 261, 262.
in order to increase organizational productivity,
performances and capacity. Developed to cover BUSI 381 (3) Finance
the essential fundamental concepts of information — Students will learn about investments and how
systems, as well as challenges of implementing to analyze the capital structure of an organization.
information technology in support of business The pivotal roles of return on investment and
strategic direction. In addition, a holistic approach the cost of capital in shaping the investment
is developed throughout the course. Assesses decision in allocating scarce resources, as well
the technological and human resources issues as the financial decision in providing cash, are
associated with information systems in the context introduced. The related subjects of asset valuation,
of rapid organizational and business change. capital budgeting, working capital management,
Prerequisite: BUSI 101. financial instruments, the risk-return trade-off
and overall financial planning are also discussed.
BUSI 372 (3) Operations Management Prerequisites: BUSI 101.
— Develops an understanding of the issues
involved in managing operations and projects. It BUSI 383 (3) Personal Finance
introduces the skills required to plan and control — Provides students with an understanding of
the use of layout, materials, plants and technology foundational financial planning concepts. Students
for the purpose of creating and delivering goods will learn how to develop financial goals and build
strategies to accomplish those goals.

BUSI 385 (3) Business Administration integrative strategic thinking, imagination and
Internship creativity supported by the most recent research
— This business experience option is designed findings in this area. Only offered to Business
to provide an in-depth exposure to business in an Administration majors in their final year.
area appropriate to the student’s goals. A Business
Administration professor from Tyndale and a BUSI 412 (3) Business Policy and Strategy II
business supervisor in the workplace will coordinate — Continuation of BUSI 411.
the student’s work. The number of hours spent in
this option must be over 210 (including the time BUSI 415 (3) Business and Society
spent on research, analysis and writing). Advanced — Capstone course that acknowledges the
approval must be received from the coordinating dynamics and impact of change and the need
Business professor. Permission required. for balance, and views the business interests of
various organizational stakeholders and individuals
BUSI 391 (3) International Business in a broad social, political, technological and global
— Introduces students to the international context. By way of case studies and examination
environment of business and provides a of current business affairs, students develop a
comprehensive outline of the functional Christian perspective on the complex environment
management issues and operational elements that of business and learn to apply ethical decision
define international business. The evolving nature making and sound judgment coupled with the
of the global economy and the business and social best business practices to reach durable business
implications for multinational corporations and decisions. Prerequisite: 18 credit hours in BUSI.
other organizations will be examined, and students
will learn the principles for strategy, organizational BUSI 420 (3) Capstone Seminar in Business
structure, finance and control. Prerequisite: — Explores the purpose of business in society,
12 credit hours in BUSI. and how the various disciplines within business
can work together to form strategic, purposeful
BUSI 410 (3) History of Management organizations making positive contributions to
— A survey of the historical development of society. A key question to be explored is how
management theory and practice. Special attention the integration of a Christian perspective can
will be paid to the impact of these historical answer the question of purpose and shape the
developments on the current thinking about, and working together of various business disciplines.
practice of management. Prerequisite: 12 credit Only offered to Business Administration majors in
hours in BUSI. their final year.
BUSI 411 (3) Business Policy and Strategy I BUSI 450 (3) Advanced Directed Studies in
— Intended as a comprehensive course that Business Administration
extends and integrates course work in the — This independent study option is open to
functional areas of accounting, finance, marketing, fourth-year Business Administration majors
human resources and operations management. who wish to explore a topic not covered in the
The critical role of formulating and implementing regular curriculum and in which the professor
management policy and strategy consistent with has an interest and expertise and is willing to
overall organizational direction, values and goals is direct studies. Prerequisite: 18 credit hours in BUSI.
introduced. With the use of cases involving complex Permission required.
business problems in both profit and non-profit
organizations, students are challenged to apply

CHEMISTRY CHRI 211 (3) Leadership
— Prepares students to lead and manage volunteer
CHEM 101 (3) General Chemistry I organizations, with special emphasis on church and
— Examines the fundamental principles church-related organizations. Students will gain a
of chemistry. Topics include the periodic general knowledge of leadership and administrative
properties of the elements, reactions of atoms, theory and skills. Methods of personal and
ions, and molecules, solution stoichiometry, corporate organizing, decision making, team
thermochemistry, electronic structure of building and personal character will be among the
atoms, basic chemical bonding and molecular specific issues addressed. Same as SOCI 211.
geometry. Three hours of lecture and three hours
of laboratory work per week. Prerequisite: 4U CHRI 221 (3) Educational History and
Chemistry or equivalent, or instructor’s permission. Philosophy
— Includes an analysis of biblical, historical and
CHEM 102 (3) General Chemistry II philosophical foundations of Christian education,
— A continuation of CHEM 101(3), covering topics issuing in a personal philosophy of education.
such as general chemical equilibrium theory,
solution chemistry, acid-base theory, rates and CHRI 231 (3) The Practice of Youth Ministry
mechanisms of chemical reactions and chemical — Practical skills designed to assist the student
thermodynamics. Three hours of lecture and three in developing a strategy for youth ministry in a
hours of laboratory work per week. Prerequisite: variety of settings (i.e., church or church-related).
CHEM 101. Specific focus is given to staff relationships and
development, strategic planning and management
and leadership skills.
CHRISTIAN MINISTRIES
CHRI 239 (3) Foundations of Family Ministry
CHRI 101 (3) Christian Life and Discipleship — Provides theological and scientific foundations
— Study of the biblical and theological foundations for family ministry in the setting of a faith
of the Christian life and discipleship. Major aspects community. Equips adult students with proven
of the Christian life are explored, including the tools and resources to build healthy couple and
relationship of the individual to God, to self and to family relationships. Proposed psycho-educational
others. Exclusion: BSTH 151. framework for family ministry utilizes and
enriches existing structures and ministries in the
CHRI 121 (3) Ministry Today church, such as Christian education, cell groups,
— Designed to introduce ministry candidates to the fellowships, lay counselling, growth groups and
methodology of ministry. Constructs a theological, pastoral and professional counselling.
sociological and philosophical foundation for
ministry today by providing a working knowledge CHRI 243 (3) Introduction to Pastoral
of ministry strategies, programming models Counselling
and history. Exclusion: CHRI 242. — Today, perhaps more than ever before, Pastors
are being called upon to provide counsel and
CHRI 131 (3) Foundations of Ministry to care to a wide variety of needs and situations.
Children and Youth The purpose of this course is to provide students
— Designed to help students in the methodology with the tools necessary to address pastoral care
of ministry to children and youth. Constructs and counselling situations in their congregations.
a theological, sociological and philosophical Developing fundamental counselling skills
foundation for children’s and youth ministry. through the application of psychological theory
Students gain a working knowledge of ministry and Christian theology will have far reaching
strategies, programming models and history. implications for Christian Ministry.

CHRI 271 (3) Behaviour in Groups CHRI 308 (9) Internship in Pentecostal
— Examines theory and research relating to Ministry
group behaviour. Problem solving, decision — Open only to students in the Pentecostal
making and communication within groups are ministry preparation stream and is offered only on
examined. Participants will become aware of their site in Newfoundland and Labrador. It is designed
own strengths and weaknesses in leading and to give in-depth exposure to ministry in an area
participating in groups and will be able to analyze appropriate to the student’s career goals and
the effectiveness of any particular group. Same as is a prerequisite for ministry candidates in the
SOCI 271. Pentecostal Assemblies of Newfoundland and
Labrador. The intern will be supervised by his or
CHRI 274 (3) Why Music Matters her faculty member and by a pastor or head of a
— Attempts to clarify students’ thinking about what church-related ministry. Requires full-time work
makes Christian worship music faithful and biblical. in the ministry placement, except for periodical
It discusses issues in worship and music by tasting intensive courses that take place during the
and studying examples, both good and bad, from semester as part of the Pentecostal ministry
historical precedents and contemporary practices. preparation program.
Congregational song will form the primary material
for discussion. Same as MUSC 274. CHRI 309 (3) Internship in Student
Development Leadership
CHRI 301 (3) Contemporary Pentecostal — Designed to prepare students as servant
Issues leaders within the student development
— After experiencing astounding growth in the stream by deepening and strengthening self-
last 100 years, Pentecostalism now finds itself at awareness and by exploring the processes of
many crossroads. With its greater acceptance by interpersonal and helping relationships in the
the larger evangelical community, influence felt context of biblical principles. It highlights issues
from the wider charismatic world, and changes in college student development, counselling,
within, many Pentecostals today question the crisis intervention, leadership and servanthood
future of the movement. Explores the theological and related topics in people-helping ministries
shifts and trends currently found within with the design to encourage the development
Pentecostalism. Innovations and developments in of people within the context of community. By
Western Pentecostal (and Charismatic) theology invitation of the Department of Student Development.
will be discussed and the merit of these will be Permission required.
examined. Also, the challenges and problems
that they pose for Pentecostals in the future will CHRI 321 (3) Principles and Practices
be explored. of Teaching
— Provides an introduction to the principles of
CHRI 302 (3) Pentecostal Distinctives teaching and learning and the application of those
and Spirituality principles within the Christian context. Attention
— Explores Pentecostalism from a theological is given to contextualizing teaching, lesson design
perspective. It will examine the understanding of the and instructional strategies, especially as they
person and work of the Holy Spirit within a Classical pertain to effective Bible teaching. Prerequisites:
Pentecostal theological framework. Special BSTH 101, 102.
attention will be given to those doctrines for which
Pentecostalism is most widely known, such as
Spirit baptism (Subsequence and Initial Evidence),
healing, worship and the gifts of the Spirit.

CHRI 322 (3) Nurturing the Spiritual Lives physically, emotionally or spiritually “at risk.”
of Children Prerequisites: BSTH 101, 102. Same as SOCI 302.
— Builds a biblical foundation and formulates
a rationale for ministry to children. Practical CHRI 339 (3) Internship in Youth Ministry
approaches for establishing and operating — Designed to give in-depth exposure to ministry
programs that respond to the spiritual needs in an area appropriate to the student’s career
of children and nurture their growth as whole goals. The intern is supervised directly by his/her
persons are included. Possible topics include faculty advisor and by a field professional. Field
worshipping with children, biblical literacy, Education (up to two units) is normally combined
integration of biblical values and learning and with the student’s internship. Internships require a
responding to children in crisis. Prerequisites: minimum time investment of 210 hours and may be
BSTH 101, 102. Recommended: PSYC 211. completed over more than one semester. Advance
approval must be received from the professor of
CHRI 329 (3) Internship in Children’s Ministry Internship in Youth Ministry. The student should
— Designed to give in-depth exposure to ministry register for the internship in the semester in
in an area appropriate to the student’s career which he or she plans to complete all of the course
goals. The intern is supervised directly by his/her requirements. Prerequisites: BSTH 101, 102, CHRI 121.
faculty advisor and by a field professional. Field Permission required.
Education (up to two units) is normally combined
with the student’s internship. Internships require a CHRI 340 (3) Contemporary Worship in
minimum time investment of 210 hours and may be the Church
completed over more than one semester. Advance — Explores the practice, principles and priorities
approval must be received from the professor of contemporary corporate worship in the
of Internship in Children’s Ministry. The student Church. Topics will include an historical overview
should register for the internship in the semester of contemporary corporate worship, whose
in which he or she plans to complete all of the story is being told in corporate worship, the
course requirements. Prerequisites: BSTH 101, 102, dialogical encounter of corporate worship and
CHRI 121. Permission required. the formational practice of corporate worship as
it relates to discipleship. Worship leadership will
CHRI 331 (3) Canadian Youth Culture also be addressed, with a focus on music, prayer
— In order to minister effectively to adolescents, an and the incorporation of the Psalms in worship.
understanding of their context is essential. Designed Prerequisites: BSTH 101, 102.
to enhance the student’s understanding of youth
culture in the multicultural, multi-ethnic and multi- CHRI 341 (3) Evangelism
faceted Canadian context. Key to understanding — Conceptual and practical study to help the
Canadian youth culture is the evaluation of the local believer and the church present the gospel
kind of life created for Canadian teens and the message in today’s world. Special focus will be
life they create for themselves. Students have an on issues such as contextualization, examining
opportunity to explore the elements of Canadian a community’s evangelistic potential, presenting
culture that shape today’s social structures and one’s testimony and the gospel message, following
the youth culture within the Christian framework. up new believers, and praying and evangelism.
Prerequisites: BSTH 101, 102. Same as SOCI 301. Prerequisites: BSTH 101, 102.
CHRI 332 (3) Youth at Risk CHRI 343 (3) Preaching

— Designed to survey issues related to working — Introduction to the basic elements of sermon
with youth who are “at risk” in some way. Students preparation, including exegesis, sermon form
creatively explore current research, the media of and elements of communication for preaching.
popular culture and stories of their own experience Sermons are delivered and evaluated in class.
to understand more about serving youth who are Limited enrolment. Prerequisites: BSTH 101, 102, 201.

CHRI 344 (3) Seminar in Ministry the semester in which he or she plans to complete
— This seminar course for ministry is designed to all of the course requirements. Prerequisites:
discuss the current issues in the life of the church. BSTH 101, 102, CHRI 121. Permission required.
Emphasis is placed on personal preparation,
the practice of ministry and ongoing training. CHRI 350 (3) Directed Studies in
Prerequisites: BSTH 101, 102, CHRI 121. Exclusion: Christian Ministries
CHRI 345. — This independent study option is open to third-
year students who wish to explore a topic not
CHRI 346 (3) History of Christian Worship covered in the regular curriculum in which the
— Presents a chronological sweep of the professor has an interest and expertise and is
development and practice of Christian worship. willing to direct studies. Prerequisite: 12 credit
We will consider the context of Jewish worship hours in Christian Ministries. Permission required.
and the beginnings of Christian worship through
reflections on the biblical text and early church CHRI 361 (3) Global Christianity
documents. From these beginnings, we will reflect — Designed as an introduction to the “holy catholic
on the development of the western and eastern church” in its Canadian and global contexts.
Catholic traditions, the worship in the reformed Attention will be given to the doctrine of the
traditions, free church worship, Anglicanism and church, the state of the world and the state of the
the worship within the evangelical movement, Christian church. Prerequisites: BSTH 101, 102.
leading up to a consideration of trends in
contemporary worship. Prerequisites: BSTH 101, CHRI 362 (3) Modern Missiological Issues
102. Exclusion: CHRI 240. — Christ’s command to make disciples of all nations
is still relevant. As the gospel has been brought to
CHRI 347 (3) Theology of Christian Worship the nations and throughout the history of missions,
— Explores the biblical and theological foundations there have been dominant missiological issues
for Christian worship along with related themes. in each period. Briefly examines some of these
These themes include the purpose of church historical issues and then focuses on contemporary
services and their structure, the church year and missiological issues. Some of the issues considered
worship planning. The course reflects theologically are mission and evangelism strategy, the poor and
on the concept of worship, who should worship and mission, justice and reconciliation, missions and
how to worship God. Prerequisites: BSTH 101, 102. modernity, urban mission, contextualization, social
Exclusion: CHRI 241. sciences and mission, women and mission, children
and mission and evangelism and social action.
CHRI 349 (3) Internship in Pastoral Ministry Prerequisites: BSTH 101, 102.
— Designed to give an in-depth exposure to
ministry in an area appropriate to the student’s CHRI 364 (3) Ministry in a Multicultural World
career goals. The intern will be supervised — Explores various methods of the local
directly by his/her faculty advisor and by a field church to minister effectively in a culturally
professional. Field Education (up to two units) is diverse world. Students examine multicultural,
combined with the student’s internship. Internship multiethnic and ethnic-specific approaches to
requires a minimum time investment of 210 ministry. Related issues of leadership, church life,
hours and may be completed over more than one outreach, preaching and teaching are discussed.
semester. Advance approval must be received from Prerequisites: BSTH 101, 102.
the professor of Internship in Pastoral Ministry.
The student should register for the internship in

CHRI 366 (3) Anthropology for CHRI 395 (3) Directed Research Project
Humanitarian Work — Student investigates a specific area of ministry
— Helps students understand the receiver under the direction of a mentor who is actively
perspective in an international development and involved in the research and the final report.
humanitarian context. Key questions are asked Prerequisite: CHRI 394. Offered to Modular and DCP
regarding the advantages and disadvantages of students only.
internal development and humanitarian projects.
Emphasis is placed on analysing different cultures
from an anthropological perspective. Prerequisite: COMMUNITY DEVELOPMENT
6 credit hours in CHRI or IDVP. Same as IDVP 304 and
SOCI 306. CDEV 301 (3) Perspectives on Community
Development
CHRI 367 (3) Cross-Cultural Studies — An advanced level course on community
— Same as IDVP 303 and SOCI 307. development which focuses on core aspects of
community development with North American
CHRI 368 (3) Seminar in Intercultural Studies and European paradigms (but also incorporates
— A seminar for ministry designed to explore the Aboriginal and cross-cultural perspectives that
“folk” nature of religion and why understanding accommodate human diversity and pluralism).
theological systems alone is inadequate. The The two-fold purpose of this makes the important
majority of world religions are often highly connection between being and doing. Before
symbolic and ritualistic. This course will explore persons can engage in “successful” community
the implications of introducing Christianity in development, they must understand the
contexts that are often spirit-oriented, holistic and interconnection between community “needs
community-oriented. analysis” and “asset mapping” as well as
understand how to effectively respond to “people”
CHRI 369 (3) Internship in Intercultural dynamics as core components of community
Studies development. In the first part of the course, students
— Designed to give in-depth exposure to cross- will be required to examine issues “community
cultural ministry in an area appropriate to gaps and needs” with acute attention to challenging
the student’s career goals. The intern will be societal factors such as poverty, power, privilege,
supervised directly by both his/her faculty advisor race, class, gender and other social inequalities and
and by a field professional. Field Education (up to health disparities. Students will also be enabled to
two units) is normally combined with the student’s define “at-risk” communities within a social justice
internship. Internships require a minimum time framework. Second, students will explore elements
investment of 210 hours and may be completed of “community assets” and “community capacity”
over more than one semester. Offered to all. whereby community can be supported to address
Prerequisite: BSTH 270. Permission required. many of their own needs “from the inside out”. The
course will conclude with students being asked to
CHRI 394 (3) Directed Research Methods begin to develop a simple program for community
— Examines various research methods. The development informed by leading/standard models
student will apply research methods in preparing of community development. Prerequisites: SOCI
the initial stages of a Directed Research Project. 101, 102, 251, 252. Only open to third- or fourth-year
Offered to Modular and DCP students only. students or equivalent.

CDEV 302 (3) Applications in Community ENGL 102 (3) Introduction to Literature II
Development — An introduction to literature written by men and
— A follow-up to CDEV 301. This course allows women from a variety of countries. This course will
students to apply theoretical perspectives learned include literature from 1661 to the present.
in the previous course. This advanced level
course requires focus, maturity and commitment ENGL 171 (3) Literature and Composition
on the part of students to develop a targeted, — A development of writing skills necessary
strategic community development initiative for university work, including a review of the
that can be implemented or become a model of fundamentals of grammar. Students will be given
implementation for a community interest of each exercises in writing clear sentences, paragraphs and
students choosing. It is highly recommended that essays, and instruction in the writing of a research
students use the group case study processes in paper. Selected works of literature will provide the
this course to inform their final individual proposal basis for the frequent composition assignments.
for a community development project. A major
portion of the final course grade is based on a ENGL 172 (3) Major Authors in English
final project proposal developed by each student. Literature
Prerequisite: CDEV 301. Only open to third- or — Consists of a study of major authors selected
fourth-year students or equivalent. from the various periods of English literature.
Authors may include Chaucer, Marlowe, Milton,
Swift, Wordsworth, Charlotte Brontë and Shaw. In
ECONOMICS the selection of texts, students will explore works
of poetry, drama and the novel.
ECON 101 (3) Microeconomics
— Introduces the basic theoretical framework ENGL 260 (3) Practical Criticism
for describing and explaining decision making — Develops the basic practical skills of literary
in a market-oriented economy. Topics include criticism. With respect to poetry, among other
consumer behaviour, the theory of markets, the things, instruction is provided in the use of poetic
theory of the firm, price and output determination, metre and poetic form and the use of stylistic
market equilibrium and the factors affecting the figures. Prerequisite: 6 credit hours in ENGL.
inefficient allocation of resources. Exclusion: ENGL 261.
ECON 102 (3) Macroeconomics ENGL 262 (3) Foundations in Rhetoric

— Presents an aggregated view of the — An introduction to the art of persuasion in
economy. Theories of national income, growth, written, spoken and visual forms. Models of strong
unemployment, interest rates and inflation, money rhetoric will be presented as sources to emulate
and banking, international trade and finance for those who seek to strengthen their writing and
and the impact of economic globalization will be speaking skills. Prerequisite: 6 credit hours in ENGL.
introduced. Prerequisite: ECON 101.
ENGL 263 (3) Foundations in Writing
— A study of select models of writing in prose,
ENGLISH and occasionally verse, combined with frequent
practice in composing both fiction and non-
ENGL 101 (3) Introduction to Literature I fiction, for the purpose of increasing a student’s
— An introduction to literature written by men and ability to write clearly and compellingly. Through
women from a variety of countries. This course will this course, we will emulate models of concise,
include literature up to the year 1660. specific, concrete communication. This course will
benefit those who seek to hone their writing and
speaking skills. Prerequisite: 6 credit hours in ENGL.

ENGL 290 (3) The Short Story understanding the richness and interconnectedness
— Select short stories and short story sequences of the Old and New Testaments. Prerequisites:
are the focus of the course. Consideration is BSTH 101, 102 plus 6 credit hours in ENGL.
also given to the peculiarities of the genre itself.
Authors studied may include Hemingway, Hodgins, ENGL 307 (3) Children’s Literature
Joyce, Munro, O’Connor and Poe. — Intensive introduction to children’s literature.
Students will investigate various genres of
ENGL 301 (3) Anglo-Saxon Literature children’s literature and critically analyze
— Introduces students to the poetry and prose of significant books in each area. Includes a lecture
Anglo-Saxon England. Works are read in modern at the Osborne Collection of historical children’s
translations, but an introduction to the language literature. Prerequisite: 6 credit hours in ENGL.
and to the mechanics of Anglo-Saxon poetry is
given. Works and authors studied may include The ENGL 308 (3) Science Fiction and Subcreation
Battle of Maldon, Beowulf, The Dream of the Rood, — Focuses on Tolkien and Lewis’ response to the
The Seafarer, The Wanderer, Aelfric, King Alfred problem of alienation in contemporary culture, more
and Cynewulf. Prerequisite: 6 credit hours in ENGL. specifically the genre of science fiction. It explores
the literary, philosophical and theological sources
ENGL 302 (3) Arthurian Literature of alienation in the writing of the Enlightenment.
— From medieval to modern times, the legends Required reading includes Tolkien’s The Lord of
of King Arthur have captured the imaginations of the Rings and Lewis’ science fiction trilogy, as
many cultures. Explores diverse articulations of well as the “classics” of the science fiction genre.
those legends through the works of authors such Prerequisite: 6 credit hours in ENGL.
as Malory, Spenser, Tennyson, Twain and White.
Prerequisite: 6 credit hours in ENGL. ENGL 310 (3) Seventeenth-Century Literature
— Study of English literature from the reign of
ENGL 303 (3) Sixteenth-Century Literature James I to the Restoration, emphasizing Donne,
— Explores important works of poetry and prose Herbert, Bunyan and Milton. Prerequisite: 6 credit
by authors such as Sidney, Spenser, Erasmus hours in ENGL.
and More and their place in Renaissance culture.
Prerequisite: 6 credit hours in ENGL. ENGL 312 (3) Introduction to Old Norse
Literature
ENGL 305 (3) Classics of Medieval Literature — Survey of Old Norse literature in translation,
— Beginning with Bede’s account of the seventh- including Eddic and Skaldic poetry, King’s
century conversion of King Edwin and ending sagas, Icelandic sagas, ancient sagas and later
with the close of the Middle Ages circa 1400, re-interpretations of such material by writers such
surveys some of the great classics of early English as J.R.R. Tolkien or Thomas Gray. Prerequisite:
medieval literature. Some authors of the works 6 credit hours in ENGL.
studied are anonymous; others may include Bede,
King Alfred, Julian of Norwich, Hilton, Langland ENGL 320 (3) Irony’s Edge:
and Chaucer. All works are read in modern English Eighteenth-Century Satire
translations. Prerequisite: 6 credit hours in ENGL. — Survey of poetry, drama and prose from
1660–1798, which may include John Dryden,
ENGL 306 (3) The Bible as Literature Aphra Behn, Alexander Pope, Jonathan Swift,
— Explores the literary power and expression of Samuel Johnson and Frances Burney.
biblical material. The Bible will be read as a work Prerequisite: 6 credit hours in ENGL.
of literature, sensitive to issues of plot, character,
point of view, theme and other matters integral to

ENGL 331 (3) Romantic Poetry ENGL 363 (3) Playwriting
— Focuses on the poetry of the Romantic period — Through reading and writing dramatic works
(c.1789-1832), including some of the works of the students will become familiar with aspects of
major Romantic poets, such as Blake, Wordsworth, playwriting such as plotting, characterization, point
Coleridge, Byron, Keats and Shelley. Prerequisite: of view, voice, genre and dialogue. Additionally,
6 credit hours in ENGL. students may consider matters of inspiration,
influence and revision. Canadian and international
ENGL 332 (3) The Early Novel plays will be analyzed and students will be
— Examines representative works of the early encouraged to master the techniques of clear and
novel, including such authors as Austen, Hugo, effective communication. Through the writing and
the Brontës, Dostoevsky, Gaskell, and Eliot. rewriting process, they will begin to discover their
Prerequisite: 6 credit hours in ENGL. unique, creative voice. Prerequisite: 6 credit hours in
ENGL.
ENGL 333 (3) Victorian Poetry
— Focuses on the poetry of the Victorian period ENGL 370 (3) Chaucer
(1837-1901), including works by poets such — Surveys major works of Geoffrey Chaucer,
as Tennyson, Arnold, Hardy and Browning. including selections from The Canterbury Tales,
Prerequisite: 6 credit hours in ENGL. Troilus and Criseyde and the dream poetry. Students
will be introduced to the language of Middle English,
ENGL 340 (3) Twentieth-Century Literature but most works will be read in modern translations.
— Study of representative works reflecting the Prerequisite: 6 credit hours in ENGL.
various influences of the major wars and social
upheavals characteristic of the 20th century. ENGL 371 (3) George Herbert: Priest and Poet
Authors may include Eliot, Woolf, Morrison, — A study of the life and works of one of 17th century
Atwood, Achebe and Marquez. Prerequisite: England’s supreme poets, drawing on biographies
6 credit hours in ENGL. and other secondary sources to illuminate Herbert’s
poetry in The Temple and his wise reflections on
ENGL 350 (3) Directed Studies in English pastoral duties and village life in The Country Parson.
— This independent study option is open to third Prerequisite: 6 credit hours in ENGL.
and fourth year students who wish to explore a
topic not covered in the regular curriculum and in ENGL 372 (3) Jane Austen
which the professor has an interest and expertise — Surveys Jane Austen’s major novels in their
and is willing to direct studies. Prerequisite: cultural and religious contexts. Through subtle
12 credit hours in ENGL. Permission required. commentary, Austen’s narrators allude to the
French Revolution, British imperialism, the
ENGL 361 (3) Creative Writing oppressive practices of West Indian slavery, and
— Instructs and practices the student in the the rise of Anglican evangelicalism. Prerequisite:
methods of creative writing. Through reading and 6 credit hours in ENGL.
writing short stories, dramatic works and poetry,
students will be familiarized with and coached in ENGL 374 (3) Studies in C.S. Lewis
aspects of writing such as plot, characterization, — Exploration of the major theological and fiction
point of view, voice, genre and dialogue. works of C.S. Lewis. The ongoing tension between
Additionally, students may consider matters of reason and imagination, informing both his life
inspiration, influence and revision. Prerequisite: and his writing, is the major theme of discussion.
6 credit hours in ENGL. Required readings include Mere Christianity, The
Screwtape Letters, The Great Divorce, Till We Have
Faces, and The Chronicles of Narnia. Prerequisite:
6 credit hours in ENGL.

ENGL 375 (3) Shakespeare ENGL 387 (3) Literature Across the Americas
— Survey the major genres of Shakespeare’s — Draws on a selection of twentieth and twenty-
plays and study a series of selected critical works. first century literature in English from both North
Prerequisite: 6 credit hours in ENGL. and South America. Representative authors may
include Jorge Luis Borges, Annie Dillard, Ralph
ENGL 378 (3) Milton Ellison, Louise Erdrich, Gabriel Garcia Marquez,
— Emphasizes Milton’s major poetry, including Yann Martel, Toni Morrison, Alice Munroe, Pablo
Paradise Lost, Paradise Regained and Samson Neruda, Michael Ondaatje, Amy Tan, and Alice
Agonistes, and provides an introduction to such Walker. Prerequisite: 6 credit hours in ENGL.
influential prose pieces as Areopagitica, The
Doctrine and Discipline of Divorce, Of Education ENGL 388 (3) Canadian Literature and Culture
and Christian Doctrine. Prerequisite: 6 credit hours — An introduction to Canadian literature
in ENGL. emphasizing writers of the twentieth and twenty-
first centuries. Texts are chosen from works in
ENGL 380 (3) Post-Colonial Literature both English and French (in translation) that show
— Focuses on literature of countries that were once the movement from modern to post-modern, post-
British colonies and have since become independent colonial and post-national literature. Included
nations. Among the literatures discussed are those in the course is a field trip to the Canadian Art
of South Africa, Nigeria, India, Trinidad and Canada. collection in the Art Gallery of Ontario. Prerequisite:
Prerequisite: 6 credit hours in ENGL. 6 credit hours in ENGL. Exclusions: ENGL 385, 386.
ENGL 382 (3) African-American Literature ENGL 400 (3) History of Literary Theory
— Study of literature produced by writers of African — Offers a survey of the major theorists of
descent in the United States. Writings include literature, from Plato and Aristotle to Augustine
the slave narrative, essay, poetry, novel, short and Sidney, before looking at neoclassical critics
story, play, sermon, prayer and song. Authors such as Samuel Johnson and the Romantic
include Frederick Douglass, W. E. B. Du Bois, Zora theorists, such as Wordsworth, Coleridge and
Hurston, Langston Hughes, Ralph Ellison, Lorraine Shelley, who set the tone for the modern period.
Hansberry and Toni Morrison. Prerequisite: 6 credit Required course for students in Honours English.
hours in ENGL. Prerequisite: 6 credit hours in ENGL.
ENGL 383 (3) American Literature I ENGL 401 (3) Contemporary Literary Theory
— Introduction to influential American writers of the — Considers many of the theoretical approaches
17th, 18th and 19th centuries up to the Civil War, to literature that have proliferated in the 20th
shaping the direction of American letters, including century. Recommended for all students who
Edwards, Hawthorne, Melville, Whitman, Emerson are considering graduate studies in English.
and Dickinson. Prerequisite: 6 credit hours in ENGL. Prerequisite: 6 credit hours in ENGL. Completion of
ENGL 400 is strongly recommended.
ENGL 384 (3) American Literature II
— Focuses on post-Civil War and 20th century ENGL 403 (3) Indigenous Writers of
American literature, in the major genres of poetry, North America
drama and fiction. Representative authors include — Considers literature written by indigenous men
some of the following: Twain, James, Wharton, and women residing in North America and engages
Hurston, O’Neill, Williams, Stevens, Levertov, with post-colonial theory in Christian perspective.
Hemingway, Faulkner, Fitzgerald, Morrison and Texts will be examined to show how they reflect
O’Connor. Prerequisite: 6 credit hours in ENGL. larger topics of identity formation and social
regeneration in previously colonized people groups,
as well as considering their more specific regional
contexts. Prerequisite: 9 credit hours in ENGL.

ENGL 411 (3) Psalms as Poetry, Psalms ENVIRONMENTAL SCIENCE
in Poetry
— Surveys poetic techniques in the book of ENVS 151 (3) Introduction to
Psalms, including Hebraic parallelism, and their Environmental Science
influence on the history of poetry. Poets include — Earth’s physical environments are studied
Mary Herbert, Richard Crashaw, John Milton, to appreciate the processes that occur in soil,
Margaret Avison, and Leonard Cohen. Prerequisite: water and air, both natural and caused by human
9 credit hours in ENGL. activity. Use of resources for needs such as water
supply and energy are considered with the goal of
ENGL 425 (3) The Romantic Epic improving stewardship of the environment.
— Observes how the writers of the Romantic age
engaged with John Milton both as a political figure
and as an epic poet. Prerequisite: 6 credit hours FIELD EDUCATION
in ENGL.
FDED 102 (0), 201 (0), 202 (0), 301 (0), 302 (0)
ENGL 426 (3) Shakespeare’s History Plays — Five units must be completed as a non-credit
— Explores Shakespeare’s history plays, focusing graduation requirement for the Bachelor of
on his use of political theory. Prerequisite: 9 credit Religious Education degree and one unit for the
hours in ENGL. Transitions Program. Each unit involves 48 hours
of work within a ministry context corresponding to
ENGL 440 (3) English Internship the student’s intended vocational goals.
— An upper-level individually guided course to
accompany an internship in writing or publishing.
The internship may be on campus (such as a FRENCH
non-marking teaching assistantship, research
assistantship, or a placement with Tyndale’s FREN 101 (3) Introductory French I
Marketing and Communications department) or — Designed for students who have not previously
it may be off-campus. Students are responsible studied French and who wish to begin the study
for finding their own off-campus volunteer of French intensively. Students are encouraged to
internships. Prerequisite: 12 credit hours in ENGL. develop their written and oral skills in a progressive
way. As grammatical concepts and vocabulary
ENGL 450 (3) Advanced Directed Studies necessary for basic communication in the language
in English are introduced, students will be challenged to
— This independent study option is open to fourth- express themselves at an early stage. Not open to
year English majors who wish to explore a topic native speakers of French, immersion students or
not covered in the regular curriculum and in which students who have OAC French (old curriculum) or any
the professor has an interest and expertise and Grade 12 French course (new curriculum).
is willing to direct studies. Prerequisite: 18 credit
hours in ENGL. Permission required. FREN 102 (3) Introductory French II
— Continuation of FREN 101. Prerequisite: FREN 101.
ENGL 497 (3) and ENGL 499 (3) Honours
Thesis in English I and II FREN 201 (3) Intermediate French I
— Students complete a major research project in — The main objective is the further development of
English that demonstrates the ability to formulate written/oral comprehension and expression. This
a research question or thesis, use current is a continuation of the Introductory French I and
scholarly methods and theories, critically evaluate II courses. Emphasis will be placed on grasping
primary sources and/or research data and come and applying grammar concepts in a variety of
to responsible conclusions. Only offered to students written exercises. Prerequisites: FREN 101, 102 or
in their final year of an honours program in English. by permission of the instructor.
Application required.

FREN 202 (3) Intermediate French II FREN 341 (3) Francophone Literature
— Continuation of FREN 201. Prerequisite: FREN 201. — Develops students’ understanding of La
Francophonie by means of a variety of literary texts
FREN 210 (3) Conversational French from the Francophone world, with special attention
— Language students will engage in media to Francophone postcolonial literature in Africa,
responses, dialogues, presentations, debates and the Caribbean, Canada, Asia, Polynesia, and the
interviews as different means to communicate Indian Ocean. It will focus on a number of themes,
within the range of A2 and B1 (and parts of including colonialism and the other, through the
B2) Common European Framework Reference reading and discussion of literary works with
levels on authentic topics, such as personal analysis of social, historical, and political issues.
likes, opinions, goals, leisure, family, shopping Prerequisites: FREN 101, 102, 201, 202, 230, 241.
and employment. Pronunciation and intonation,
idiomatic expressions, formal and informal speech FREN 350 (3) Directed Studies in French
patterns and cultural norms will be incorporated — This independent study option is open to third-
in the process of communication. Participation and fourth-year students who wish to explore a
in the DELF language testing program will be topic not covered in the regular curriculum and in
encouraged. Prerequisites: FREN 101, 102. which the professor has an interest and expertise
and is willing to direct studies. Prerequisite:
FREN 230 (3) Everyday French Grammar 12 credit hours in FREN. Permission required.
— For students who wish to improve their ability to
speak and write in French, this course consists of FREN 370 (3) Professional French
an intensive review of French grammar integrated — Language learners will compare French and
into writing practices. From standard letters to English cultural practices in family, education and
administrative documents, students will be given business. Students will acquire written and oral
the opportunity to further their understanding of skills used in institutional settings: composing
the grammatical rules necessary to master the letters, emails, résumés, agendas and contracts
language. Students will learn to apply the acquired using legal and business terminology. Employment
knowledge into their own written documents in interviews and standard interactions related to
correct French. Prerequisites: FREN 101, 102. travel and situational problem-solving will form a
key component of the communication requirement
FREN 241 (3) Introduction to of the course. Prerequisites: FREN 101, 102, 201,
French Literature and Media 202, 230.
— Students are given an opportunity to learn
the French language through French materials FREN 391 (3) French Travel Practicum
including newspapers, magazines articles, — Language students will prepare for and respond
advertising, French songs and films dealing with to a five-day, four-night trip to a Francophone city.
cultural topics and specificities. Students will gain Components of the preparation phase will include
increased cultural awareness and appreciation for a virtual tour of urban and rural Francophone
the regional and social aspect of the language and locations, practicing asking directions of native
the culture it sustains. The course aims to further speakers, designing informal interview questions
develop students’ speaking, comprehension and to collect data on cultural practices, selecting
writing skills through the analysis of contemporary key tourist sites to gather information from, and
issues and their representation in literature and studying local pastimes and recipes. During the
media. Prerequisites: FREN 101, 102. tour, students will be required to speak French
only. Data from planned activities will be recorded
for further research and discussion. An additional
fee will be required for this course. Prerequisites:
FREN 101, 102, 201, 202, 230.

GEOGRAPHY GREE 202 (3) Elementary New Testament
Greek II
GEOG 101 (3) Introduction to Physical — A continuation of detailed Greek grammar and
Geography: Earth Science syntax study with significant reading and analysis
— Introduction to geomorphology, the scientific of Greek New Testament passages. Prerequisite:
study of the landscape and landscape formation GREE 201. Exclusion: GREE 102.
processes. Introduction to the physical structure
of the earth, earth materials, the nature and GREE 301 (3) Readings in New Testament
formation of major landform features on the Greek I
earth’s surface, and the processes that continue — Focuses on extensive readings in the Gospels
to shape the landscape such as rivers, oceans, and Letters to develop proficiency in reading the
glaciers, winds, earthquakes, volcanoes and Greek New Testament. The study of intermediate
tsunamis. Very beneficial for students interested level Greek syntax and its application to exegesis is
in other disciplines that consider the natural included. Prerequisites: BSTH 101, 102, 201, GREE 201,
environment (such as agriculture, ecology, 202. Exclusion: GREE 401.
engineering), or fields that deal with human/
environment interaction (such as the social GREE 302 (3) Readings in New Testament
sciences, history, anthropology, architecture). It Greek II
will also be beneficial to students interested in — Emphasizes the study of the Greek text of
relief, development and mission work. selected New Testament books. The discipline of
textual criticism is introduced and the development
GEOG 102 (3) Introduction to Physical of expertise in exegetical method is stressed.
Geography: Weather, Climate and Ecosystems Prerequisite: GREE 301. Exclusion: GREE 402.
— Introduction to atmospheric and soils sciences;
physical elements of climate (including seasonal GREE 451 (3) Advanced Studies in the New
cycles, climate change and global warming); Testament Greek Text
causes, changes, and patterns of weather — Includes an advanced study of the text and
(including hurricanes, tornadoes and other literature of the New Testament with a focus
extreme weather conditions); spatial and dynamic on matters such as letter writing, rhetorical
interrelations of climate, soils and vegetation structure, narrative and apocalyptic style. Some
(including soil protection, ecosystems and comparisons will be made to other contemporary
biodiversity). Basic foundation for further courses Greek literature, and the use of the Septuagint
in physical geography. Relates to considerations in allusions and quotations will be examined.
of the natural environment (such as agriculture, Prerequisite: GREE 302.
ecology or engineering), or fields that deal with
human/environment interaction (such as the social
sciences, history, anthropology or architecture). HEALTH
HEAL 102 (3) Human Biology
GREEK — Same as BIOL 102.
GREE 201 (3) Elementary New Testament

Greek I
— An introduction to the basic principles of New
Testament Greek grammar with emphasis on
morphology, declension, conjugation and syntax.
Exclusion: GREE 101.

HEAL 301 (3) Social Determinants of Health HEAL 350 (3) Directed Studies in Health
— Introduces key social determinants of health and Human Services
(SDOH) to students within a Canadian context. — This independent study option is open to third
Course content orients learners to view health year students who wish to explore a topic not
in relation to key social factors, such as societal covered in the regular curriculum in which the
equity, diversity, inequalities and social justice. professor has an interest and expertise and is
Students will be introduced to basic terms, willing to direct studies. Prerequisite: 12 credit
concepts and measurements related to health, hours in HEAL. Permission required.
public health, population health and health
inequalities. Prerequisites: SOCI 101, 102. HEAL 391 (3) Applied Skills for Practice
in Health and Human Services
HEAL 302 (3) Mental Health & Social Policy — Supports students to learn, hone and develop
— Examines issues, concerns, and policies foundational skills that can be used across a range
surrounding mental health and their impact on of applied Health & Human Services contexts. It
individuals, families, communities, and institutions. builds on theories and concepts acquired from
This course builds upon knowledge acquired from Introduction to Sociology Part I (SOCI 101) and
social welfare programs and policies (SOCI 251) Introduction to Sociology Part II (SOCI 102) as
as well as the social determinants of health well as Introduction to Social Welfare (SOCI 251).
(HEAL 301), and will analyze the relationship Students will learn how to apply these theories
among policy, practice, and research. There will be in practical ways with activities and practice
a brief overview that connects health and human opportunities. This course provides an operational
services practice to the policy-making arena, from framework whereby theories can provide the
advocacy to implementation, and a review of the lens that shapes how Health & Human Services
policy-making process. Theories and strategies for providers can think and put their thoughts into
policy-practice will be discussed for their relevance meaningful action beneficial to people served. This
in promoting effective and positive change. course will also examine how to apply theories in
Students will learn about the history of mental practical examples that a practitioner in Health &
health policy, and gain an understanding about the Human Services sectors will come across. Through
forces which led to the rehabilitation and recovery the core readings, students will discover how to
movements, including the enactment of various critically appraise beliefs, arguments and claims
mental health policies from past to present. There in order to arrive at a well-reasoned judgement.
will be examination of the complex nature of policy Prerequisites: SOCI 101, 102, 251.
debates and priorities according to the perceptions
of legislative bodies, advocacy organizations, and HEAL 431 (3) Advanced Studies in Trauma:
other key constituents. Through core readings From Origins to Interventions
students will discover the values, attitudes, and — Explains the impact of Trauma on individuals,
paradigms that have influenced mental health groups, and society, focusing on the origins
policy. In gaining a comprehensive framework of and sources; types of trauma disorders; and
the social, political, economic, and cultural aspects interventions applied in practice to mitigate the
that have shaped mental health policy, students effects. Trauma is a deeply distressing or disturbing
will develop the critical skills necessary to become experience. Students will use selected case studies
policy analysts. Prerequisites: HEAL 301, SOCI 101, to enhance their understanding of the theories
102, 251. covered by the course. Prerequisites: SOCI 101, 102,
PSYC 101, 102. Limited to 3rd and 4th year students or
HEAL 310 (3) Brain and Behaviour permission from instructor. Recommended: HEAL 302,
— Same as BIOL 310 and PSYC 310. PSYC 321. Same as PSYC 421.

HEAL 441 (3) Advanced Studies in Human Services leaders for service in a relevant,
Women’s Health related area. Through engagement in real-world
— The promotion and maintenance of women’s supervised placements, students are provided
health needs are emphasized in this course based with opportunities to work alongside experienced
on a social determinants of health perspective mentors to develop professional competencies,
within the context of contemporary political to set and meet individualized learning goals,
economic realities. Historical influences as well as and to clarify and confirm their gifts and calling.
social, political, religious, cultural and economic Prerequisites: HEAL 301, 391. Permission required.
factors that impact contemporary women’s health
are explored and addressed. A lifespan perspective
is engaged to consider gynecological health needs HEBREW
and sexuality from menarche to menopause.
Course content also includes women’s roles in a HEBR 201 (3) Introduction to Biblical Hebrew I
complex, diverse, multicultural society. Learners — An introduction to the basic principles of biblical
will become more aware of self and the needs of Hebrew with emphasis on morphology, phonology
women as consumers and providers in traditional and syntax. Exclusion: HEBR 101.
and alternative health systems with a focus on
becoming effective advocates for women’s health HEBR 202 (3) Introduction to Biblical
priorities. Prerequisites: HEAL 301, SOCI 101, 102. Hebrew II
— A more detailed study of Hebrew grammar and
HEAL 450 (3) Directed Studies in Health syntax through the reading of selected portions of
and Human Services the Hebrew Old Testament. Prerequisite: HEBR 201.
— This independent study option is open to third Exclusion: HEBR 102.
and fourth-year students who wish to explore a
topic not covered in the regular curriculum and in HEBR 301 (3) Readings in Biblical Hebrew I
which the professor has an interest and expertise — Provides the student with a broad exposure to
and is willing to direct the studies. Prerequisites: 12 an extensive amount of biblical Hebrew prose,
credit hours in HEAL including HEAL 391 plus MATH facilitating an environment where the student’s
322 and PSYC 360. Minimum cumulative “B” average. reading ability is enhanced. In addition to providing
Professor’s written permission required to enroll in a platform of advanced morphology and syntax,
this course. also provides a preliminary introduction to matters
of textual criticism and exposure to the Septuagint
HEAL 493 (3) Practicum in Psycho-Social and Qumran materials. Prerequisites: BSTH 101, 102,
Health and Health Determinants 201, HEBR 201, 202. Exclusion: HEBR 401.
—A capstone requirement in the Health & Human
Services with a Minor in Psychology program at HEBR 302 (3) Readings in Biblical Hebrew II
Tyndale. All program candidates must complete — As a continuation of Readings in Biblical
a semester-long minimum of 120 practicum Hebrew I, provides students with an opportunity
hours (a minimum of 10 hours per week) in a to advance their skills in reading considerable
preferred Social Determinant of Health (SDOH) portions of biblical Hebrew prose. In addition to
area. The Practicum provides students with a further studies in advanced grammar, syntax and
vibrant and transformative context for integrating text criticism, features an introduction to biblical
the theoretical and practical elements of Psycho- Hebrew poetry in the classical writing Prophets.
Social Health and specific Health Determinant Prerequisite: HEBR 301. Exclusion: HEBR 402.
area. The Practicum has a formative aim in
developing reflective and professional Health and

HISTORY AND GLOBAL STUDIES HIST 241 (3) Introduction to British History II:
From the Restoration to Tony Blair (1660 to
HIST 101 (3) History of Western Civilization the present)
in Global Perspective I — An outline of British history from the restoration
— Traces the development of Western civilization of monarchy in 1660 to the present; examines the
from the ancient world to the seventeenth century. rise of Britain to the status of a great world power,
The impact of Hebrew, Greek, Roman, Christian, the industrial revolution, the empire, the two
Asian, and African society is examined through the world wars of the 20th century and the question
lens of the rise of Western thought and culture. of political leadership, with particular attention
to Winston Churchill and Margaret Thatcher.
HIST 102 (3) History of Western Civilization Co-requisite: HIST 240.
in Global Perspective II
— Explores Western civilization from the age of HIST 242 (3) England, Ireland and Cromwell
the Enlightenment to the present. The key events, in the Sixteenth and Seventeenth Centuries
ideas, and persons of the last four hundred years — An examination of the political, military,
are examined — including the ways in which the religious and economic relationship between
West has engaged with other parts of the world — England and Ireland from the reign of Elizabeth I
in order to gain a fuller understanding of Western to the establishment of the Protestant Ascendancy
civilization today. under William III in 1693. England’s policy of
military occupation, religious conversion and
HIST 151 (3) History of World Christianity colonization culminated in the total subjugation of
— Introductory historical evaluation of Christianity Ireland, first by Oliver Cromwell during the English
in terms of periods (e.g., Roman, Medieval), Revolution (1642-1653), and again by William III
people (e.g., Augustine, Luther), movements (e.g., (1690-1693). Investigates the origins, progress and
Crusades, Reformation) and moods (e.g., capitalism, long-term consequences of Ireland’s subjugation
imperialism). Its focus is upon key historical themes by England.
in Western civilization through the lens of its most
significant phenomenon, Christianity. In this core HIST 251 (3) History of World Christianity I
course, students will learn how to read both original — Surveys the history of Christianity from the
documents and historical books and how to write earliest days of the church to the 15th and 16th
basic undergraduate history essays. Offered only to century calls for reform. The main currents of
students in the Degree Completion Program. theology, missions, worship, and organization of
the church are examined, as are its major leaders,
HIST 201 (3) History of Art I writings, movements, and national settings.
— Same as ARTM 201.
HIST 252 (3) History of World Christianity II
HIST 202 (3) History of Art II — Surveys the history of Christianity from the time
— Same as ARTM 202. of the Protestant Reformation to the present. The
main currents of theology, missions, worship, and
HIST 240 (3) Introduction to British History I: organization of the church are examined, as are its
From the Norman Conquest to the English major leaders, writings, and movements. Attention
Revolution (1066-1660) is paid to all the major Christian traditions:
— An outline of British history from the Norman Protestant, Roman Catholic, and Orthodox,
conquest to the mid-17th century revolution; pays as well as the rise of the Global church in the
particular attention to the history of monarchy, contemporary world.
parliament and the church. Specific topics include
the conflict between crown and aristocracy, the
rise of parliament, the Reformation and the factors
that led to the turbulence of the 17th century.
Co-requisite: HIST 241.

HIST 263 (3) Prosperity and Poverty: An HIST 291 (3) The Great War and the Making
Economic History of the World since 1700 of the Modern World
— Examines global economic history with a focus — Probes the history of the First World War from
on why some nations were rich and others poor. a number of perspectives: military, economic,
Considerable attention is paid to evidence-based strategic, diplomatic, religious and cultural. The
research and a colourful cast of economists, intent is to understand more fully the reasons why
politicians, and Christian clergy who engaged the the war broke out in 1914, how it was fought over
issues of wealth and poverty. the succeeding four years, the varied impact it had
on the countries and societies involved and its wide-
HIST 271 (3) Canada and the Western World ranging and longstanding impact on world affairs.
1500-1867
— Surveys the history of Canada from the early HIST 292 (3) The Second World War
contact period to Confederation. The main focus is — Surveys the nature and extent of the war that
on how Canada developed politically, economically, enveloped the world from 1939-1945. Its roots in
and culturally within the context of European the 1920s and 1930s will be examined, as well its
global expansion. Exclusion: HIST 270. military, political, economic and social features.
The construction of the post-war world order will
HIST 272 (3) Canada and the World since 1867 also be examined.
— Surveys the history of Canada from
Confederation to the present with an emphasis on HIST 301 (3) The Historian’s Craft
its political, cultural, and economic development — Combines an examination of the discipline
from colony to nation within the wider context of history, the major historians of the past, how
of the British Empire and the rise of the United history developed its professional autonomy, the
States. Exclusion: HIST 270. philosophy of history, with the ways and means
of doing history today through the use of primary
HIST 281 (3) America and the Western World sources, the understanding of historiography, the
1500-1865 writing of essays and the critical analysis of books
— Explores the major political and social and articles. Prerequisite: 6 credit hours in HIST.
developments in U.S. history from the founding
of the first colonial settlements, through HIST 310 (3) The Ancient World: From
independence from Britain, to the end of the Mesopotamia to Greece, c. 3000-300 BC
Civil War. Topics covered include the aggressive — Examines the social, religious, political and
displacements of indigenous peoples, political cultural history of ancient Mesopotamia, Assyria,
development, religious pluralism, race-based Babylon, Persia, Egypt, Israel and Greece.
slavery, and irreconcilable sectional differences. Prerequisite: 3 credit hours in HIST.
HIST 282 (3) America and the World HIST 312 (3) The World of the Early
since 1865 Christians, from the Time of Christ to 200 AD
— Examines the major political and social forces — Examines the Jewish society into which Jesus
in U.S. history from the Reconstruction era to the was born, followed by a reading of the New
present. Topics covered include the emergence of Testament in its historical context. It concludes
modern society, popular culture, the civil rights with a survey of the spread of Christianity
movement, and the impact of American foreign throughout the Roman Empire during the first two
policy on different parts of the world. centuries after Christ. Prerequisite: 3 credit hours in
HIST. Exclusion: HIST 253.

HIST 313 (3) The World of the Early HIST 344 (3) Modern Britain
Christians, c. 200 AD to the Rise of Islam — Covers the history of the United Kingdom from
— Examines the history of Christianity from the the beginning of the 19th century to the election
time of the early martyrs at the end of the second of Tony Blair as prime minister in 1997. Topics
century to the rise of Islam in the seventh century. such as war, diplomacy, the industrial revolution,
Prerequisite: 3 credit hours in HIST. the rise and decline of empire, religion and
secularization, the emergence of the welfare state,
HIST 315 (3) Second Temple Judaism class and the position of the monarchy will be
— Same as BSTH 345. examined. Prerequisite: 3 credit hours in HIST.
HIST 316 (3) Ancient Near East HIST 345 (3) Lion Rampant: British Imperial
— Same as BSTH 320. History in Global Perspective, 1800 — 1980
— Examines the history of the British Empire, the
HIST 321 (3) The Crusades in World History largest empire in the history of the world, during
— Provides an overview of the Crusades through its last and greatest phase from 1800-1980. The
an examination of the major impulses, events, Empire’s wide-ranging impact on the modern
and figures involved in their execution. Placing the world will be considered in the context of such
Crusades in their wider east-west, Muslim-Christian topics such as politics, economics, armies, navies,
context is foundational to the approach taken in race, nationalism, gender, society and religion.
the course. Prerequisite: 3 credit hours in HIST. Prerequisite: 3 credit hours in HIST.
HIST 331 (3) The Reformation Era HIST 346 (3) Winston Churchill: His Life,
— Deals with the roots, development and significance Times, and Leadership
of the 16th century revolutions in Christianity, — Outside of Shakespeare, Winston Churchill is
Protestant, Catholic and Radical, in their social probably the best-known Englishman of all-time.
contexts. It also outlines the early developments of His varied career as a soldier, journalist, author,
some significant subsequent movements such as parliamentarian, cabinet minister, and prime
Puritanism. Prerequisite: 3 credit hours in HIST. minister, is without equal in British history. Today,
Churchill’s reputation as a leader is overwhelmingly
HIST 342 (3) Henry VIII and Oliver Cromwell, heroic, but in his own time he was often controversial
1500-1660 and in the years leading up to his becoming prime
— Henry VIII, and his numerous wives and children, minister in 1940 many contemporaries thought
with special attention to Elizabeth I. Considers that his political career was over. This course is
the impact of the Protestant Reformation, the full-orbed, in that it attempts to probe the life and
wars with Spain, the translation of the Bible times of Churchill as fully as possible. He was a
and overseas expansion. It concludes with an major actor in a number of British and world events
examination of the English Revolution (1642-1660), spanning over half a century, from the imperial re-
the conquest of Ireland and the role of Oliver conquest of Sudan in 1898 to the Cold War of the
Cromwell in these cataclysmic events. Attention is 1950s. His life in connection with these and many
also given to music, architecture and social history. other important events will be examined closely.
Prerequisite: 3 credit hours in HIST. Prerequisite: 3 credit hours in HIST.
HIST 343 (3) England from the Restoration to HIST 350 (3) Directed Studies in History
the Industrial Revolution, 1658-1815 and Global Studies
— Continues the themes outlined in England from — This independent study option is open to third-
Reformation to Revolution, 1500-1658, and also and fourth-year students who wish to explore a
considers England’s emergence as a world power, topic not covered in the regular curriculum and in
the early history of the British Empire and the early which the professor has an interest and expertise
impact of the industrial revolution. Prerequisite: and is willing to direct studies. Prerequisite:
3 credit hours in HIST. 12 credit hours in HIST. Permission required.

HIST 363 (3) Modern Europe: 1789 to Arab-Israeli conflict, Lebanese civil war and the
the Present rise of Islamic fundamentalist groups. American
— Beginning with the outbreak of the French public opinion and the issues of ideology, religion,
Revolution in 1789, surveys 200 years of European oil and mass media receive significant treatment.
history, concluding with the fall of the Soviet Prerequisite: 3 credit hours in HIST.
Empire in 1989. The rise of modern politics and
society is examined, including industrialization, HIST 376 (3) Israel and the Muslim World
war, imperialism and religion. Prerequisite: 3 credit — Surveys the history of the modern Arab-Israeli
hours in HIST. conflict. Topics covered include Ottoman and
post-World War I Palestine, the establishment of
HIST 371 (3) Modern Africa: From Empire the State of Israel in 1948, the Arab-Israeli wars,
to Independence and the nature and extent of ongoing strife in the
— Traces the history of the African continent from Middle East. Prerequisite: 3 credit hours in HIST.
1800 to the present. Topics include pre-colonial
societies, slavery and the slave trade, European HIST 382 (3) Fundamentalism and the New
exploration and conquest, colonialism, the missionary Religious Right: 1900 to the Present
movement, nationalism and independence, — Examines the American Christians who upheld
economics, warfare and contemporary religion. the fundamentals of conservative theology in the
Prerequisite: 3 credit hours in HIST. face of challenges from modernity, science, liberal
Protestantism, and secularism. In examining the
HIST 372 (3) The Global History of Population development of the fundamentalist movement from
and the Family, from 1500 to the Present its early years to the emergence of a politicized
— Examines the origins and impact of the world Christian Right, the themes of change continuity
population explosion that began around 1750. will receive attention. Prerequisite: 3 credit hours
Topics include nutrition, medicine, disease, public in HIST.
health, fertility, marriage, children and the family.
Prerequisite: 3 credit hours in HIST. HIST 384 (3) North American Economic
History: 1919 to the Present
HIST 373 (3) Imperial India: The Rise and — Explores modern North American economic
Fall of the British Raj history including the impact of economic theory,
— Beginning with the creation of the East India war, urbanization, technology, regionalism,
Company in 1600 during the reign of Elizabeth I, immigration, and globalization on growth and
surveys the history of the British in India until 1947, income. Prerequisite: 3 credit hours in HIST.
the year of Indian independence. Politics, war,
economics, religion, social and race relations and HIST 387 (3) Film and Western Culture
nationalism are examined. Prerequisite: 3 credit — Examines how various movies portray Western
hours in HIST. culture from the Roman period to the present.
Three major components are cinemas as a popular
HIST 375 (3) The United States and the art form, the rise of the West (including interaction
Middle East since 1945 with non-Western cultures), and the influence
— The Middle East witnessed more momentous of movies on our understanding of history and
events in the post-World War II period than any culture. In exploring film and culture, the focus will
other region of the world. Study of U.S. foreign be on themes, such as sacrifice, survival, family,
policy covers U.S.-Middle East relations during and faith. Prerequisite: 3 credit hours in HIST. Same
the Cold War. The major topics targeted include: as ARTM 344.
the rebirth of Israel, C.I.A. covert action in Iran,

HIST 441 (3) Colossus: Britain in the Age INTERDISCIPLINARY STUDIES
of Queen Victoria
— Probes in detail the history of 19th century INDS 101 (3) University Studies in
Britain, an era dominated by the idea of progress. Christian Perspective
Empire, literature, warfare, democracy, religion — An introduction to university education, and to
and gender relations are some of the topics that the place and purpose of academic work in the life
will be examined in order to understand more fully of the thoughtful Christian student. In addition to
British society at the height of its power during the providing an introduction to a biblical worldview,
long reign of Queen Victoria. Prerequisites: 9 credit the course will explore such topics as strategies
hours in HIST and at least third-year standing. for academic success, preparation for scholarly
Recommended: HIST 301, 342. work, and the integration of faith and learning.
HIST 450 (3) Advanced Directed Studies INDS 110 (3) Academic Achievement Strategies
in History — By focusing on the whole learner, this course
— This independent study option is open to fourth- equips students with the tools they will need to
year History majors who wish to explore a topic achieve success in a university setting. Through
not covered in the regular curriculum and in which an integrative approach to study skills, mental
the professor has an interest and expertise and health, and personal formation, students are given
is willing to direct studies. Prerequisite: 18 credit the chance to identify areas that require further
hours in HIST. Permission required. development. Topics include study strategies,
on-line learning, critical reading and writing,
HIST 481 (3) The Great Depression: America goal-setting, stress management, motivation,
from the Great Crash to Pearl Harbor and formation. Through lectures, workshops,
— The Great Depression caused chaos and and assignments, students will learn practical
struggle for millions of Americans; it was the worst strategies to improve their academic performance,
economic downturn in American history (and in the while also exploring how personal growth impacts
industrialized world). In addition to the drama that university and vocational success. Permission
people faced in their daily lives, this course covers required. Exclusion: LANG 110.
economic theory to better understand America’s
declining standard of living and the economic and INDS 475 (3) Christianity and Culture
political reform of the era. Prerequisites: 9 credit — An interdisciplinary upper-level course that
hours in HIST and at least third-year standing. explores academic disciplines and culture from
an explicitly Christian perspective. Offered only
HIST 497 (3) and HIST 499 (3) Honours Thesis to Bachelor of Arts and Bachelor of Business
in History and Global Studies I and II Administration fourth-year students.
— Students will complete a major research project
in History and Global Studies that demonstrates
the ability to formulate a thesis, use scholarly INTERNATIONAL DEVELOPMENT
methods, evaluate primary sources and come to
reasonable conclusions. Only offered to students in IDVP 101 (3) Introduction to International
their final year of an honours program in History and Development
Global Studies. Application required. — International development in its many forms
presents one of the most interesting challenges for
today’s world. Broad introduction to international
development and deals with the origin and various
theories of development, contextual factors,
administration of sustainable international
development, transfer of technology and ethical
issues involved in international development.
Exclusion: IDVP 301.

IDVP 201 (3) Justice, Poverty and Theology and increasing commercialization of the field,
— Provides a biblical, theological and missiological and questions remain about its effectiveness in
foundation for ministries of development and lifting its clients out of poverty. The course will
disaster relief. Looks at the whole narrative of address these issues from both a theoretical and
Scripture and the concept of missio Dei, how developmental perspective and provide in-depth
poverty is conceptualized in the Old and New discussion on emerging issues in the microfinance
Testaments, including how the Early Church world. Prerequisite: 6 credit hours in IDVP.
and then missions throughout history address
issues such as social justice as part of Christian IDVP 332 (3) Livelihoods, Food Security
missions. Also looks at whether transformation is and Development
a biblical concept, and how to balance evangelism — Examines key concepts surrounding food
and the verbal proclamation of the Gospel with security, food sovereignty, livelihoods, and
development and disaster relief. Prerequisite: the interrelation between the production and
IDVP 101. consumption of food. Also explores the evolution of
contemporary global agricultural systems as well
IDVP 300 (3) Theories of International as the origins and impacts of social movements
Development for sustainable agriculture, animal welfare, and
— Examines how prominent theories of fair trade. Prerequisite: 6 credit hours in IDVP.
development, namely modernization, dependency,
neo-liberalism, Marxism and critical theories IDVP 391 (3) Project Management I
have shaped international development. Analyzes — Project management is more than proposal
the main arguments, similarities and differences writing. At the core of project management is
of these theoretical approaches and their developing and implementing a theory of change
implications on so-called developing countries. The or project logic. It involves every aspect of a project
political, economic and the cultural dimensions of cycle – assessment, design, implementation,
development thinking, including their interrelations evaluation and lessons learnt. This course will
will also be examined. Prerequisite: IDVP 101. introduce students to every aspect of project cycle
management. Prerequisites: BUSI 261, IDVP 101.
IDVP 303 (3) Cross-Cultural Studies Exclusion: IDVP 323.
— Deals with cross-culture theories, cross-
culture comparisons, culture values and norms, IDVP 392 (3) Project Management II
languages, communications and challenges in — Builds on the concepts and tools introduced in
working with people from different cultures. PM I and focuses specifically on project design
Other subjects covered include globalization and and proposal writing. Introduces the variety of
transnationalism. Prerequisite: 6 credit hours in requirements expected by donors as well as the
CHRI or IDVP. Same as CHRI 367 and SOCI 307. different formats for proposal writing. Will culminate
in students designing a project and writing a full
IDVP 304 (3) Anthropology for proposal for a donor. Prerequisite: IDVP 391.
Humanitarian Work
— Same as CHRI 366 and SOCI 306. IDVP 401 (3) International Development
Internship
IDVP 311 (3) Microfinance in Theory — Students work at a local non-governmental
and Practice organization (NGO), typically beginning the
— Microfinance provides financial services to summer between their second and third years
the poor and has often been touted as a model and continuing in a cross-cultural setting with the
example of a social entrepreneurship innovation same NGO in the winter semester of their third
that addresses both social and economic year. A minimum of 96 hours at the NGO must be
problems. However, it has been under scrutiny of completed. Prerequisite: 12 credit hours in IDVP.
late in light of concerns over consumer protection Permission required.

IDVP 431 (3) Operations and Humanitarian LING 102 (3) Introduction to Linguistics II
Assistance — Continuation of LING 101. This half of the course
— Focuses on operations and logistics, specifically explores the interface between linguistics and
in humanitarian assistance. Provides an overview related disciplines such as history, psychology,
of what is humanitarian assistance, who the neurology, and sociology. Prerequisite: LING 101.
various actors are, the sectors in disaster
response, and the issues related to implementing LING 201 (3) Phonetics
humanitarian programs. The second part of the — Introduction to the broad range of human
course focuses on field operations for development speech sounds used in languages of the world.
and humanitarian projects. Prerequisite: 9 credit Students receive training and practice in
hours in IDVP. Exclusion: IDVP 331. recognizing, describing and producing speech
sounds from a variety of languages, and
IDVP 442 (3) The Politics of Foreign Aid transcribing them with phonetic symbols. Focuses
— Examines a wide variety of issues central to the on the articulatory bases of speech production,
politics of foreign aid. Examines the various actors, but some discussion of the acoustic properties of
dynamics, theories, and challenges that constitute speech sounds is also provided.
the foreign aid regime. Also explores how the
various forms of foreign aid shape development LING 203 (3) Phonology I: Phonological
outcomes in the Global South for better or Analysis
for worse. Prerequisite: 9 credit hours in IDVP. — Provides an introduction to the theory and
practice of analyzing sound systems in spoken
IDVP 497 (3) and IDVP 499 (3) Honours Thesis languages. Opportunity to apply the principles of
in International Development I and II phonological analysis to data from a wide variety
— Students complete a major research project of natural languages. Application of phonological
in international development that demonstrates analysis to issues of orthography development.
their ability to formulate a research question, Prerequisite: LING 201.
use existing theories and methodologies, gather
research data, conduct an analysis with both LING 204 (3) Morphology and Syntax I
quantitative and qualitative methods and formulate — Introduces theoretical concepts and analytical
conclusions. Only offered to students in their principles pertaining to the study of words and
final year of an honours program in International word-stems (morphology), and phrases and
Development. Application required. sentences (syntax) in human language. Problem
solving with data from a variety of languages is a
major part of the course.
LINGUISTICS
LING 211 (3) Language and Society
LING 101 (3) Introduction to Linguistics I — Introduction to language as a context-dependent
— Introduction to core “technical” areas of social phenomenon. Students examine how
linguistics: phonetics, phonology, morphology and various contexts and social factors, such as age,
syntax. Interplay of linguistics with the related gender, social class, status, setting and topic,
disciplines of psychology, neurology, sociology influence linguistic choices, with special attention
and literature. Additional topics covered include: to multilingual societies. Other topics include
animal communication, language and culture, and language attitudes, the maintenance, shift or
how languages change over time. Understanding loss of languages, language and technology and
of how human languages are structured in the language in education. Same as SOCI 272.
mind, how language develops in children, and how
language is used in human communities. Exposure
to data and analysis of languages from around
the world.

LING 302 (3) Language and Culture LING 407 (3) Discourse Analysis
Acquisition — Analysis of structures and meaning beyond
— Practical introduction to language and the sentence to how information is organized in
culture learning for linguists, missionaries and texts. Consideration of text genres and the study of
professionals who find themselves in areas where concepts such as topic, focus, foregrounding, new
no formal language instruction is available. and old information, etc. Exploration of techniques
Students learn foundational principles of language of narrative text discourse analysis in various
acquisition and are exposed to a diverse range languages of the world. Prerequisites: LING 201,
of language learning methodologies. Students 203, 204.
exercise these methodologies in regular sessions
where they meet with a speaker of a non-European LING 471 (3) Semantics and Pragmatics
language. Students learn how to plan their own — Provides students with the theoretical tools with
language learning, tailoring strategies to their which to study meaning at the word and sentence
individual learning styles. Prerequisite: 6 credit levels, and to explain how people interpret
hours in LING. utterances in context. Students will study various
models of semantics and pragmatics, and learn
LING 303 (3) Phonology II: Advanced how to apply different approaches to the study
Phonological Analysis of meaning in natural language. Prerequisite:
— Builds upon LING 203 by exploring recent LING 204.
developments and current issues in phonological
theory. Attention is given to the interplay between LING 475 (3) Principles of Bible Translation
theory and analysis. Experience extending — Designed to give the student the theoretical
theoretical models to new data, and develop basis and practical skills for the transfer of
constructive critical thinking in light of problems meaning from one language to another. Topics will
encountered. Prerequisite: LING 203. include semantic analysis of source language and
receptor language, and problems encountered in
LING 304 (3) Morphology and Syntax II cross-language transfer, with particular attention
— Explores the rich variety of morphological to the translation of Scripture. Prerequisites:
and syntactic constructions and processes found LING 101, 102, 204; BSTH 201. Pre- or corequisite:
in human language, deepening the students’ LING 471.
understanding of morphosyntactic phenomena
from a typological perspective. The topics are LING 476 (3) Principles of Literacy
examined within the framework of a current theory — Covers methods used in the introduction of
of Syntax. Prerequisite: LING 204. literacy to ethno-linguistic minority groups. It
includes orthography design, consideration of
LING 380 (3) Psychology of Language socio-historical issues, strategies for literacy
— Same as PSYC 380. programs, stimulation of local authorship,
reading theory, and instructional methodologies.
LING 405 (3) Field Methods Prerequisites: LING 201, 203.
— Being able to gather and organize data, form
hypotheses and work ethically with human subjects LING 480 (6) Internship in Field Linguistics
in research are essential professional skills for any — Designed to give students practical experience
linguistic researcher. Work with speakers from a in field-based language work, including language
non-European language community to transcribe documentation, description and development.
utterances, build a rudimentary dictionary and Students will work with a Tyndale faculty
gather data for phonological and grammatical supervisor and a field mentor to develop their
analysis. Involves learning some special computer ability as field linguists by making a contribution
tools for the creation of lexical databases, and to a language project. Requires a minimum of 240
the gathering and organizing of language data. hours in a field project. Available only to students
Prerequisites: LING 201, 203, 204, 211.

enrolled in the BA Linguistics major or minor with procedures used for solving problems in science
a minimum cumulative GPA of 3.5 and the approval and engineering. In this class, we will concentrate
of their faculty advisor. Prerequisite: LING 405. on the mathematical theory and methods of linear
Permission required. algebra. Prerequisite: MCV4U or MCA4U or OAC
Algebra and Geometry.
MATHEMATICS MATH 151 (3) Discrete Mathematics I

— An introduction to discrete mathematics.
MATH 101 (3) Introduction to Mathematics In contrast to calculus, discrete mathematics
— Provides an introduction to fundamental ideas deals with structures consisting of distinct,
and methods in the work of mathematics. This disconnected parts. The nature of discrete math
will be achieved through a review of key elements makes it ideally suited to (but not limited to)
of high school level mathematics as well as application in computer science. Discrete math
extensions to more advanced topics, an overview is an extensive field. Topics will include Boolean
of the applications of mathematics in various fields algebra, elemental set theory, induction, relations
and reflections on the lessons from mathematics and counting, functions, probability and graph
through the eyes of Christian faith. theory. Attention will also be paid to the notions
of proof and counterexample. This course is
MATH 111 (3) Calculus I a good opportunity to sharpen your analytical
— A standard first year level Calculus course which skills and develop your ability to prove theorems.
covers a wide variety of topics, which include: the Prerequisite: Any 4U or OAC Mathematics.
real number system, algebra of functions, limits
and continuity, inverse functions, differentiation, MATH 322 (3) Data Analysis
the intermediate value theorem, the mean — Follows from MATH 121 to address the
value theorem, differentiation of transcendental fundamental concepts and techniques of inferential
functions, L’Hôpital’s rule, curve sketching and statistics and their application to quantitative
applications of the derivative. Prerequisite: MCV4U research. It also examines experimental design
or MCB4U or OAC Calculus. in research and the statistical analysis of
experimental data. Prerequisite: MATH 121.
MATH 112 (3) Calculus II
— A standard first year level integral Calculus MATH 324 (3) Statistics for Business
course which covers a wide variety of topics, — Examines mathematical methods and analytical
which include: inverse functions, L’Hôpital’s rule, techniques used to assist managers in decision
the definite integral, the fundamental theorem of making. Topics include probability, forecasting,
calculus, integration of transcendental functions, decision under uncertainty, decision trees, linear
the substitution rule, techniques of integration, programming, queuing theory and inventory
applications of the integral and improper integrals. management. Introduces methods to understand
Prerequisite: MATH 111. and interpret data, to deal with variability and to use
statistics for process quality. Prerequisite: MATH 121.
MATH 121 (3) Introduction to Statistics
— Covers the basic techniques of descriptive data PHYS 101 (3) Physics I
analysis and their application to qualitative and — Provides and understanding of Newtonian
quantitative research. Physics and its application to the real world
around us. This is an algebra-based course; an
MATH 131 (3) Introductory Linear Algebra understanding of calculus, although not required,
— Linear algebra is the study of linear is encouraged. An emphasis on mechanics and
systems of equations, vector spaces and linear fluid dynamics make this course particularly
transformations. Solving systems of linear valuable to students in the life sciences.
equations is a basic tool of many mathematical Recommended prerequisite: MATH 111.

PHYS 102 (3) – Physics II composer’s intentions. Students will have the
— Builds upon PHYS 101 to provide an algebra- opportunity to play for one another in class and
based exploration of applied physics. Topics engage in interpretative discussions.
covered will include waves, sound, fluid dynamics,
thermodynamics, electromagnetism, optics, and MUSC 202 (3) Music History and Appreciation
nuclear physics. The primary aim of this course is — Explores many of the ways that music engages
to continue the broad exposure to the discipline of us. Students are encouraged to develop awareness
physics started in PHYS 101 and is not intended for of musical textures, sonority, rhythm, melody,
students wishing to pursue a major in the subject. harmony and how these textures invite the listener
Prerequisite: PHYS 101. into the world of the musical work. Students will
study various forms of vocal and instrumental music
from both within and apart from the European
MUSIC AND WORSHIP ARTS tradition and explore some of the ways they portray
the passions and the drama of the human story.
MUSC 101 (3) Workshop in Musicianship I Concert attendance, outside of class time, with and
— Teaches the building blocks of standard musical accompanying evaluation will also be a requirement
notation for the reading and writing of music. of the course. Exclusion: MUSC 102.
Students will study scale modes, chords, rhythm,
key signatures, time signatures, transposition MUSC 274 (3) Why Music Matters
and common musical terms, drawing primarily — Same as CHRI 274.
from the standard repertoire of classical music.
Exclusion: FINE 171. MUSC 301 (3) Music Performance,
Composition and Worship Music Leadership
MUSC 121 (3) Introduction to Guitar Literature — Students will be introduced to three connected
— Explores the array of guitar repertoire in the disciplines in music – Performance, Composition
Classical, Romantic and Modern eras. Student will and Worship Leadership. As a 5-week intensive,
engage in an in-depth study of iconic works and students will study the skills of performance in
also lesser known pieces of each era, analyzing Guitar, Piano or Vocal music while learning the
scores and critically listening for the composer’s concepts and techniques of song-writing and the
intentions. Students will have the opportunity effective skills of Worship Leadership. Prerequisite:
to play for one another in class and engage in MUSC 101 or permission from instructor.
interpretative discussions.
MUSC 302 (3) Music of World Cultures
MUSC 140 (2) Group Instruction Piano — Offers an introduction to the music of various
— Designed as a beginner group instruction cultures throughout the world. The course will
piano class for music majors whose primary provide an overview of the music of the Americas,
instrument is voice or guitar. Students will Africa, Europe, Asia, Indonesia and the Pacific
strengthen their skills and technique by studying within the context of transnationalism and
simple piano literature, sight reading, five-finger globalization. Course content will include the study
patterns, scales, harmonization, transposition, of musical religious practices throughout various
and improvisation. Prerequisite: Music Major only. world cultures.
Exclusion: Music – Performance (Piano) track.
MUSC 303 (3) Workshop in Musicianship II
MUSC 141 (3) Introduction to Piano Literature — Teaches advanced forms of music theory.
— Explores the array of piano repertoire in the Students will study the tenets of harmony and
Classical, Romantic, and Modern eras. Students counterpoint, analyzing chordal structure and
will engage in an in-depth study of iconic works devices found in various musical passages.
and also lesser known pieces of each era, Prerequisite: MUSC 101.
analyzing scores and critically listening for the

MUSC 311 (3) Masterclass in playing pieces that sharpen their technique and
Performance: Voice performance skills. Prerequisite: 2 credit hours of
— Designed to be a complementary course to a Applied Music: Piano.
student’s weekly applied voice lessons. Provides
students with a constructive and supportive MUSC 369 (2) Internship in Music and
environment where students will learn the discipline Worship Arts
of singing for an audience of their peers while — Designed to give in-depth exposure to ministry
receiving guidance and performance critique from in an area appropriate to the student’s career
the instructor. Students will be strengthened in goals. The intern is supervised directly by his/
their performance skills and will grow in confidence her faculty advisor and by a field professional.
in this specialized performance environment. Internships require a minimum time investment
Prerequisite: 2 credit hours of Applied Music: Voice. of 140 hours and may be completed over more
than one semester. The student should register for
MUSC 312 (3) Vocal Diction the internship in the semester in which he or she
— Examines the fundamentals of speech and plans to complete all of the course requirements.
effective singing through the teaching of proper Prerequisite: Music Major/Minor only.
pronunciation of song text in multiple languages:
English, German, Italian and French. Students MUSC 371 (3) Workshop in Worship Music
will learn to apply these practices through Leadership
class performances as well as oral and written — Students will be introduced to a wide variety
examinations. Prerequisite: 2 credit hours of Applied of worship music in many styles and will learn
Music: Voice. how to effectively lead a congregation in worship
music. Students will develop skills coordinating,
MUSC 321 (3) Masterclass in Performance: rehearsing and leading worship bands and
Guitar singers while developing their own skills as
— Provides students with individual sessions with musicians. Students will learn how to build quality
the instructor within a group context. Students congregational repertoire, how to plan worship
will learn to master guitar techniques while services, and how to arrange music for worship
workshopping course material in a group setting, ensembles. Students will be guided through the
playing pieces that sharpen their technique and spiritual disciplines associated with the role of
performance skills. Prerequisite: 2 credit hours of a Worship Leader. Recommended prerequisites:
Applied Music: Guitar. MUSC 101, 1V1.
MUSC 335 (2) Conducting MUSC 390 (0) Recital I

— Introduces the principles and art of solid — Performed in the third year of study, students in
conducting technique. Examining the relationship the vocal or instrumental disciplines will display
between gesture and sound, students will their skill through the performance of studied
explore various skills employed by the choral and repertoire in Applied music lessons. Students
instrumental ensemble conductor including baton will receive training and preparation techniques
technique, score reading, gesturing and non-verbal throughout the academic year, culminating in this
communication. Prerequisite: MUSC 101. final public performance.
MUSC 341 (3) Masterclass in Performance: MUSC 401 (3) Advanced Workshop
Piano in Musicianship
— Provides students with individual sessions with — Teaches advanced forms of music theory.
the instructor within a group context. Students Students will study the tenets of form and analysis.
will learn to master piano techniques while Prerequisite: MUSC 303.
workshopping course material in a group setting,

MUSC 411 (2) Vocal Pedagogy MUSC 442 (2) Advanced Keyboard Skills
— Designed for vocal performers, choral — Designed as an advanced group instruction
conductors, vocal instructors, and other piano class for piano music majors. Students
professionals working in the discipline of voice. will strengthen their skills and technique by
Examines scientific methodology, research in vocal studying advanced piano literature, sight reading,
development and the practice of vocal art to inform patterns, harmony, transposition, and the art
the vocal pedagogue in the areas of solo vocal of improvisation. Students will also learn about
performance, choral work as well as therapeutic the art of accompaniment versus performance.
and other professional uses of the voice. Students Prerequisite: 6 credit hours of Applied Music: Piano
will learn about vocal anatomy, acoustic properties
of sound, and pedagogical strategies for vocal MUSC 490 (0) Recital II
instruction for beginner, intermediate and — Performed in the final year of study, students in
advanced vocalists. Prerequisite: Music Major (Voice) the vocal or instrumental disciplines will display
in their 3rd or 4th year or permission from instructor. their skill through the performance of studied
repertoire in Applied music lessons. Students
MUSC 421 (2) Guitar Pedagogy will receive training and preparation techniques
— Designed as a study of methodology involved throughout the academic year, culminating in this
in teaching classical guitar. Students will learn final public performance. Students must perform
the healthy and effective practices of classical the project at the end of their final semester in order
guitar technique surveying methods and materials to complete their studies.
that may be used in private guitar instruction.
Prerequisite: Music Major (Guitar) in their 3rd or 4th MUSC 491 (0) Worship Leadership Project
year or permission from instructor. — Performed in the final semester of study, students
will display their skill in leading various music
MUSC 431 (3) Songwriting and Arranging ensembles – vocal and instrumental, demonstrating
— Examines the functions of lyrics, melody, their knowledge and grasp of worship leadership
harmony and form used to create songs. Students in multiple contexts. This project will function in
will have the opportunity to write songs using partnership with Tyndale’s music ensembles, as
techniques discussed in class and will use both Worship Arts majors will be required to show their
hand-written music notation materials as well as leadership skills in leading Tyndale’s various musical
a computer notation software to create, notate and ensembles. Non-credit course. Offered to students in
listen to their work. Prerequisite: MUSC 101. Music – Worship Arts track only. Students must enroll
in this course in their final semester of study and must
MUSC 441 (2) Piano Pedagogy perform the project at the end of their final semester
— Designed to equip students for piano teaching. in order to complete their studies.
Examines methodology, techniques and
historical performance practices that may be MUSC 1V1(1), 2V2 (1), 3V3 (1), 4V4 (1), 4V5 (1),
used in teaching pianists. Piano performers and 4V6 (1), 4V7 (1), 4V8 (1) Applied Music: Voice
accompanists may also find the course material — Provides individual weekly lessons teaching
valuable for refining their craft. Through the study fundamentals of singing and healthy vocal
of various philosophies and performance practices, production. The content will vary between students
students will learn strategies for teaching solid based on their individual goals and needs. Content
piano technique to pianists of varying skill levels will be taught through solo vocal repertoire, voice
and pursuits. Prerequisite: Music Major (Piano) in exercises, information provided by instructor, and
their 3rd or 4th year or permission from instructor. performances. Lessons will include an individual
performance midterm and a group class final
recital. Exclusion: FINE 183. Students must undergo
an assessment at the beginning of the semester.

MUSC 1P1 (1), 2P2 (1), 3P3 (1), 4P4 (1), MUSC 1C1 (2), 2C2 (2), 3C3 (2), 4C4 (2),
4P5 (1), 4P6 (1), 4P7 (1), 4P8 (1) Applied 4C5 (2), 4C6 (2), 4C7 (2), 4C8 (2) Music
Music: Piano Ensemble: Tyndale Community Choir
— Weekly piano lessons, 30 minutes in length. The — The Tyndale Community Choir (TCC) serves as
lessons will be private, with an occasional master Tyndale’s primary vocal ensemble. TCC is both a
class open to all piano students, held at a mutually campus-wide and community-based ensemble
convenient time. Students will study repertoire connecting Tyndale University’s students, staff and
for the piano of different time periods, and learn faculty with multi-generational singers throughout
some progressive technical skills. Exclusion: FINE the GTA. The choir meets regularly for rehearsals
181. Students must undergo an assessment at the throughout the semester with a variety of ministry
beginning of the semester. and performances opportunities both on campus
and at external events throughout the city. This
MUSC 1G1 (1), 2G2 (1), 3G3 (1), 4G4 (1), choral course will serve the Tyndale University
4G5 (1), 4G6 (1), 4G7 (1), 4G8 (1) Applied community as well as the community at large
Music: Guitar as a course meant to further develop the skills
— Provides individual weekly lessons in guitar- of talented singers who will represent Tyndale
playing and techniques. The content will vary University and act as a ministry team in the GTA.
between students based on their individual goals Singers must audition for this course near the
and needs. Students will review the rudiments of beginning of the semester.
guitar-playing, with a focus on tablature reading,
open and barre chords and strumming and MUSC 1B1(2), 2B2(2), 3B3 (2), 4B4 (2), 4B5 (2),
picking patterns. Lessons will include a private 4B6 (2), 4B7 (2), 4B8 (2) Music Ensemble:
performance as the midterm exam and an individual Tyndale Band
performance for the studio as the final exam. — Serves the Tyndale University community as
Learned repertoire includes traditional roots music a course meant to further develop the skills of
(folk music) as well as popular styles and sacred talented musicians who will serve in Chapel
music. Students must undergo an assessment at the services and at various campus events. The band
beginning of the semester. is a campus-wide ensemble, meeting regularly
for rehearsals with performances and ministry
MUSC 1S1 (2), 2S2 (2), 3S3 (2), 4S4 (2), 4S5 (2), opportunities throughout the semester. Band
4S6 (2), 4S7 (2), 4S8 (2) Music Ensemble: members will play for Chapels on rotation as well
Tyndale Singers as other campus-wide and external engagements,
— Serves the Tyndale University community as invited. Students must audition for this course
as a course meant to further develop the skills near the beginning of the semester.
of talented singers who will serve in Chapel
services and at various campus events. The choir MUSC 1J1 (2), 2J2 (2), 3J3 (2), 4J4 (2), 4J5 (2),
is a campus-wide ensemble, meeting regularly 4J6 (2), 4J7 (2), 4J8 (2) Music Ensemble:
for rehearsals with performances and ministry Tyndale Jazz Combo
opportunities throughout the semester. Exclusion: — Designed to give students experience in creating
FINE 184. Students must audition for this course near music in a small jazz ensemble setting. Learning
the beginning of the semester. the fundamentals of arranging and improvisation,
students will learn the role of their particular
instrument in a small ensemble and how it
functions within the group context. Students will
have the opportunity to play as a combo for various
Tyndale-sponsored events and work with practicing
professional jazz artists in masterclasses and
guest performances. Prerequisite: Students will be
required to audition for this class. Please contact the
instructor to arrange an audition.

MUSC 1R1 (2), 2R2 (2), 3R3 (2), 4R4 (2), PHIL 241 (3) Philosophy and Film
4R5 (2), 4R6 (2), 4R7 (2), 4R8 (2) Music — Aims to examine and critically evaluate various
Ensemble: Tyndale Chamber Orchestra philosophical themes and problems by means of
— Designed to give students experience in the visual medium of film. It will be divided into
creating music in a small chamber music setting, two sections. The first half will consider films
with exposure to a variety of chamber orchestra that explore the nature of knowledge and reality.
repertoire. Learning how to function in relationship The second half will consider films that look at
with one another, each orchestra member will learn how we ought to act in the world in which we
how their instrument family complements another find ourselves.
in order to function well as a whole. The orchestra
will play for various Tyndale-sponsored events and PHIL 261 (3) The Apologetics of C.S. Lewis
play alongside the Tyndale Community Choir for — An examination of the apologetic system of
large campus and community events. Prerequisite: C.S. Lewis, as found in his major philosophical
Students will be required to audition for this class. works. The course is divided into two parts. In
Please contact the instructor to arrange an audition. the first, Lewis’ arguments for theism based on
reason, morality, and desire are examined. In the
second, the case for Christianity emerging from his
PHILOSOPHY work on naturalism, miracles, and the so-called
“Trilemma Argument” is explored.
PHIL 171 (3) Introduction to Philosophy
— Introduction to the perennial issues in Western PHIL 294 (3) Christian Apologetics
philosophy, such as knowledge and skepticism, the — Examines the Christian worldview and various
existence of God, the problem of evil, freedom of issues in Christian apologetics. After considering
the will and the foundations of morality. Emphasis the biblical basis for Christian apologetics and
is placed on critical thinking and the development various methods for engaging in it, a positive case
of understanding through reasoned argument. for the Christian faith will be developed using
Exclusion: PHIL 101, 102. arguments for the existence of God, the deity
of Jesus Christ and the divine authority of the
PHIL 201 (3) Critical Reasoning Bible. Addresses objections to Christian belief,
— Examination of the basic principles of constructing such as the presence of apparent discrepancies
good arguments and criticizing bad ones. Among in the Bible, the alleged conflict between science
the topics covered are deductive and inductive and the Bible, and common misunderstandings
reasoning, appeals to emotion, personal attack, uses of Christianity’s teachings as evidenced in the
and abuses of expert opinion and techniques for writings of the New Atheists.
converting everyday reasoning into standard logical
form. Emphasis is placed on applying the reasoning PHIL 301 (3) Metaphysics
skills learned in the course to evaluating ethical, — Systematic study of contemporary issues
scientific, statistical, and legal arguments. related to the nature of reality. These include
universals and particulars, the necessary and
PHIL 213 (3) Bioethics the possible, causality, identity through time
— Provides an in-depth examination of and the realism/antirealism debate. Wherever
contemporary bioethical issues, such as the possible, contemporary views will be related to
definition of a person, determination of life and their classical sources in the history of philosophy.
death, euthanasia, doctor-assisted suicide, Prerequisites: PHIL 171, 201.
abortion and maternal-fetal conflict, prenatal
diagnosis and intervention, problems in the
physician-patient relationship, new reproductive
technologies, research on animals, genetic
engineering and human cloning.

PHIL 302 (3) Belief, Truth and Knowledge art and ethics; criticism, interpretation and
— Systematic study of contemporary issues related evaluation. Cases are drawn from a cross-section
to the nature of knowledge, belief and truth. These of the arts, such as painting, music, literature,
include warrant and justification, foundationalism, sculpture, dance, and film. Prerequisite: PHIL 171.
coherentism, skepticism, perception, memory Same as ARTM 303.
and a priori knowledge. Wherever possible,
contemporary views are related to their classical PHIL 326 (3) Philosophy of Mind
sources in the history of philosophy. Prerequisites: — What is a human being? Are human beings
PHIL 171, 201. simply material objects? Are they a combination
of matter and soul? What is consciousness and
PHIL 311 (3) Normative Ethical Theory how can it be explained? In this class, students will
— Introduction to the problems, positions and be introduced to these questions and will explore
arguments of contemporary moral philosophy. various answers to these questions from the history
Through readings from classical and contemporary of philosophy and from contemporary discussions.
writers, students are confronted with the ultimate Students will engage the answers provided in class
questions of morality. What do “right” and as a means of formulating their own understanding
“wrong” mean? Can moral beliefs be rationally of the connection between mind and brain and mind
assessed and justified? Are moral truths absolute and body. Prerequisites: PHIL 171, 201.
or relative? Why be moral? What is the good or
virtuous life? How ought we to live? Prerequisites: PHIL 330 (3) Political Philosophy
PHIL 171, 201. Exclusion PHIL 211. — What is the state? Why should citizens allow
the state to exercise control over various aspects
PHIL 321 (3) Philosophy of Religion of life within that state? Are there limits to the
— Undertakes an investigation of some of the exercise of that control, and if so, how does one
problems in the philosophy of religion, including determine them? What type of obligations, if any,
the interface between faith and reason, religious do governments have toward the poor? How does
epistemology, divine attributes, arguments for one understand the government’s role in protecting
God’s existence, miracles, the problem of religious various rights of its people? Political philosophy is
diversity, and the problem of evil. Prerequisites: not primarily about politics, but instead is about
PHIL 171, 201. the foundation of societies that allows political
discourse to be possible. In this class, students
PHIL 322 (3) Philosophy of Science will be introduced to these questions and will
— Introduction to the central issues in explore various answers to these questions from
contemporary philosophy of science. Topics include the history of philosophy and from contemporary
the definition and limits of science, the nature and discussions. Students will engage the answers
kinds of scientific explanation, the formation and provided in class as a means of formulating their
use of scientific ideas, paradigm shifts and theory own understanding of the state and its relationship
change, options in the realist/ antirealist debate, to the people in it. Prerequisites: PHIL 171, 201.
laws of nature and the philosophical aspects of
evolution. Prerequisites: PHIL 171, 201. PHIL 350 (3) Directed Studies in Philosophy
— This independent study option is open to third-
PHIL 323 (3) Aesthetics and fourth-year students who wish to explore a
— Provides an introduction to problems, classical, topic not covered in the regular curriculum and in
medieval, modern, and contemporary, in which the professor has an interest and expertise
philosophical aesthetics. A case-based approach and is willing to direct studies. Prerequisites:
is used to explore a variety of issues, including the PHIL 171, 201. Permission required.
nature of art and art works; beauty, sublimity and
aesthetic experience; meaning and interpretation;

PHIL 361 (3) Plato PHIL 366 (3) Ancient and Medieval Philosophy
— Provides a substantial treatment of an — Focuses on the major philosophical
important Platonic dialogue by emphasizing both developments between the ancient Greeks and
its philosophical contributions and its historical/ the medieval period. Special emphasis will be
dramatic context. Begins with an overview of given to examining the influence of Plato and
some characteristic philosophical themes and Aristotle on the Christian thought of St. Augustine
controversies found across the Platonic corpus. and St. Thomas Aquinas, in particular their views
Includes a careful investigation of the structure, of the relationship between faith and reason.
style and arguments of that dialogue. Prerequisites: Prerequisites: PHIL 171, 201.
PHIL 171, 201.
PHIL 370 (3) Symbolic Logic
PHIL 362 (3) Aristotle — Provides an introduction to symbolic logic,
— Provides a sustained treatment of a significant which in turn provides students with a greater
treatise of Aristotle. Begins with an overview of ability to understand and to analyze the structure
important themes, problems and distinctions and parameters of philosophical arguments.
across the Aristotelian corpus. Offers a close After a brief review of categorical propositions
and philosophically critical reading of a treatise, and the modern square of opposition, examines
paying special attention to how its structure, style propositional logic, natural deduction and
and arguments contribute to its overall aims. predicate logic. Promotes active learning through
Prerequisites: PHIL 171, 201. the use of problem solving and written exercises.
Prerequisites: PHIL 171, 201.
PHIL 363 (3) Modern Philosophy
— Critical examination of the philosophical PHIL 421 (3) The Analytic Tradition
traditions and developments of the17th and 18th — Examination of the key figures in the development
centuries. The two main traditions of this era, of analytic philosophy: Gottlob Frege, Bertrand
British empiricism, which stressed the role of sense Russell, Ludwig Wittgenstein, and A. J. Ayer. Topics
experience in the knowing process, and continental include: Frege’s distinctions between sense and
rationalism, which emphasized human reason, both reference, concept and object; Russell’s logical
sought secure foundations for scientific, ethical and atomism and theory of descriptions; the early
religious knowledge. The advance of these traditions Wittgenstein’s picture theory of meaning; and Ayer’s
will be traced through selected readings from major verificationism with its notorious implications.
figures, Descartes and Leibniz (on the rationalist Concludes with an examination of Kripke’s revival
side), Locke and Hume (on the side of empiricism). of essentialism. Prerequisites: PHIL 171, 201, 370.
Includes a careful consideration of Kant’s
Copernican Revolution, synthesizing these great PHIL 430 (3) Philosophy of Language
traditions, and its implications for the postmodern — Advanced survey of the major topics and issues
world. Prerequisites: PHIL 171, 201. in contemporary philosophy of language. Meaning,
truth, names and descriptions, reference, syntax
PHIL 364 (3) Aquinas and semantics, various linguistic constructions,
— Beginning with Aquinas’ reflections on the nature modality and possible worlds, speech act theory.
of God, traces Aquinas’ thought as it progresses in the Prerequisites: PHIL 171, 201, 370.
Summa Theologiae and the Summa contra Gentiles
in order to examine the philosophical problems that PHIL 450 (3) Advanced Directed Studies
perplexed Aquinas, and his remarkable solutions in Philosophy
to these problems. Prerequisites: BSTH 101, 102, 270, — This independent study option is open to fourth-
PHIL 171. Same as BSTH 364. year Philosophy majors who wish to explore a topic
not covered in the regular curriculum and in which
the professor has an interest and expertise and is
willing to direct studies. Prerequisites: PHIL 171, 201,
370. Permission required.

PHIL 481 (3) Seminar in Philosophy PSYC 212 (3) Developmental Psychology II:
— Advanced study of a topic in contemporary Adulthood and Aging
philosophy. Students are expected to contribute to — A survey of current theories of physical,
the seminar by conducting research and presenting cognitive, personality and social development
their results to the seminar. Prerequisites: PHIL 171, as applied to adults and the elderly is the focus.
201, 370. Prerequisites: PSYC 101, 102.
PHIL 497 (3) and 499 (3) Honours Thesis in PSYC 301 (3) Personality Psychology
Philosophy I and II — General survey of the major theories that
— Students will complete a major research attempt to explain the underlying structure and
project in Philosophy that demonstrates the ability dynamics of variations in individual behaviour in
to formulate a thesis, use scholarly methods, life situations. Prerequisites: PSYC 101, 102.
evaluate primary sources and come to reasonable
conclusions. Prerequisite: Only offered to students PSYC 305 (3) The Integration of Christianity
in their final year of an honours program in and Psychology
Philosophy. Prerequisites: PHIL 171, 201, 370. — This seminar course is designed to assist
Application required. students of psychology in examining the interface
between their Christian faith and the academic
discipline of psychology. Various views of the
PSYCHOLOGY integration effort are examined, including
levels-of-explanation, faith-praxis integration,
PSYC 101 (3) Introduction to Psychology I Christian psychology and biblical counselling
— This introductory survey course presents various views. In addition, differences in the integration
subfields within the discipline of psychology, effort as it relates to different subfields within
including: the history of modern psychology, psychology (e.g., the differences between studying
psychology as a method of scientific inquiry, neuropsychology and theories of personality
neuroscience and behaviour, the nature/nurture or clinical psychology) are also discussed.
debate, developmental psychology, sensation and Prerequisites: PSYC 101, 102.
perception, states of consciousness, principles of
learning and memory. PSYC 308 (3) Counselling Psychology
— Introduces students to the basic issues and
PSYC 102 (3) Introduction to Psychology II skills involved in people-helping relationships,
— This introductory survey follows on from PSYC 101 such as active listening, appropriate responding
and presents various subfields within the discipline skills and intake skills. Ethical principles are
of psychology, including: thinking and language, also covered. Comprised of two parts: (1) in-class
intelligence, motivation and work, emotion, stress lectures and demonstrations, and (2) practice
and health, personality, psychological disorders, of basic counselling skills in class and in a lab
therapy and social psychology. setting. Prerequisites: PSYC 101, 102. Exclusion
PSYC 202.
PSYC 211 (3) Developmental Psychology I
— The characteristics and needs of children at each PSYC 310 (3) Brain and Behaviour
stage of their development are surveyed. Particular — Examines the relationship between behaviour
attention is paid to the influences that are shaping and the structure and function of human and
children’s lives in contemporary society. animal neural systems. Technological advances
in recording techniques are also covered. Topics
include: neuron structure and function, brain
anatomy and function, brain development, learning
and consciousness. Prerequisites: PSYC 101, 102.
Same as BIOL 310 and HEAL 310.

PSYC 320 (3) Health Psychology PSYC 340 (3) Cross-Cultural Psychology
— Explores concepts, issues and methods of — Cultures are socially constructed and
health psychology. Topics will include: health transmitted to enhance human beings’ survival and
maintenance and illness prevention integrating well-being. Cultural differences exist not only in
biological, psychological, and social factors; languages, norms and shared values, but also in
utilization of health psychological assessments; ways of coping. A major part of the human drama
and interdisciplinary aspects of health psychology. is about how human beings adapt to changes
Prerequisites: PSYC 101, 102. and overcome adversities in order to achieve life
goals. Focuses on the theory and research of the
PSYC 321 (3) Abnormal Psychology stress-and-coping process from different cultural
— Surveys the major theories that attempt to perspectives. Prerequisites: PSYC 101, 102.
explain the nature and causes of psychological
disorders. Consideration is given to the PSYC 341 (3) Social Psychology
contributions of personality theory to the — Surveys the major contemporary areas of
understanding of disturbed behaviour. research in social behaviour. Topics covered
Prerequisites: PSYC 101, 102. include social perception and influence, attitude
formation and change, interpersonal relations and
PSYC 332 (3) Cognitive Psychology persuasive communication and group processes.
— Explores research and theories pertaining to Prerequisites: PSYC 101, 102.
the psychology of higher mental processes for
information acquisition, information processing PSYC 345 (3) Consumer Psychology
and utilization in diverse cognitive tasks. Topics — Focuses on the psychological study of
covered include perception, attention, learning, consumer behaviour. It examines the roles that
memory, knowledge, language, problem solving, awareness, beliefs, learning, feelings, intentions
and decision making. Students will be able to apply and behaviours play in how people become aware
a breadth of cognitive principles to their own lives. of and decide to purchase goods and products.
Prerequisites: PSYC 101, 102. Applications to non-profit settings may also be
explored. Prerequisites: PSYC 101, 102.
PSYC 337 (3) Cognitive Neuroscience
— Explores the interdisciplinary field of cognitive PSYC 350 (3) Directed Studies in Psychology
science. We will examine common themes and — This independent study option is open to third-
topics (e.g., mind representation and computation, and fourth-year students who wish to explore a
the mind-body problem, consciousness, and topic not covered in the regular curriculum and in
machine thinking) that are investigated by the which the professor has an interest and expertise
disciplines of psychology, philosophy, computer and is willing to direct the studies. Prerequisite:
science, linguistics and neuroscience. As such, 12 credit hours in PSYC. Permission required.
its emphasis is on broad coverage of important
concepts rather than detailed analysis of any single PSYC 360 (3) Research Methods in the
area. No prior knowledge or experience with any Social Sciences
of the subfields is assumed or necessary. Ideally, — Examines the strengths and weaknesses of
this course will lead students to understand the various research methods and their appropriate
commonalities, as well as the differences, among applications within the social sciences. Research
the various approaches to cognitive science. designs include qualitative studies, single subject
Prerequisites: PSYC 101, 102, 310, 332. designs, surveys, naturalistic observation,
correlational studies, developmental designs and
a variety of experimental designs. Prerequisites:
MATH 121, PSYC 101, 102. Same as SOCI 360.

PSYC 380 (3) Psychology of Language interested in this course are responsible for
— Provides an introduction to theories and contacting the practicum coordinator one semester
research findings in the field of psychology of in advance of the course in order to arrange for
language (or psycholinguistics). We will cover a placement, which is contingent upon site and
a broad range of topics, such as the different supervisor availability and willingness to take
components of language (phonology, morphology, on the student. Limited to third- and fourth-year
syntax and semantics), language production students majoring in Psychology or Human Services
and comprehension, discourse processing, the who have received the permission of their psychology
relationship between language and thought, faculty advisor.
language acquisition, language impairments/
disorders and bilingualism/multilingualism in PSYC 397 (3) Disability and Theology
connection with memory, perception, mental — Same as BSTH 397.
representation and neuroscience. Prerequisites:
PSYC 101, 102 or LING 101, 102. Same as LING 380. PSYC 401 (3) History of Psychology
— Examines the principal trends of psychological
PSYC 391 (3) Basic Research Project explanation and events in the history of psychology,
in Psychology from the earliest times to the present. The major
— Provides students with the opportunity to personalities and schools of thought that have
gain practical research experience working shaped the development of the field of psychology
with a researcher within the field of psychology. will be explored. Limited to third- and fourth-
Depending on the research team joined, students year students majoring in psychology, except by
may be involved in a variety of activities, including permission of the instructor.
gathering background literature search materials,
gathering research data, advertising for recruiting PSYC 404 (3) Psychotherapeutic Interventions
participants, scoring and coding data, and/or — Surveys the major approaches to
helping with general research preparation and psychotherapeutic interventions, including:
completion activities. Students will complete 120 Psychoanalytic Therapy, Adlerian Therapy,
hours of research experience as well as write Existential Therapy, Person-Centred Therapy,
their own term paper on a topic related to the Gestalt Therapy, Behaviour Therapy, Cognitive
larger team project of which they have been a part. Behaviour Therapy, Reality Therapy and Feminist
Limited to third- and fourth-year students majoring Therapy. Prerequisites: PSYC 101, 102, 301, 321.
in Psychology or Human Services who have received Exclusion: PSYC 304.
the permission from the research project advisor.
PSYC 411 (3) Special Topics in Psychology
PSYC 393 (3) Practicum in Psychology — Specific topics relating to the professor’s
— Provides students with the opportunity to research interests. Seminar format. Topics will
gain practical experience working within the vary from year to year. Prerequisite: 12 credit hours
field of psychology. Practicum sites include in PSYC.
such opportunities as: special needs summer
camp, autism intensive behavioral intervention PSYC 414 (3) Autism and Developmental
clinic, special education school placements, and Delays
psychology clinic placements. Students and their — Provides a comprehensive introduction to
on-site supervisors will work with the Tyndale autism spectrum disorders. Uses a variety of
practicum coordinator to set personal training and teaching methods, including lectures, case studies,
learning goals focused on applying theoretical, role play and practicum experiences. Prerequisites:
psychological principles learned in classroom PSYC 101, 102, 211.
courses in the practicum environment. Students

PSYC 417 (3) Child and Adolescent PSYC 461 (3) Advanced Research Methods
Abnormal Psychology — Provides the necessary instructions for students
— Provides an in-depth review of the most to plan and conduct research. It will include topics
common childhood developmental delays, their such as developing a research idea, using theory
causes, diagnosis, prognosis and treatment. Uses to choose a research design, reviewing essential
a variety of teaching methods, including lectures, descriptive and inferential statistical procedures,
student presentations and practicum experiences. choosing participants, using human or animal
Prerequisites: PSYC 101, 102, 211. participants and preparing and submitting a
research proposal. Prerequisites: MATH 121, 322;
PSYC 421 (3) Advanced Studies in Trauma: PSYC 101, 102, 360.
From Origins to Interventions
— Same as HEAL 431. PSYC 491 (3) Advanced Research Project
in Psychology
PSYC 423 (3) Educational Psychology — Provides students with the opportunity to gain
— Students will come to understand how a child leadership experience working on a research
and adolescent’s transition through developmental project within the field of psychology. Students
stages affects their learning. They will develop may, on some occasions, develop and carry out
an understanding of the development of the their own small independent research projects,
learners’ cognitive, emotional, physical and social or they may assist in the implementation of a
characteristics from infancy through adolescence professor’s research project. Depending on the
will be explored. A review of common development research project undertaken, this could involve
delays and learning challenges will provide a in a variety of activities, including gathering
framework for understanding how to support background literature search materials,
typical students. Case studies will be used to gathering research data, advertising for recruiting
enhance practical application of theoretical participants, scoring and coding data, analyzing
understanding and will incorporate indigenous data, and/or helping with general research
perspectives. Prerequisite: 12 credit hours in PSYC. preparation and completion activities. Students
will complete 120 hours of research experience as
PSYC 431 (3) Psychology of Mass Media well as write their own term paper examining in-
— Focuses on the topics of Cognitive Psychology and depth the research topic they have been studying
the Mass Media. It will be a textbook-based course and reporting on the results when possible.
with 7 assignments and a final exam. This course Prerequisites: MATH 121, 322, PSYC 101, 102, PSYC/
will examine how mass communication and the SOCI 360. Limited to third- and fourth-year students
media interact with our society and us as individuals majoring in Psychology or Human Services who
in today’s world. A cognitive psychology framework have received the permission from the research
will be used to examine various types of mass media project advisor.
and how they impact our world today. Prerequisites:
PSYC 101, 102, 332.
PSYC 450 (3) Advanced Directed Studies and

Research in Psychology
— This independent study option is open to fourth-
year Psychology majors who wish to explore a topic
not covered in the regular curriculum and in which
the professor has an interest and expertise and is
willing to direct the studies. Prerequisite: 18 credit
hours in PSYC. Permission required.

PSYC 493 (3) Advanced Practicum SOCIOLOGY
in Psychology
— Provides students with the opportunity to gain SOCI 101 (3) Introduction to Sociology I
advanced, practical experience working within — A general introduction to basic concepts
the field of psychology. Students will return to and themes in sociology. These include social
the same site that was attended during PSYC 393 change, institutions and organizations. Theoretical
or will move on to a similar site which allows approaches of classical sociologists such as
for further development of the same skills. Durkheim, Weber and Marx are examined with
Students and their on-site supervisors will work special attention to their views concerning religious
with the Tyndale practicum coordinator to set belief and the church as a social institution.
personal training and learning goals focused on
continuing and advancing the process of applying SOCI 102 (3) Introduction to Sociology II
theoretical, psychological principles learned in — Continuation of SOCI 101. Prerequisite: SOCI 101.
classroom courses in the practicum environment.
A review of skills learned during PSYC 393 SOCI 211 (3) Leadership
will be used to identify how these preliminary — Same as CHRI 211.
skills may be expanded. Students interested in
this course are responsible for contacting the SOCI 250 (3) Social Problems in a
practicum coordinator one semester in advance Diverse Society
of the course in order to arrange for a placement — Supports students in reflecting on and
which is contingent upon site and supervisor understanding the major social concerns our
availability and willingness to take on the student. society must deal with today. The course focuses
Prerequisite: PSYC 393. Limited to third- and on the significance of racialization and ethnicity,
fourth-year students majoring in Psychology or age, sexual orientation, class, ability, and gender
Human Services who have received the permission in understanding social problems in Canada and
of their psychology faculty advisor. around the world. The course is grounded within
a social justice, anti-oppression framework that
PSYC 497 (3) Honours Thesis in Psychology I is inclusive of a Christian worldview contrary to
— Students begin a major research project in other contemporary paradigms that externalize
Psychology that demonstrates their ability to Christianity from social justice focused solutions.
formulate a research question, use existing Prerequisites: SOCI 101, 102.
theories and methodologies, gather research data,
conduct an analysis with both quantitative and SOCI 251 (3) Introduction to Social Welfare
qualitative methods and formulate responsible — Involves a critical and analytical examination
conclusions. Prerequisites: PSYC 360, 461. Only of theoretical, ideological, philosophical, political
offered to students in their final year of an honours and socio-economic bases within social welfare
program in Psychology. Taught as a regularly that underlie social work practice. Specific topics
scheduled course. Application required. covered may include: child poverty, homelessness
and visible minority youth violence. Prerequisites:
PSYC 499 (3) Honours Thesis in Psychology II SOCI 101,102. Exclusion: SOCI 351.
— Students complete a major research project
in Psychology that demonstrates their ability
to formulate a research question, use existing
theories and methodologies, gather research data,
conduct an analysis with both quantitative and
qualitative methods and formulate responsible
conclusions. Prerequisite: PSYC 497. Only offered to
students in their final year of an honours program in
Psychology. Taught as a regularly scheduled course.
Application required.

SOCI 252 (3) Introduction to Social Work SOCI 331 (3) Violent Crime: Clinical and
— Investigates social work and social welfare Social Implications
principles, practices and values in the light of — Offers a unique and interdisciplinary focus on
biblical teachings on individuals, families and the roots of violence. It explores cutting-edge
communities. The history and development of research on the etiology, nature, assessment
social work in Canada are examined. Students are and treatment of individuals who commit violent
challenged to develop an understanding of social crimes. This course builds on theories and
work as having the goal of empowering the weak concepts acquired from the prerequisite courses.
and as a struggle against all forms of oppression. This course examines the origins of violence,
Prerequisites: PSYC 101, 102, SOCI 251. Exclusion: including family and other social factors, media
SOCI 151. violence, genetics, biochemistry and head injuries.
It also delves into research on specific subgroups
SOCI 271 (3) Behaviour in Groups of offenders, including sex offenders, domestic
— Same as CHRI 271. violence perpetrators, murderers and serial
murderers, as well as focuses on issues related to
SOCI 272 (3) Language and Society victimology, prevention and the treatment of violent
— Same as LING 211. offenders. Prerequisites: SOCI 101, 102, 251.
SOCI 301 (3) Canadian Youth culture SOCI 341 (3) Sociology of Mass Media
— Same as CHRI 331. — Explores the role of Mass Media in North
American society, focusing on (radio, television,
SOCI 302 (3) Youth at Risk film, social media). Mass media consists of various
— Same as CHRI 332. means by which information reaches society. This
course will provide a foundation for students to
SOCI 306 (3) Anthropology for Humanitarian critically analyze mass media using two critical
Work perspectives on mass media – political economy
— Same as CHRI 366 and IDVP 304. and cultural studies. These Marxian-influenced
perspectives focus on issues of power, inequality
SOCI 307 (3) Cross Cultural Studies and conflict in relation to mass media. Political
— Same as CHRI 367 and IDVP 303. economy ties the issues to media production while
cultural studies links the issues to media content.
SOCI 321 (3) Marriage and the Family Prerequisites: SOCI 101, 102.
— Provides a study of Christian marriage and
family life in accordance with biblical principles SOCI 360 (3) Research Methods in the
and the relevant findings in the social sciences. Social Sciences
Topics considered include friendship, marriage — Same as PSYC 360.
preparation, communication, marital and family
roles, marriage enrichment, a Christian view of
sexuality, the ethics of family planning and the
rearing of children. Prerequisites: SOCI 101, 102.

Bachelor of Education Degree Program,
Requirements and Course Descriptions
Department of Education
Dr. Heather Birch, Director
Dr. Rob Foster
Dr. Genie Kim
Prof. Yvonne Messenger
Dr. Kenneth Badley, Research Professor
Dr. Terry LeBlanc, Program Elder
Conceptual Framework
The conceptual framework of Tyndale’s teacher preparation program leading to a Bachelor of
Education degree emerges from two central Biblical commands. The first is to “love God with
our whole selves.” This implies, among other responsibilities, that we maintain a high degree
of professionalism and excellence in everything we do, including the application of current
educational theory, critical thinking and inquiry, and reflective practice. The second is to “love
our neighbour as ourselves.” This implies that our teacher preparation includes a strong focus
on collegiality and community, equity and social justice, and service and stewardship.
We therefore intend that our graduates will understand the need to cultivate a nurturing
learning community that values and respects the whole person, that enables children to
mature intellectually, emotionally, socially and spiritually, and that promotes responsibility
for the natural and social world in which we live. As educators fully prepared to teach in all
schools, our graduates will embrace their roles in the formation of children who will become
both informed citizens and responsible participants in a civil society.
Mission Statement
To educate and equip graduates to teach with the utmost commitment to professionalism,
collegiality, equity, service and excellence.

Program Description
The Tyndale Bachelor of Education (BEd) is a 16-month, four-semester, full-time program,
beginning in August of each year. Teacher Candidates will participate in a wide variety of
educational activities three to five days per week.
Teacher Candidates will have approximately 111 days of classroom observation, participation
and practice teaching, divided into three distinct placements in three different educational
settings. Each of the placements will be with OCT-certified teachers in schools which teach
the Ontario curriculum, one in each of the divisions of the Teacher Candidate’s approved track.
Placements are typically arranged in eight publicly-funded School Boards in the Toronto, Peel,
York and Durham regions.
Tyndale’s BEd program recognizes that the teaching profession cannot be completely
compartmentalized into stand-alone courses. It has therefore adopted a model of
Differentiated Instruction as a framework to understand the complexity and inter-relatedness
of the many elements necessary for effective teaching. It also emphasizes cross-discipline
integration. One example of this is the development of a Professional e-Portfolio for the
purpose of application to teaching positions.
All successful applicants to the BEd program are required to obtain and submit a vulnerable
sector screening (VSS) police report that is satisfactory to the Department prior to beginning
the practicum components of the program.
Bachelor of Education Degree

The Department of Education offers a Bachelor of Education degree (BEd), which leads to
registration and certification with the Ontario College of Teachers (OCT). The OCT certification
requirements state that teachers must be qualified to teach in at least two consecutive
divisions: Primary/Junior (Kindergarten to Grade 6), Junior/Intermediate (Grades 4 to 10 with
a specialty in one subject area), and Intermediate/Senior (Grades 7 to 12 with two subject
specialties). At this time, Teacher Candidates in Tyndale’s BEd program have the opportunity
to focus on one of three tracks:
– the Primary/Junior track
– the Primary/Junior track with a Focus on Teaching French as a Second Language
(Primary/Junior candidates in this track will complete 63 credit hours of course work,
including practica experience)
– the Junior/Intermediate track
The degree consists of 60 credit hours of course work including practica experience.

Bachelor of Education Graduation Requirements
Teacher Candidates are eligible to graduate if:
1. They successfully complete all courses in the program;
2. They achieve a minimum Cumulative Grade Point Average (GPA) of at least 2.3 (C+);
3. They successfully complete all practicum components;
4. They do not receive a Level 1 (D+ or lower) in any course.
Learning Outcomes
Graduates of the Tyndale BEd degree program will:
1. Be eligible to apply for an Ontario Teaching Certificate through the Ontario College of Teachers;
2. Have a thorough knowledge of all of Ontario’s curricular areas in either the Primary and
Junior (including The Kindergarten Program) or the Junior and Intermediate divisions;
3. Be committed to professionalism, collegiality, equity, service and excellence;
4. Engage the diversity of learners in today’s classrooms through utilizing the framework
of differentiated instruction, developing awareness of special learning needs and gaining
competency in the use of assistive technologies;
5. Develop the ability to cultivate nurturing learning environments that value and respect the
whole person and that enable children to mature intellectually, emotionally, socially and
spiritually; and,
6. Understand that their beliefs, values and knowledge directly influence professional practice.

BEd – Primary/Junior Track Degree Requirements
(60 credit hours and 110 – 114 practicum days)
Concept Requirements Credit Hours

One of 3
EDUC 501 Democratic Values, Christian Perspectives and Education 3
EDUC 510 Religious Education: Democratic Values, Catholic Perspectives 3
and Education
EDUC 503 The Developing Learner 3

EDUC 511 Reflective Practice 3
Total Concept Requirements 9
Content Requirements Credit Hours

EDUP 521 Language & Literacy PJ (Part 1) 3
EDUP 523 Mathematics PJ (Part 1) 3
EDUP 503 Science and Technology PJ 3
EDUP 505 Social Studies PJ 3
EDUP 506 Health & Physical Education PJ 3
EDUP 507 Arts PJ 3
One of 3
EDUP 502 Environmental Education PJ 3
EDUP 508 Early Years PJ 3
Total Content Requirements 27
Context Requirements Credit Hours

EDUC 506 Creating Safe, Engaging and Inclusive Learning Environments 3
EDUC 508 Education Act and Ethical Standards for the Teaching Profession 3
EDUC 512 Educational Technology 3
EDUC 521 Differentiated Instruction for Diverse Learners (Part 1) 3
Total Context Requirements 15
Professional Seminar and Practica Requirements Credit Hours

EDPR 531 Practicum 1 (Literacy & Numeracy) 2
EDPR 532 Practicum 2 2
EDPR 534 Professional Seminar 3
Total Professional Seminar and Practica Requirements 9

BEd – Primary/Junior Track with a Focus
on Teaching French as a Second Language
Degree Requirements

One of 3
EDUC 510 Religious Education: Democratic Values, Catholic 3
Perspectives and Education


EDUP 503 Science and Technology PJ 3
EDUP 505 Social Studies PJ 3
EDUP 506 Health & Physical Education PJ 3
EDUP 507 Arts PJ 3
EDUP 509 French as a Second Language PJ (Part 1) 3
EDUP 510 French as a Second Language PJ (Part 2) 3

EDUC 506 Creating Safe, Engaging and Inclusive Learning 3
Environments
EDUC 508 Education Act and Ethical Standards for the Teaching 3
Profession
continued

Notes:
• PJ Teacher Candidates who wish to include a Focus on Teaching French as a Second
Language in their program must first demonstrate proficiency in the French Language
Proficiency Test. They will then be registered in, and must successfully complete, EDUP
509, EDUP 510, plus all other program requirements.
• Should a PJ Teacher Candidate successfully complete EDUP 509 and all other program
requirements, but not successfully complete EDUP 510, s/he may graduate with the
Bachelor of Education, Primary/Junior track, degree.

BEd – Junior/Intermediate Track Degree
Requirements

One of 3
EDUC 510 Religious Education: Democratic Values, Catholic Perspectives 3
and Education

Total Concept Requirements 9
Content Requirements Credit Hours

EDUI 521 Language & Literacy JI (Part 1) 3
EDUI 522 Language & Literacy JI (Part 2) 3
EDUI 523 Mathematics JI (Part 1) 3
EDUI 524 Mathematics JI (Part 2) 3
EDUI 503 Science and Technology JI 3
EDUI 505 Social Studies J and History/Geography I 3
EDUI 506 Health & Physical Education JI 3
EDUI 507 Arts JI 3
One of 3
EDIT 502 Music I 3
EDIT 504 English I 3
EDIT 505 French as a Second Language I 3
EDIT 507 Mathematics I 3
EDIT 509 Science – General I 3
EDIT 511 Geography I 3
EDIT 512 History I 3
Total Content Requirements 27
continued

EDUC 506 Creating Safe, Engaging and Inclusive Learning Environments 3
EDUC 508 Education Act and Ethical Standards for the Teaching Profession 3

Notes:
• J/I Teacher Candidates who wish to register in the French as a Second Language Intermediate
teachable must first demonstrate proficiency on the French Language Proficiency Test and
must have successfully completed at least 12 university credit hours in French.
• All I-level teachables have the prerequisite of a minimum of 12 university credit hours in
the discipline.
Bachelor of Education (BEd) Policies

In the absence of a specific policy for the BEd program, Undergraduate Studies policies will be
considered the default policy.
Academic Advancement
Teacher Candidates must demonstrate diligent progress towards successfully completing
all components of the program. It is expected that Teacher Candidates achieve a minimum
Cumulative Grade Point Average (CGPA) of 2.30 with no one course below C-.
If a Teacher Candidate is not successful in a course or practicum component, he/she may

request in writing, through a letter addressed to the Director, the opportunity to repeat the
component in which he/she was unsuccessful. The Director will consider the request on
a case-by-case basis. Only one repeat per component will be considered. If the repeat of
a component is granted, it will be bound to a specific time frame, have clearly described
expectations and be subject to additional costs. In the case of an unsuccessful third
practicum, the Teacher Candidate may be required to wait one program year before repeating,
if granted.

Involuntary Withdrawal
A Teacher Candidate may be involuntarily withdrawn from a practicum component if the
Teacher Candidate demonstrates a breach of professional conduct in a practicum placement
setting (e.g., seriously disrupting the functioning of the host classroom and/or the well-
being of the students in the classroom). After consultation with the Director, the Associate
Director, the Faculty Advisor, the Principal of the partner school, and the Associate Teacher,
a decision will be made. If involuntary withdrawal is invoked for a practicum component of the
program, the Candidate may request in writing, through a letter addressed to the Director,
the opportunity to repeat the component from which he/she was withdrawn. The conditions as
stated in the Academic Advancement Policy apply.
Classroom Expectations and Guidelines

The expectations of the BEd program regarding attendance are founded on the following
premise: The BEd program is a professional program, and therefore participants in the
program need to demonstrate the same responsibilities that an employer would place upon
them. Teacher Candidates are therefore expected to be present at all of the classes and
practicum components in which they are registered. All absences are to be reported by email
to the program officer, as well as to the appropriate instructor(s), faculty advisors and partner
school contact. Missed or late course assignments due to an absence, whether excused or
unexcused, are to be negotiated with the professor.
In keeping with most collective agreements between teachers’ federations and school boards,
there are some circumstances wherein an absence will be excused. These include illness, the
death of a family member and the graduation of a family member. For each of these instances,
a three-day maximum absence will be granted at the discretion of the Director, and may
require appropriate documentation.
In regard to the practicum components of the program, Teacher Candidates are to be

aware that time missed is a reflection of the Teacher Candidate’s commitment, as well as
a great inconvenience for the Associate Teacher. Please see the Practica Handbooks for
additional details.
To request an extended absence (i.e., more than three days), the Teacher Candidate needs
to request special exemption by writing a letter addressed to the Academic Standards
Committee and copied to the Director. It is recommended that the request be submitted at
least one month prior to the intended absence.
Syllabi Availability
Course syllabi are made available to Teacher Candidates electronically.

Education Course Descriptions
Please note that Education courses are offered only to students in the Bachelor of Education
program.
EDIT 502 (3) Music I EDIT 507 (3) Mathematics I

— Designed to facilitate deeper study for — Builds on EDUI 5233 and EDUI 5243. It provides
teacher candidates wishing to teach music at the teacher candidates with the theory, methodology,
Intermediate level in Ontario schools. Teacher assessment strategies, knowledge and conceptual
candidates will have the opportunity to explore a understanding of content to help them facilitate the
variety of resources (texts, instruments, media and teaching of mathematics to intermediate students.
human) and approaches to the delivery of music The components of the course will help teacher
education to diverse learners. They will practice candidates to develop the confidence, resources
their teaching of the music strand of the Arts and necessary background knowledge that will
curriculum through developing expertise in vocal enable them to meaningfully engage all adolescent
and instrumental program delivery and consider learners. Prerequisite: A minimum of 12 credit hours
the opportunity that music offers to adolescents of Mathematics.
as they transition from elementary to secondary
school. Prerequisite: A minimum of 12 university EDIT 509 (3) Science – General I
credit hours in Music. — Science Intermediate builds on EDUI 5033,
exposing teacher candidates to more in-depth
EDIT 504 (3) English I issues related to the teaching of science in Grades
— Designed to prepare future teachers in developing 7 to 10. Concept development, assessment,
an informed and reflective practice while working evaluation, and hands-on activities, together with
with intermediate students in a diverse society. detailed safety procedures, will be emphasized.
It provides teacher candidates with an increased Detailed lesson and unit planning will be a key
knowledge of the intermediate learner, the learning part of this course with consideration given
environment, the English curriculum (Grades 7 to First Nation, Métis and Inuit perspectives,
to 10), the challenges adolescents face as they environmental stewardship, integration of literacy
transition from elementary to secondary school and and numeracy and the transition into science
the foundational knowledge, skills and technology specialties. Prerequisite: A minimum of 12 university
necessary for the planning and implementation of credit hours in Science.
an effective and motivating language arts program.
Prerequisite: A minimum of 12 university credit hours EDIT 511 (3) Geography I
in English. — Designed for those teacher candidates who wish
to acquire a subject specialty in Geography at the
EDIT 505 (3) French as a Second Language I Intermediate Division (Grades 7 to 10). Teacher
— Provides teacher candidates with a knowledge, candidates will investigate geographic issues in
understanding and practice of teaching French to Canada and build their awareness of connections
intermediate level students whose first language between Canada and the world. Teacher candidates
is not French, in Core, Extended and Immersion will have opportunities to analyze, interpret and
classes. Teacher candidates will learn about their implement the Ontario Ministry intermediate
role in supporting the diverse learning needs of Geography curriculum and resource documents and
students who are coming to French as language become familiar with theoretical understandings,
learners. Prerequisite: Demonstration of proficiency curriculum applications, basic principles, concepts,
based on the French Language Proficiency Test and a skills, strategies, values and attitudes that are
minimum of 12 university credit hours in French. necessary in order to design, implement and assess

intermediate geography programs. Prerequisite: A EDPR 533 (2) Practicum III
minimum of 12 university credit hours in Geography. — For 35 to 40 days, teacher candidates will be
learning from and collaborating with an OCT
EDIT 512 (3) History I certified associate teacher in as school setting that
— Builds on EDUI 5053 and focuses on the design teaches the Ontario curriculum. The Practicum has
and implementation of the Intermediate History an Observation/ Participation Phase and a Practice
and Civics programs for Grades 7 to 10 based on Teaching Phase. Using a gradual release of
the overall and specific expectations outlined in the responsibility structure, teacher candidates move
Ontario Ministry curriculum documents. Through from Observation and Participation to assuming
an understanding of the four concepts of historical the full responsibilities of their Associate Teacher
thinking in an inquiry-based approach to learning, by the approximately the midpoint of the Practice
teacher candidates will be able to support students Teaching Phase. Prerequisite: EDPR 532.
in understanding history as an interpretive
discipline where students can rethink assumptions EDPR 534 (3) Professional Seminar
and consider the validity and credibility of — Supports teacher candidates in the practicum
evidence in order to construct/re-construct components of the program. The classes are
new perspectives. Prerequisite: A minimum of 12 distributed throughout the duration of the program
university credit hours in History. to coincide with the three practicum placements.
The seminar and the practica work together
EDPR 531 (2) Practicum I (Literacy and to provide an overview of key issues and skills
Numeracy) related to curriculum, teaching, and learning and
— For 30 to 35 days, teacher candidates will be to provide the opportunity to integrate theory and
learning from and collaborating with an OCT practice. The course includes scheduled classes
certified associate teacher in a school setting that before and after each practicum which incorporate
teaches the Ontario curriculum. The Practicum opportunities to meet with faculty advisors.
has an Observation/ Participation Phase and a Teacher candidates are encouraged to think of
Practice Teaching Phase. Using a gradual release the Professional Seminar as an apprenticeship in
of responsibility structure, teacher candidates professional knowledge and practice development.
move from Observation and Participation to a
co-planning and teaching partnership with the EDUC 501 (3) Democratic Values, Christian
Associate Teacher in the areas of language and Perspectives and Education
math. Teacher candidates may also assume — Introduces and reviews the concepts of
responsibility for teaching other curricular areas. worldviews, curriculum orientations, values,
and educational ideals. It reviews the questions
EDPR 532 (2) Practicum II that worldviews typically answer and the central
— For 40 to 45 days, teacher candidates will be principles and beliefs of Christian worldviews.
learning from and collaborating with an OCT It attends to the values of western, liberal
certified associate teacher in a school setting that democracies, noting especially the concerns for
teaches the Ontario curriculum. The Practicum diversity, equity, and social justice as expressed
has an Observation/ Participation Phase and a in documents from a variety of jurisdictions,
Practice Teaching Phase. Using a gradual release including Ontario. It builds critical conversation
of responsibility structure, teacher candidates between these democratic values and religious
move from Observation and Participation to worldviews, asking specifically about the ideals
assuming the full responsibilities of their Associate that classroom teachers will attempt to realize in
Teacher by the end of the Practice teaching Phase. their day-to-day practice in curriculum, instruction
Prerequisite: EDPR 531. and assessment.

EDUC 503 (3) The Developing Learner EDUC 510 (3) Religious Education:
— Teacher candidates will come to understand Democratic Values, Catholic Perspectives
how a child and adolescent’s transition through and Education
developmental stages affects their learning. — Helps teacher candidates prepare to teach
They will learn how to support students as they in Ontario Catholic schools. It is recommended
transition through these stages. A thorough for teacher candidates with a demonstrated
understanding of the development of the learners’ commitment to the Catholic faith who are
cognitive, emotional, physical, and social planning to apply for employment with Catholic
characteristics from infancy through adolescence school boards. Teacher candidates will explore
will be explored. An understanding of typical the Catholic worldview using official curriculum
development will help teachers detect, address, documents for Religious and Family Life Education
and foster the development of their students. as well other foundational pedagogical documents
in the Ontario Catholic educational community.
EDUC 506 (3) Creating Safe, Engaging and
Inclusive Learning Environments EDUC 511 (3) Reflective Practice
— Supports teacher candidates in developing the — Intended to help teacher candidates develop
knowledge, skills and pedagogical practices that an educational foundation and an inquiry stance
allow each student to feel respected, confident towards their on-going teaching identity through
and safe so that they can learn to their highest developing a critical, ethical, informed and
potential. They will be introduced to a variety reflective habit of mind; one that considers the
of research-based practices, equitable and perspectives of various educational philosophers,
inclusive policies, and effective strategies for theorists, researchers and practitioners on the
establishing safe, engaging and inclusive learning journey to teaching excellence. Using a case
environments in their classrooms and school study approach, teacher candidates will consider
communities. They will develop professional authentic school-based dilemmas through a variety
judgment regarding proactive and responsive of lenses: Personal, Philosophical, Professional,
approaches to understand how to support positive Pedagogical, Parental and Political.
environments so that all students feel welcome in
the environment in which they are learning. EDUC 512 (3) Educational Technology
— Designed to equip teacher candidates with
EDUC 508 (3) The Education Act and Ethical the understanding and skills necessary to
Standards for the Teaching Profession utilize Educational Technology and cloud based
— Designed to provide teacher candidates with computing for teaching and learning activities:
knowledge of the structure and function of publicly communicating with students, parents and
funded elementary and high school education, and colleagues; differentiating content, process and
of the regulation of private schools in the Province product; providing accessibility to learning materials
of Ontario. It will provide relevant legal information for learners of different abilities; assessing
in regard to teachers and the teaching profession, and providing descriptive feedback; integrating
including the role of the College of Teachers, and interactive whiteboard technology into lessons;
to the operation of classrooms, schools and Boards and, developing on-going organizational strategies.
of Education. The Ontario College of Teachers’ Understanding and skills will be developed through
document entitled Foundations of Professional the creation of two products, a Professional
Practice and The Education Act will provide the Teaching e-portfolio and a flipped lesson.
framework for case study learning.

EDUC 521 (3) Differentiated Instruction for EDUI 505 (3) Social Studies J and History/
Diverse Learners: Part I Geography I
— Facilitates teacher candidates’ understanding of — Focuses on the design and implementation
and ability to program for the diversity of learners of junior Social Studies, and Intermediate
in Ontario classrooms. Teacher candidates will History and Geography programs based on the
undertake a critical examination of diversity and overall and specific expectations outlined in
be exposed to members of diverse communities. the Ontario Ministry curriculum documents.
They will be introduced to differentiated instruction Teacher candidates will acquire a knowledge
as a model through which the unique identities and understanding of the four concepts of
of students (i.e., race, ethnicity, culture, gender, historical thinking that form the basis of all
sexual orientation, social class, religion, ability, learning and thinking in the social studies/history/
and language) are welcomed and the unique geography program.
learning needs of students are addressed.
EDUI 506 (3) Health and Physical Education JI
EDUC 522 (3) Differentiated Instruction for — Prepares teacher candidates to work with
Diverse Learners: Part II students in Grades 4 to 10 in ways that enable and
— Builds on the foundation laid in EDUC 5213. encourage them to develop the commitment and
It continues to facilitate teacher candidates’ capacity to lead healthy, active lives, including
understanding of and ability to program for the participation in, and appreciation of, Health and
diversity of learners in Ontario classrooms. Physical Education. Teacher candidates will be
Teacher candidates will apply their understanding provided with the knowledge and skills they need
of diverse learners by developing their ability to to deliver meaningful, effective and balanced
differentiate instruction to meet the needs of all programs to diverse learners.
learners. They will develop their abilities to use
technology and strategies as learning tools. They EDUI 507 (3) Arts JI
will come to understand particular learning needs — Designed to prepare teacher candidates to teach
and the system of special education, the stages the four strands of the Ontario Arts curriculum—
of language acquisition for English Language Music, Drama, Dance and Visual Arts – to students
learners, the roles and responsibilities of other in the junior and intermediate divisions. Teacher
educational professionals, and, the process of candidates will learn to facilitate the creative
assessment and evaluation. Overall, they will process that enables diverse students to develop
develop the understanding that all students can lifelong enjoyment of the Arts.
learn and they will be able to demonstrate they
have the competency to support the students in the EDUI 521 (3) Language and Literacy JI: Part I
unique learning challenges they face. Prerequisite: — Designed to introduce teacher candidates
EDUC 521. to foundational literacy knowledge and skills
in the areas of speaking and listening (oral
EDUI 503 (3) Science and Technology JI communication), reading, writing, viewing and
— Introduces teacher candidates to science representing (media). Teacher candidates will
and technology in the Junior and Intermediate explore these areas in conjunction with the
divisions, including Grades 9 and 10 science. The Ministry’s language and literacy expectations
course examines the Ontario learning expectations for Grades 4 to10 as outlined in the Ontario
of the science and technology program, strategies curriculum and policy documents and relevant
for implementing the expectations in a diverse research. Emphasis will be placed on the oral
classroom, and methods of assessment communication and reading strands.
and evaluation.

EDUI 522 (3) Language and Literacy JI: Part II EDUP 503 (3) Science and Technology PJ
— Builds upon the knowledge and skill base — Introduces teacher candidates to science and
acquired in EDUI 5213. Teacher candidates will technology in the Primary and Junior divisions,
learn to use the Ministry’s curriculum and policy including the Kindergarten program. The course
documents to guide the design of units, lessons, examines the Ontario learning expectations of
activities and assessment procedures for a the science and technology program, strategies
diverse range of learners in Grades 4 to 10, with for implementing the expectations in a diverse
an emphasis on the writing and media strands. classroom, and methods of assessment
Prerequisite: EDUI 521. and evaluation.
EDUI 523 (3) Mathematics JI: Part I EDUP 505 (3) Social Studies PJ
— Provides JI teacher candidates with the most — Provides teacher candidates with an
recent and relevant learning and teaching theories, understanding of the Ontario Social Studies
methodologies, and assessment strategies applied Curriculum Grades 1 to 6, The Kindergarten
to the teaching and learning of mathematics in the program and other policy documents. Teacher
Junior grades. Teacher candidates will be given candidates will explore ways to help students
many opportunities to deepen and enrich their understand and reflect upon their world, the
knowledge and conceptual understanding of the people they encounter and the human interactions
five strands and achievement chart of the Ontario that have occurred in the past, that are occurring
Mathematics Curriculum. in the present and which are likely to occur in
the future.
EDUI 524 (3) Mathematics JI: Part II
— Provides JI teacher candidates with the most EDUP 506 (3) Health and Physical
recent and relevant learning and teaching theories, Education PJ
methodologies, and assessment strategies as they — Prepares teacher candidates to work with
apply to the teaching and learning of mathematics students in Kindergarten to Grade 6 in ways
in the Intermediate grades. Teacher candidates will that enable and encourage them to develop the
be given many opportunities to deepen and enrich commitment and capacity to lead healthy, active
their knowledge and conceptual understanding lives, including participation in, and appreciation
of the five strands and achievement chart of the of, Health and Physical Education. Teacher
Ontario Mathematics Curriculum. Prerequisite: candidates will be provided with the knowledge and
EDUI 523. skills they need to deliver meaningful, effective and
balanced programs to diverse learners.
EDUP 502 (3) Environmental Education PJ
— Invites teacher candidates to grow deeper roots EDUP 507 (3) Arts PJ
and taller branches, as we follow the narrative of — Designed to prepare teacher candidates to teach
transformation: construction (inherited worldview the four strands of the Ontario Arts curriculum—
and identity) – deconstruction (critical analysis) Music, Drama, Dance and Visual Arts – to students
– reconstruction (vision of a new world). We will in the kindergarten program and the primary and
answer the questions,“What is your relationship to junior divisions. Teacher candidates will learn to
the environment?” “What is the optimal environment facilitate the creative process that enables diverse
for learning and growth for teachers and students?” students to develop lifelong enjoyment of the Arts.
and “What positive local and global impact do I have/
can I make?” Educators will carefully consider EDUP 508 (3) Early Years PJ
key principles, biases and issues surrounding — Builds teacher candidates’ knowledge of The
our planet, our relationship to it, and the culture Full-Day Early Years - Kindergarten Program as
of environmental sustainability and citizenship outlined by the Ontario Ministry of Education.
we want to cultivate in our classrooms, to impact A main focus of the course will be on planning
current and future generations. instruction that embraces the growth of the

“whole” child: physical, emotional, social, spiritual EDUP 521 (3) Language and Literacy PJ:
and academic. Teacher candidates will gain an Part I
understanding of the importance of and the “how — Designed to provide teacher candidates with
to” of implementing an active play-based and foundational literacy knowledge and skills
inquiry approach to learning that will help young in the areas of speaking and listening (oral
children build their critical and creative thinking communication), reading, writing, viewing and
skills while meeting the needs of a wide range of representing (media) for the Primary and Junior
diverse learners. divisions. Teacher candidates will explore these
areas in conjunction with the Ministry’s language
EDUP 509 (3) French as a Second and literacy expectations for Kindergarten
Language PJ: Part 1 and Grades 1 to 6 as outlined in the Ontario
— Provides teacher candidates with the curriculum and policy documents and relevant
knowledge, understanding and practice of teaching research. Emphasis will be placed on the oral
students French in Kindergarten, Primary and communication and reading strands.
Junior levels whose first language is not French, in
Core, Extended and Immersion programs. Teacher EDUP 522 (3) Language and Literacy PJ:
candidates will consider how additional languages Part II
are learned, will develop an understanding of — Builds upon the knowledge and skill base
current pedagogy and assessment practices, acquired in EDUP 5213. Teacher candidates will
and will learn about their role in supporting the learn to use the Ministry’s curriculum and policy
diverse learning needs of students, including documents to guide the design of units, lessons,
those in early years, who are coming to French activities and assessment procedures for a diverse
as language learners. Offers in-depth knowledge range of learners from Kindergarten to Grade 6,
and experience of culturally inclusive pedagogies, with an emphasis on the writing and media
connections with students’ authentic experiences, strands. Prerequisite: EDUP 521.
action-oriented learning situations, curricular
integration, program design, use of technological EDUP 523 (3) Mathematics PJ: Part I
communication resources, collaboration — Provides PJ teacher candidates with the most
with parents / guardians and the community, recent and relevant learning and teaching theories,
differentiated instruction as well as assessment methodologies, and assessment strategies as they
and evaluation strategies and tools linked to apply to the teaching and learning of mathematics
student interests. Prerequisite: Demonstration in Kindergarten and the Primary grades. Teacher
of proficiency based on the French Language candidates will be given many opportunities to
Proficiency Test. deepen and enrich their knowledge and conceptual
understanding of the five strands and achievement
EDUP 510 (3) French as a Second Language chart of the Ontario Mathematics Curriculum.
PJ: Part 2
— After the successful completion of EDUP 5093, EDUP 524 (3) Mathematics PJ: Part II
teacher candidates will develop competency — Provides PJ teacher candidates with the most
in planning and delivering both Play-Based recent and relevant learning and teaching theories,
and Project-Based Learning opportunities for methodologies, and assessment strategies as they
students in Kindergarten, Primary and Junior apply to the teaching and learning of mathematics
grade levels whose first language is not French in the Junior grades. Teacher candidates will be
in Core, Extended and Immersion programs. given many opportunities to deepen and enrich
Teacher candidates will build a detailed FSL unit their knowledge and conceptual understanding
plan for each of the three programs. Prerequisites: of the five strands and achievement chart of the
Demonstration of proficiency based on the French Ontario Mathematics Curriculum. Prerequisite:
Language Proficiency Test and EDUP 509. EDUP 523.

Undergraduate Studies Academic
Policies and Procedures
Registration and Courses

Course Load
In order to complete academic programs in the time frame specified in the Academic
Calendar, students need to take 15 credit hours and, for Bachelor of Religious Education
(BRE) students, one unit of Field Education each semester. A student must be registered for
a minimum of 9 credit hours per semester in order to be a full-time student. To qualify for an
Ontario Student Assistance Plan (OSAP) loan, a student must be taking at least 60% of a full
course load, which is equivalent to a minimum of 9 credit hours at the Undergraduate level.
Permission to take more than a normal course load must be secured from the Registrar
prior to registration.
Course Registration
1. Students must register for all courses through the Office of the Registrar via the online
MyTyndale system.
2. A $50 late fee will be charged to returning students who register after the respective
August and December dates published in the Academic Calendar and on the website.
3. Students will not be allowed to enrol in courses after the second week of fall and winter
classes or after the first day of a Degree Completion Program/Modular or spring/summer
course.
4. International students must use the paper registration form and have the form signed
prior to submission to the Office of the Registrar.

Course Changes and Add/Drop Deadlines
1. Up until the last day to add a course, registration changes may be made online or with the
Office of the Registrar.
2. After the last day to add a course, courses may be dropped until the final day to drop
courses. Students are required to fill out the Registration (Add/Drop) form.
3. There are deadlines for adding and dropping courses. The academic and financial dates
are different. See the Fees and Expenses section for the refund policies and schedules.
Add/Drop Date Grade on Transcript

Fall 2022
Sep 20, 2022 Last day to add a course
From initial registration to Sep 20, 2022 Dropped course removed from transcript
Sep 21 to Nov 15, 2022 Dropped course with W (Withdrawal) grade – does not
affect grade point average
After Nov 15, 2022 Too late to drop a course – final grade is recorded on
transcript and calculated into GPA
Winter 2023
Jan 20, 2023 Last day to add a course
From initial registration to Jan 20, 2023 Dropped course removed from transcript
Jan 21 to Mar 17, 2023 Dropped course with W (Withdrawal) grade – does not
After Mar 17, 2023 Too late to drop a course – final grade is recorded on
Spring/Summer (12-Week Courses)
By Week 2 Last day to add a course
From initial registration to Week 2 Dropped course removed from transcript
Week 3-9 Dropped course with W (Withdrawal) grade – does not

After Week 9 Too late to drop a course – final grade is recorded on

5-DAY Intensive Courses
Day 1 Last day to add a course
Day 1 Dropped course removed from transcript
Day 2-4 Dropped course with W (Withdrawal) grade – does not

After Day 4 Too late to drop a course – final grade is recorded on


5-WEEK Intensive Courses
From initial registration to Day 7 Dropped course removed from transcript


6-WEEK Intensive Courses
From initial registration to Day 7 Dropped course removed from transcript


Waitlist Policy
1. Course enrollment may be limited due to the instructional design of the course or the size
of the classroom.
2. Students attempting to register for a course that is full will be placed on the waitlist
through online registration or by the Office of the Registrar.
3. All waitlists are compiled and implemented on a first-come, first-served basis. Students
seeking to audit a course may be added to the waitlist but will have second priority after
credit students.
4. No student will be offered a vacant place unless he or she is on the waitlist.
5. By decision of the Registrar, a student may be placed in a course without regard to the
order of the waitlist or the limit. Such matters as degree requirements and immediacy of
graduation are factors in these cases.
6. Instructors may not grant permission to students to register for their courses outside of
the waitlist process.
7. Instructors may not allow students on the waitlist to attend classes in the hope that
openings will occur.
8. The Registrar reserves the right to withdraw a student who is auditing a course up until
the end of the add/drop period of the course in order to give the place to a student wishing
to take it for credit. In this case, the student withdrawn by the Registrar would receive a
100% refund.
9. Instructors may not allow students to attend a course without being registered either for
credit or audit.
10. Enrollment of paying students will take priority over that of free audit students (i.e.,
graduates).

Course Substitutions
Students are expected to complete all required courses. Permission to substitute a required
course may be granted by the Registrar.
Auditing Courses
1. Students must register to audit a course by submitting a completed registration form to
the Office of the Registrar.
2. Prior to auditing any course, a student must have been admitted to Tyndale.
3. Students desiring to change a course from audit to credit or from credit to audit must do
so within the first two weeks of the fall or winter semester or before the second class of a
Degree Completion Program/Modular or spring/summer course.
4. No credit hours or quality points shall be awarded for courses audited.
5. Only lecture courses may be audited. Courses such as internships, directed studies,
practica and online courses may not be audited.
6. Attendance is required.
7. The taking of examinations is not permitted, except by special arrangement with the
instructor.
8. The instructor is not obligated to read or correct any submitted assignments.
9. At the end of the semester, a grade of “AU” (Audit) will be recorded on the transcript.
10. Tyndale students may audit one course free of charge after graduation in a degree program.
11. Priority will be given to credit-seeking students enrolling in a course. Audit students may
be placed on a course waitlist.
12. Permission from the Registrar or instructor may be required.
Directed Studies Courses

1. Students must have completed at least one year in their program before requesting a
Directed Studies course.
2. Students must have the stated prerequisites for the course.
3. No student on academic probation is eligible to take a Directed Studies course.
4. A Directed Studies course may not be taken as a substitute for an equivalent
classroom course.
5. The desired course must be discussed with the professor of the course, and written
approval must be obtained from the Academic Dean prior to registration for the course.
6. The student should complete and submit a Registration for Non-Classroom Course form,
available at tyndale.ca/registrar, to the Office of the Registrar.
7. Registration for such courses will take place during normal registration times, and students
are expected to complete such courses within the framework of a normal semester.

Letters of Permission
Undergraduate students wishing to take courses at other institutions for the purpose of
gaining credit toward Tyndale degrees or certificates may apply for letters of permission. A
Letter of Permission form can be accessed at tyndale.ca/registrar or through the Office of
the Registrar. Please note that satisfying the requirements listed below does not guarantee
admission to the host institution(s).
Student Eligibility
1. The student is required to have a minimum cumulative Grade Point Average (GPA) of
2.3 (C+) to apply.
2. The student must have completed a minimum of 10 courses (30 credit hours) before
applying.
3. The student must have all outstanding balances owed to Tyndale University paid before he
or she is eligible to apply.
4. A student may not take courses by letter of permission if doing so would cause the number
of courses taken at Tyndale to comprise less than 50% of the total offered for the degree.
Course Eligibility
1. For a course to be eligible, it must not be offered at Tyndale University.
2. The course in question must adequately reflect and augment the program of the student
as decided by the Department Chair and approved by the Academic Dean.
3. A core course may not be taken by a letter of permission.
Student Responsibilities
1. The student is required to prove the eligibility of the course first to the Chair of the
department corresponding to the course; second, to the Registrar; and third, to the
Academic Dean.
2. The student is responsible for all communication between the home and host institutions,
including all syllabi, official transcripts (within a sealed envelope) and the letters of
permission themselves.
3. The student must achieve a minimum Grade Point Average (GPA) of 2.0 (C) or equivalent in
the course in question to have it transferred to his or her program at Tyndale.
4. The student must be aware that if the transfer credit is allowed in the final year of study,
and that credit is the final credit required for graduation, the student will most likely not
graduate in that session, but must wait for the next graduating session.
Repeating Courses
1. A student may repeat any course once in which a grade of “D” or “F” was received at Tyndale.
2. Special cases, including when a student must repeat a course more than once, will require
the permission of the Registrar.
3. Only the higher earned grade in any repeated courses will count in the computation of the
Grade Point Average (GPA).

4. Earned credit hours in repeated courses will count only once.
5. The repeated course must be completed in its entirety.
Program Changes
1. Students are accepted into the program indicated on their letter of acceptance. Students
deciding to change programs or the vocational focus within a program should apply
through the Office of the Registrar using the form designed for this purpose.
2. Upon receipt of the application, the Registrar will review it and come to a decision in
consultation with the student’s academic advisor.
3. The Academic Standards Committee or the Registrar reserves the right to request or
require a student to change to the certificate program, to another degree program or to
another major.
Transfer Credit
Undergraduate Studies at Tyndale has a long tradition of academic excellence in the liberal
arts and business, as well as in biblical and theological studies and ministry preparation. For
decades, students have been going on from Tyndale to other universities and receiving credit for
their work here.
As we have expanded our offerings in the arts, business and sciences to grant the Bachelor
of Arts and Bachelor of Business Administration degree, universities increasingly are
recognizing our courses for transfer credit on a course-for-course basis, on the strength of
Tyndale’s excellent faculty and high academic standards. We expect this trend to continue as
Tyndale continues to grow in both size and quality.
Transcripts
Students requiring Tyndale transcripts should submit a Transcript Request form, available at
tyndale.ca/registrar, to the Office of the Registrar and pay the posted fees.
Second Undergraduate Degrees

A graduate of Tyndale University with a (Pass) Bachelor of Arts degree in any academic
discipline may apply to register in an Honours Bachelor of Arts program in the
same discipline.
1. Additional academic work, often including honours-level courses and an honours thesis,
will be required. (Specific requirements for each applicant will be established by the
Academic Standards Committee in consultation with the Registrar and the academic
department concerned.)
2. When all academic requirements have been met, and the Pass Bachelor of Arts diploma
has been surrendered, such a student may graduate (again) with an Honours Bachelor of
Arts degree.

3. No graduate will be entitled to hold both a Pass and an Honours Bachelor of Arts in the
same academic discipline.
A Tyndale Pass or Honours Bachelor of Arts graduate in any academic discipline may apply to
study toward a Pass or Honours degree in another discipline.
1. Additional academic work, including course work and (in the case of application to an
honours program) honours-level courses and an honours thesis in the second discipline,
will ordinarily be required. (Specific requirements for each applicant will be established by
the Academic Standards Committee in consultation with the Registrar and the academic
department concerned.)
2. Graduates of Tyndale University may only possess one undergraduate degree. When
all academic requirements have been met, the previous Pass or Honours Bachelor of
Arts degree must be surrendered before a student may graduate (again) with a Pass or
Honours Bachelor of Arts degree in another discipline.
Statute of Limitations Policy

1. Students are eligible to graduate from a program under the terms of the Academic
Calendar in force at time of their first enrolment in that program, provided that they
graduate within the number of years specified below for each program. Students who
change from one certificate, degree or major to another must accept the terms of the
Academic Calendar in force at the time the change is made to the new program. The
number of years they have to complete the new program, however, will be calculated from
the date of first admission.
2. Notwithstanding the above, Tyndale University reserves the right to substitute courses in
cases where required courses are no longer offered.
3. The following time limits apply:
a. Students in the Bachelor of Arts, Bachelor of Arts Honours, Bachelor of Business
Administration and Bachelor of Business Administration Honours degrees have eight
years to complete their program.
b. Students in the Bachelor of Education degree have four years to complete their program.
c. Students in all other Bachelor’s degrees have seven years to complete their program.
d. Students in all Certificate programs have five years to complete their program.
4. Students who exceed the number of years allotted for their program are suspended and
not eligible to take further courses unless they receive an extension, as described below.
5. Students who come to the end of the time allotted for the completion of their program and
who have not completed it, but are in a position to complete within one calendar year, may
apply for an extension. The student will meet with the Registrar and they will devise a plan
for finishing the program. If the Registrar is satisfied with this plan, the extension will be
approved. This plan will be kept in the student’s file.
6. In exceptional cases, a second one-year extension may be approved by the Registrar.

7. If the extension is not approved, the student may appeal this decision by writing a letter of
appeal to the Academic Standards Committee.
8. If an extension is not granted, the student may continue to register for courses. However,
the student will be governed by the Academic Calendar in force at the time his or her
allotted time limit expired. This means that all graduation requirements in force at that
time must be completed for graduation.
9. Students who exceed the number of allotted years (plus any extensions) and therefore
come under the Academic Calendar in force at that point, will have a maximum of two
additional years from that point to complete the degree. After the two years, if the
student has not graduated, he or she will be suspended and will not be eligible to take
further courses.
10. A student suspended because the statute of limitations runs out can apply for readmission
to the University and his or her case will be considered by the Academic Standards
Committee. The Committee will re-admit the student only if the Committee is satisfied
that the student has a viable plan for finishing in what the Committee considers to be a
reasonable time. The re-admission decision will include a new deadline for completion of
the degree. The student must complete all graduation requirements specified for his or
her program as found in the Academic Calendar in force at the point of re-admission.
Classroom Expectations and Guidelines

Course Syllabi
Course expectations will be outlined in the syllabus at the beginning of each course. These
include, but are not limited to, course learning outcomes, required texts, an evaluation and
grading scheme, assignments, a course schedule and classroom policies.
In most cases, the syllabus will be available to students either on the course webpage or it
will be distributed by the instructor. The syllabus contains information that students need in
order to succeed in each course. Therefore, students are strongly encouraged to download a
copy of the syllabus for each of their courses from the course webpage or to ensure they have
received a hard copy from their instructor.
Textbooks
The syllabus for each course will list the required texts, which will be available for purchase
through Cornerstone Bookshop’s textbook page.
Attendance
Faithful attendance at classes is an important indicator of student maturity and involvement.
Class attendance and participation are part of the evaluation of the student and may have a
bearing on the final grade for the course.

When a student misses a significant number of classes because of illness, he or she should
notify the Dean of Student Life. The student will need to submit a doctor’s certificate upon
return. The Dean of Student Life will notify the student’s professors of the reason for the
absence and suggest that they take this reason into consideration when grading assignments.
The undergraduate faculty have adopted the following guidelines to define student
responsibilities in this matter and to assist the student in developing a disciplined life.
Attendance Policy for Fall and Winter Courses:
Absence from once-per-week courses

1 or 2 absences: Absence from class for any reason (including illness) is permitted twice without
penalty.
3 or 4 absences: Students with three or four absences without legitimate reason will lose one grade
level from their total course grade. Legitimate absences include personal illness
or injury or death in the immediate family. Students are responsible to report to the
instructor the reason for all absences.
5 absences Absenteeism for any reason that exceeds four absences will automatically mean the
or more: student has chosen not to complete the course and a grade of “F” will be assigned.
Students who are absent because of extended illness or injury verified by a doctor’s
certificate are eligible to apply through the Academic Standards Committee for
permission to complete the subject. If excessive absenteeism due to illness or injury
extends into the following semester, the student must have a reduced load in the
following semester.
Absence from twice-per-week courses

1 to 4 absences: Absence from class for any reason (including illness) is permitted four times without
penalty.
5 to 8 absences: Students with five to eight absences without legitimate reason will lose one grade
9 absences Absenteeism for any reason that exceeds eight absences will automatically mean the
or more: student has chosen not to complete the course, and a grade of “F” will be assigned.
Students who are absent because of extended illness or injury verified by a doctor’s
certificate are eligible to apply through the Academic Standards Committee for
permission to complete the subject. If excessive absenteeism due to illness or injury
extends into the following semester, the student must have a reduced load in the
following semester.

Attendance Policy for Spring/Summer Courses:
Absence from 6-week courses (two classes per week):

1 or 2 absences: Absence from class for any reason (including illness) is permitted twice without
penalty.
3 or 4 absences: Students with three or four absences without legitimate reason will lose one grade
5 absences Absenteeism for any reason that exceeds four absences will automatically mean
or more: the student has chosen not to complete the course, and a grade of “F” will be
assigned. Students who are absent because of extended illness or injury (verified
by a doctor’s certificate) are eligible to apply through the Academic Standards
Committee for permission to complete the subject. If excessive absenteeism due
to illness or injury extends into the following semester, the student must have a
reduced load in the following semester.
Absence from 1-week intensive courses (five days per week) and weekend courses:
As a result of the intensive nature of the 1-week and weekend courses, attendance in each class is a
requirement for these types of courses.
Any unexcused absence from an intensive course indicates that a student has chosen not to complete
the course, and a grade of “F” will be assigned.
1 absence: Students may be granted one excused absence for legitimate reasons, including
personal illness, injury or death in the immediate family. Students are responsible
to report to the instructor the reason for all absences.
2 absences or Students who are absent because of extended illness or injury (verified by
more: a doctor’s certificate) are eligible to apply through the Academic Standards
Committee for permission to complete the subject.

Attendance Policy for Modular Courses:
Students in modular courses should refer to the attendance policy noted in the Student Guide
for Modular Programs (a supplement to the Academic Calendar). The guide is available online
at tyndale.ca/dcp/student-resources.
Attendance Policy for Bachelor of Education Courses:

The Bachelor of Education program has a different attendance policy. Teacher candidates should
refer to the course syllabi for details.
The above policies should be considered as being in effect unless the instructor indicates
otherwise at the beginning of the semester. Instructors have the prerogative of instituting
their own attendance policies for individual courses.

Assignments
Major assignments will be specified at the beginning of a semester in the course syllabus,
so that students can organize their time effectively. All essays and other written assignments
shall be written at the university level as far as grammar, style and structure are concerned.
When this is not the case, instructors shall:
• Comment in writing on the deficient parts of the essay or other written assignment;
• Recommend that the student get help from the Centre for Academic Excellence; and
• Lower the grade in proportion to the seriousness of the deficiency.
Research papers for undergraduate courses should conform to the style requested by the
professor. A summary of the three standard forms is found on the Writing Services webpage:
tyndale.ca/writing-tutoring/writing.
Students are required to keep backup copies of all assignments submitted.
Electronic Submission
1. For courses where electronic submission of assignments is required, it is the
responsibility of the student to ensure that the instructor has received the assignment by
the established due date and to ensure that the assignment submitted is the complete and
correct version.
2. Any student may be requested to submit papers in electronic form to facilitate the
professor’s routine checks for academic fraud.
Late Assignments
Assignments should be submitted on the due date in order to receive full credit. The penalty
for unexcused late assignments will be determined by the following scale:
1. For each day or part thereof late, the instructor will reduce the assigned grade by one-
third of a letter; e.g., “A” to “A-,” “B+” to “B.” Saturdays, Sundays and holidays are
excluded from the reckoning.
2. The above policy should be considered as being in effect unless the instructor indicates
otherwise at the beginning of the semester in the syllabus. Instructors have the
prerogative of implementing their own late assignment policies for individual courses.
3. Excessively late assignments may receive no credit and result in failure. In some subjects,
no late assignments will be accepted for credit, and this will be communicated to the
students at the beginning of the course.

Extensions on Assignments
No instructor may grant extensions on any assignments, nor accept assignments after the
final day of exams in the fall or winter semesters. Students requiring extensions must follow
the procedures outlined below.
Penalties for late assignments and attendance expectations will be stipulated in each course
syllabus. The following procedure will be followed for students requesting extensions:
1. If a student is not able to complete all assignments within a course by the last day of
exams, the student may appeal to the Registrar for an extension. Such an appeal should
be made in writing using a form available from the Office of the Registrar or online at
tyndale.ca/registrar.
2. Extensions will be granted by the Registrar only in cases where the student was clearly
prevented from completing the assignments by circumstances beyond his or her control
(e.g., hospitalization, illness documented by a note from a doctor, etc.). Extensions are
not granted for what best could be described as “poor time management” or “over
involvement” in an extracurricular activity.
3. If a student is unsure if he or she has a valid reason to appeal, the student may wish to
discuss the matter with the Registrar, the Director of the Centre for Academic Excellence
or the Dean of Student Life.
4. If an extension or grade of “incomplete” is granted by the Registrar, work for the course
will be due with a new deadline. Once an “incomplete” is granted, it is the student’s
responsibility to contact the instructor and make satisfactory arrangements to complete
the outstanding work.
5. Failure to submit assignments by the deadline will result in failing grades (a grade of “F”)
on those assignments, and the final grades on courses will be calculated accordingly.
6. The decision of the Registrar may be appealed in writing to the Academic Standards
Committee. The Academic Standards Committee will respond in writing to the student
and provide a copy of the decision to the various parties. The decision of the Academic
Standards Committee is final.
Assignment Policy for Spring/Summer Courses

The Undergraduate Studies policy on assignments for fall and winter courses also applies
to spring/summer courses. Instructors have the prerogative of implementing their own late
assignment policies for individual courses.
Final assignments for spring/summer courses must be submitted by the due date outlined in
the course syllabus, which must be no later than three weeks after the final scheduled class
of the course.

Assignment Policy for Modular Courses
Students in modular courses should refer to the assignment policy noted in the Student Guide
for Modular Programs in conjunction with the policies outlined here. The guide is available
online at tyndale.ca/dcp/student-resources.
Electronics Policy
Professors have the right to prohibit the use in class of some or all electronic communication
devices. Students who require electronic devices (such as laptop computers) because of
officially documented disabilities will be exempted from such prohibitions.
Recording of Classes
1. Students must request permission from the professor of the particular class that they
would like to record.
2. Where permission is granted, students are expected to supply their own equipment.
3. If a student is not able to attend a lecture and would like to have it recorded, it is the
responsibility of the student to obtain the professor’s permission, find another student to
record the lecture and to supply that student with the recording device.
Course Evaluations
At the end of each academic term, students will be given the opportunity to provide
meaningful feedback and evaluation on the courses they have taken. The results of these
evaluations are compiled and distributed to the instructors, the respective department chairs
and the Academic Dean for consideration. Student feedback and evaluation are important
aspects of course development and planning; students are encouraged to provide meaningful
feedback using these forms.
Every effort is made to ensure the anonymity of the students completing course evaluations,
as well as to ensure the integrity of the evaluation process. Therefore, course evaluations
will not be made available for Directed Studies, Honours Thesis or Internships as these are
most often one-on-one courses. Students wishing to submit comments or concerns regarding
these courses can feel free to contact the Office of the Academic Dean.
Examinations
Midterm Examinations, Tests and Quizzes
1. Instructors will assign the times for midterm examinations, tests and quizzes throughout
the semester.
2. Midterm examinations will be held as scheduled. If a student misses such an examination
through illness or some other emergency, the examination must be written after the
student returns within a number of school days that do not exceed the number of school
days missed. Example: If a student is ill for three days and in that time misses a midterm
examination, that examination must be written within three days of the return to school.

Final Examinations
Final examinations will be held during the times stated in the Academic Calendar. The
Registrar will determine the time and place of these examinations.
The following rules apply to every final examination:
1. No student is permitted to take into the examination room any materials relating to the
examination subject, including Bibles, unless otherwise indicated.
2. No student may leave the room without permission from the exam proctor.
3. Students who are more than 30 minutes late will not be allowed into the examination room.
4. Students will not be allowed to leave the examination room during the first 30 minutes of
the examination period.
5. No student may leave his or her seat during the final fifteen minutes.
6. Students must not linger in the halls outside the examination rooms while examinations
are being written.
7. No student will be permitted to write beyond the allotted time without special permission
of the Registrar.
Exam Conflicts and Rescheduling

1. The only circumstances that will allow the rescheduling of an exam are as follows:
a. Exam Conflict: two exams at the same time or three exams within 24 hours.
b. Illness: a doctor’s note, dated on or before the date of the exam, is required if a student
misses an exam due to illness.
2. If there are unusual circumstances (such as a death in the family), an exam may be
rescheduled within the regular exam period at the discretion of the Registrar.
3. To reschedule an exam, a student must submit an Exam Reschedule Form to the Office of
the Registrar by the deadline stated on the Exam Reschedule Form. Forms are available at
tyndale.ca/registrar or in the Office of the Registrar.
4. If a student is ill on the day of the exam, he or she should not call the Registrar or
professor, but submit an Exam Reschedule Form and doctor’s note to the Office of the
Registrar within 48 hours of the originally scheduled exam time.
Examination Policy for Spring/Summer Courses

1. Final in-class examinations may be held on the last class of the course, as indicated in the
course syllabus. (In-class examinations will not be held after the last scheduled class of a
spring/summer course.)
2. Final take-home examinations, as noted in the course syllabus, may be assigned with a
due date of no later than three weeks after the final scheduled class of the course.
3. For further information on examination policies and scheduling, please see the above
policies on “Final Examinations” and “Exam Conflicts and Rescheduling.”

Academic Standing and Grades
Grading System and Scale
Grades which count in the Grade Point Average (GPA):

Letter Numerical Grade Definition
Grade Value Points
A+ 90-100 4.0 Excellent, Superior
A 85-89 4.0 Achievement surpasses expectations.
A- 80-84 3.7
B+ 77-79 3.3 Good, Clearly Acceptable

B 73-76 3.0 Achievement definitely meets expectations.
B- 70-72 2.7
C+ 67-69 2.3 Adequate, Reasonably Acceptable

C 63-66 2.0 Achievement moderately meets expectations.
C- 60-62 1.7
D+ 57-59 1.3 Deficient, Minimally Acceptable

D 53-56 1.0 Achievement falls below expectations.
D- 50-52 0.7
F 0-49 0.0 Inadequate, Unacceptable

Achievement does not sufficiently meet expectations.
Grades which do not count in the Grade Point Average (GPA):

AG Aegrotat Standing P Pass
AU Audit (non-credit) W Withdrawal
I Incomplete (granted by the Registrar) N No Pass
IP In Progress
Incomplete Grade
A temporary grade of incomplete (“I”) may be granted by the Registrar in cases such as death
in the family or medical emergency. Needing more time is not a criterion for an “incomplete.”
Once an “incomplete” is granted, it is the student’s responsibility to contact the instructor and
make satisfactory arrangements to complete the outstanding work. A student who receives
an “I” must complete the work by the extended deadline. A grade of “F” will be recorded for
students who do not complete the outstanding work by the deadline.

Aegrotat Standing
Aegrotat standing, a final grade given in a course for which the required examination was not
taken, may be granted in exceptional circumstances. The instructor concerned may submit a
recommendation to the Academic Standards Committee. Aegrotat standing will be considered
on the basis of grades achieved in the course(s) for which it is requested, accumulated Grade
Point Average (GPA), successful completion of three-quarters of the semester in which the
course(s) are taken, a minimum of 65% (C) in course(s) prior to the emergency that led to
the request for aegrotat, consistent attendance and supporting documentation certifying an
inability to continue the course(s).
Dean’s Honour List

A student who takes a minimum of 12 credit hours in either the fall or winter semester and
achieves a Grade Point Average (GPA) of 3.7 or higher is eligible for the Dean’s Honour List for
that semester.
Graduation Requirements
1. Graduating students are required to have a passing grade in all courses as prescribed in
the particular program in which they are enrolled.
2. Substitutions in a course are allowed only by special permission from the Registrar or the
Academic Dean.
3. The cumulative GPA must be at least 2.0 (C) in order to qualify for graduation. (Refer to the
Bachelor of Education section for Bachelor of Education graduation requirements.)
4. Students must normally complete the last year of work at Tyndale in order to graduate.
Graduating with Distinction

A student who achieves a cumulative GPA of 3.7 or higher on the 120 credit hours presented
for the Bachelor of Arts or Bachelor of Business Administration degree, or the 90 credit
hours presented for the Bachelor of Religious Education degree will be awarded the degree
“with distinction.”
Academic Policies and Procedures

Academic Integrity
Integrity in all academic work is required from all students. Academic fraud violates the
academic integrity which is to be the foundation of Christian university studies: it is a
serious matter with serious consequences. Knowingly aiding or abetting anyone in a breach
of academic integrity shall in itself be considered misconduct and result in a range of
consequences leading up to and including expulsion.

Definition of Academic Fraud:
Academic fraud is defined as, but not limited to, the following:
1. Falsification of Data or Citation

a. Giving false information for the purpose of gaining admission or credits.
b. Fabricating, forging or altering Tyndale documents.
c. Fabricating, forging or altering transcripts, letters of reference or other official
documents.
d. Providing false information or forged medical documentation to gain extensions,
exemptions or advantages for any academic work.
e. Presenting information or research data that has been falsified; providing statements
or referencing sources that have been invented.
2. Interference with or Falsification of Academic Assessment

a. Tampering with, stealing or destroying another student’s academic work.
b. Preventing another student from completing a task for academic assessment.
c. Altering a grade on academic work for the purposes of having the recorded grade
changed.
d. Impersonating other students for the purpose of academic assessment.
3. Multiple Submission
a. Submitting an assignment for which previous academic credit was given, either at
Tyndale or at another institution, or submitting the same assignment for two or more
courses.
b. In some circumstances, an expanded paper or project common to two or more courses
of study may be submitted with prior approval.
4. Cheating
a. Copying another person’s test, examination, or coursework or allowing another
student to copy one’s work and submit it as his or her own.
b. Accepting credit for group work or a group project for which the student did not provide
assistance or participate.
c. Using notes, electronic devices, or other aids during a test or examination without
permission from the instructor or disregarding instructions and guidelines set forth by
the instructor for take-home or online examinations.
d. Obtaining or distributing unauthorized tests, examinations or other course materials
for academic assessment.
5. Plagiarism
Plagiarism may be attributed (but is not limited) to any of the following types of academic
work: papers, essays, tests, exams, research reports, theses (oral or written), lab reports, oral
presentations, music, or artwork.

Any of the following may constitute plagiarism:
a. Submitting academic work that has been, entirely or in part, copied from or written by
another person without full and proper acknowledgement. “In part” can be as little as
a sentence or two: plagiarism is not a matter of quantity.
i. Using the exact wording of a source without putting the borrowed words in
quotation marks, or following the syntax (structure) or wording of the source too
closely. Even if a citation is given, this is still plagiarism, as it misrepresents the
wording as the student’s own.
ii. Paraphrasing words or ideas from a source without full and proper
acknowledgement of the source.
iii. Including a source in the “works cited” list or reference list, but giving no
parenthetical citations or footnotes/endnotes in the essay to show exactly which
quotations, ideas or facts were taken from that source.
b. Submitting academic work which has been written, rewritten or substantially edited by
another person.
i. Submitted work must be representative of a student’s current academic writing
skills.
ii. Review of a student’s work for the purpose of editing is permitted, but should be
limited to indicating errors, flagging problems, and offering advice for potential
revision by the student.
iii. Students must edit their own work, making corrections and revisions themselves.
The reviewer should never modify a student’s work on their behalf.
c. Instructors can use discretion to determine whether a technical error has been made
or academic fraud (plagiarism) has been committed.
For further guidelines on proper acknowledgement of sources, consult the Centre for
Academic Excellence.
Tyndale has a subscription to text-matching software called Turnitin. This software can be used
by students to ensure the originality of academic writing and check all of the sources used
have been cited correctly. The use of this software in a course is at the discretion of faculty.
The software works by comparing text with documents submitted by other students, published
works, and a range of other sources including online text and generates an originality report.
Submissions are stored on a server in the United States and subject to potential review. The
software does not make academic judgements about plagiarism; faculty will evaluate the
originality report together with the submitted text and decisions about plagiarism will be made
in accordance with Tyndale’s academic policy. For some courses, faculty may ask students to
submit their written work for text matching as part of the assessment process.
Procedure in Cases of Academic Fraud

In all cases of alleged academic fraud, the instructor or staff member will inform the Academic
Standards Committee. He or she will notify the student of the alleged offence. Whenever
possible the instructor will take the opportunity to review the situation with the student for
instructional purposes.

1. The instructor will provide the Committee with evidence of the alleged offence.
a. For all cases of alleged academic fraud the instructor, staff member or faculty
member will submit a written statement and/or evidence that substantiates the
allegation. When applicable, this will include submitting an original copy of the
student’s academic work.
b. For all cases of alleged plagiarism, the instructor must also submit an original copy of
the student’s academic work or assignment, along with its instructions or guidelines,
as well as written indications as to which aspects or sections of the academic work or
assignment may have been plagiarized. The instructor will also provide copies of any
sources from which material is alleged to have been plagiarized.
2. The Chair of the Academic Standards Committee will give written notice to the student,
which will be placed in the student’s file, indicating the nature of the alleged offence
and setting a date, time and place for a hearing in which the accused will be afforded
the opportunity to respond in writing or in person to the allegation. The student may be
assisted and represented by another person of his or her choice. The student may waive
his or her right to respond in writing or to appear in person.
3. After the hearing, the Academic Standards Committee will rule on the allegation. The
Chair will then notify the student of the committee’s ruling, in writing, including any
penalties imposed. A copy will go to the instructor and be placed in the student’s file.
4. Appeals of decisions concerning academic fraud may be made, on procedural grounds
only, in writing, to the Academic Dean. Such appeals must be made within fourteen
calendar days of the student’s having received notification of the decision of the Academic
Standards Committee. The policies for appeals of grades on assignments and appeals of
final grades do not apply to decisions concerning academic fraud.
Penalties in Cases of Academic Fraud

In cases of academic fraud a written reprimand will be placed in the student’s academic file and
at the discretion of the Academic Standards Committee, one or more of the following penalties
may be applied:
Penalties in Cases of Academic Fraud

1. For cases where academic fraud is established within the context of a student’s course or
coursework.
a. in cases of plagiarism, cheating, falsification of data or citation, or interference with
academic assessment:
i. the assignment of a grade of zero on the academic work
ii. the assignment of a grade of zero in the course.
b. in successive cases of plagiarism, cheating, falsification of data or citation, or
interference with academic assessment:
i. the assignment of a grade of zero for the course(s) in question
ii. suspension from Tyndale University
iii. expulsion from Tyndale University.

c. when a student voluntarily withdraws from a course in which it is determined that he
or she committed academic fraud:
i. the assignment of a grade of zero on that course
d. when academic fraud is discovered after a student has received a passing grade on an
assignment, test or examination:
i. the retroactive assignment of a grade of zero on the academic work
ii. the retroactive assignment of a grade of zero in the course.
e. When a student submits an assignment for which previous academic credit was given,
either at Tyndale or at another institution, or has submitted the same assignment for
two or more courses without prior approval:
i. the assignment of a grade of zero on one or more of the assignments in question.
In all cases the Academic Standards Committee shall refer the student to the Centre for
Academic Excellence.
2. For cases where academic fraud is established within the broader context of a student’s
relationship to Tyndale University
a. where false information is given for the purpose of gaining admission or credits:
i. revoking the falsely obtained credits
ii. expulsion from Tyndale University
b. when university documents, letters of reference or other official documents have been
fabricated, forged or altered:
i. expulsion from Tyndale University.
Academic Probation and Suspension

1. At the end of each semester, the academic progress of all students will be reviewed by the
Registrar.
2. Any student who does not meet the minimum cumulative Grade Point Average (GPA)
standard of 2.0 (“C” average) will be placed on academic probation for one semester.
3. Any student who does not meet the minimum cumulative GPA standard of 2.0 (“C”
average) at the end of the probationary semester may be subject to academic suspension
for a period of one semester (not including summer). The records of all students will be
monitored regarding suspension, on a yearly basis. Suspension decisions will be made at
the end of the fall and winter semesters.
4. A student who does not achieve the cumulative GPA of 2.0 but whose semester GPA is at
least 2.3 may be allowed to continue on probation for an additional semester.
5. Probationary standing may be cleared only with grades and grade points earned at
Tyndale. A probationary student who achieves the 2.0 GPA standard will be removed from
probation.
6. A student who earns a cumulative GPA of less than 1.0 (“D” average) in the first semester
at Tyndale may be subject to academic suspension at the end of that semester without a
period of academic probation.

7. A student placed on academic suspension is ineligible for re-admission to Tyndale
until one semester has elapsed (not including summer). Credit for course work taken
elsewhere during the period of suspension will not be accepted as transfer credit at
Tyndale upon readmission.
8. A student may request to be readmitted after serving their suspension by writing a letter
to the Director of the Centre for Academic Excellence. The letter is reviewed by multiple
student support offices and a decision is communicated in writing. A student who wishes
to return to their studies after 3 years from the point of suspension must contact the
Admissions Office and go through the readmission process.
9. A student who has been readmitted following a period of academic suspension will remain
eligible to continue as long as his or her semester GPA for each semester is at least 2.3,
even though his or her cumulative standing may be below the 2.0 requirement.
10. A student placed on probation or returning from suspension will be required to enroll in
INDS 1103 Academic Achievement Strategies (if not previously completed) and may be
required to enroll in specific courses in an effort to improve his or her Grade Point Average
(GPA). A student in this category may not enroll for more than twelve (12) credit hours
(including INDS 1103) or nine (9) credit hours if INDS 1103 was previously completed until
satisfactory standing is achieved.
11. A student who is placed on academic suspension may appeal in writing to the Academic
Standards Committee. The student will receive a final written response from the committee.
12. A student on academic probation may not represent Tyndale or participate in co-curricular
activities.
Academic Appeals
Appeal of a Grade on an Assignment
A student may informally appeal a grade on an assignment by first discussing it with the
professor within 14 days of receiving the grade. If this does not bring about a satisfactory
resolution, the procedure is as follows:
1. Within 14 days of discussing the grade with the professor, the student must write a letter
of appeal to the Academic Standards Committee, outlining the reasons for appealing the
grade. The decision of the committee may result in the grade increasing, decreasing or
staying the same. The student will be informed in writing of the committee’s decision.
2. If this does not bring about a satisfactory resolution, the student may appeal in writing to
the Academic Dean within 14 days of receiving the committee’s decision. The written appeal
must include a copy of the student’s statement to the Academic Standards Committee and
the committee’s written response. The Academic Dean will evaluate the student’s appeal
and the committee’s assessment. The resulting decision of the Academic Dean is final.

Appeal of a Final Grade for a Course
A student may informally appeal a final grade in a course by first discussing it with the
professor upon receipt of the grade. If this does not bring about a satisfactory resolution, the
student may formally appeal the grade in writing within 14 days from the date the grades are
released from the Office of the Registrar. The procedure is as follows:
1. Within 14 days of discussing the grade with the professor, the student must write a letter
of appeal to the Academic Standards Committee, outlining the reasons for appealing the
grade. The decision of the committee may result in the grade increasing, decreasing or
staying the same. The student will be informed in writing of the committee’s decision.
2. If this does not bring about a satisfactory resolution, the student may appeal in writing to
the Academic Dean within 14 days of receiving the committee’s decision. The written appeal
must include a copy of the student’s statement to the Academic Standards Committee and
the committee’s written response. The Academic Dean will evaluate the student’s appeal
and the committee’s assessment. The resulting decision of the Academic Dean is final.
Intellectual Property Policy

The objectives of this Intellectual Property (hereafter IP) Policy (hereafter Policy) are:
a. To encourage any member of Tyndale University (hereafter Tyndale) who may have
created or discovered IP to share that property with the public in a manner that is
beneficial to the member and to the mission of Tyndale;
b. To determine the ownership of IP created by members of Tyndale;
c. To clearly outline the obligation for costs in the development of IP and the division of
revenues derived from such IP; and
d. To provide for the rights and obligations of Tyndale and its members in relation to IP.
The meaning of the following terms pertain specifically to this Policy:
Author means members of Tyndale’s faculty staff, or administration, students of Tyndale

(student) and third parties (e.g. visitors and contractors) who create, write or discover any IP.
Commercialize means to make a work available outside of the institution on a for-profit
basis, but does not include publication or distribution of books by faculty members.
Copyright has the meaning prescribed by the Copyright Act.
Copyright Act means the Canadian Copyright Act (R.S.C. 1985, c. C-42), as amended, or any
related succeeding legislation.

Intellectual Property includes:
A. any and all proprietary rights provided under:
a. patent law;
b. copyright law;
c. trademark law;
d. design patent or industrial law; or
e. any other statutory provision or common law principle applicable to the Policy or
the IP which may provide a right in:
i. ideas, designs, formulae, algorithms, concepts, processes, materials, trade
secrets, discoveries, inventions; or
ii. the expression or use of such ideas, formulae, algorithms, concepts, processes,
materials, trade secrets, discoveries, inventions or know-how; and
B. any and all applications, registrations, licenses, sub-licenses, franchises, agreements
or any other evidence of a right in any of the foregoing; and
C. all other products of research and scholarship where any of the foregoing are created;
whether by discovery, invention or otherwise by an Author.
The responsibility for the administering the Policy lies with the President of Tyndale. The President
may find it necessary to form an IP Committee to oversee the implementation of the Policy.
The IP Committee shall establish its own rules of procedure. Such rules will provide that the
IP Committee acts in accordance with the rules of natural justice when executing decisions.
The duties of the IP committee shall include:
a. The recommendation to the Board of Governors of any revisions required to this or any
other Tyndale policy relating to IP;
b. The resolution of issues of disputed discovery among two or more Authors of the same
IP or the division of income between Authors;
c. The resolution of any other issues relating to the commercialization of IP at and
outside Tyndale; and
d. The recommendation to the President of the manner in which income earned by
Tyndale from IP should be allocated.
All Tyndale Authors are subject to the Policy.
a. The Author shall be the owner of all newly created, written or discovered IP. The
benefits that may accrue to the Author may be limited only by the terms of the external
contracts and licensing agreements.
b. Tyndale shall make no claim to the proceeds of publication for which it has provided
no more than normal academic facilities. Whenever a publication subsidy is made,
Tyndale shall stipulate at the time it offers the subsidy if it wishes to negotiate a claim
to royalties that may accrue from publication thus supported; and if it does not, it shall
be deemed to have waived any claim to royalties or other income.

c. Certain agreements (such as grants, sponsorships, research and affiliation agreements)
have been or will be entered into by Tyndale with third parties. Such agreements may
contain provisions whereby IP is transferred, assigned, licensed or otherwise disposed of
to such third parties. The provisions of such agreements shall supersede the Policy.
d. Faculty members may be requested by Tyndale to develop Distance Education courses
(and other forms of nontraditional learning). At such time, the faculty member will
be contracted for this work. The provisions of such agreements shall supersede
this Policy.
e. Tyndale maintains the right to utilize syllabi prepared by faculty in the normal
course of their teaching for consultative purposes in the ongoing development and
refinement of courses. In such cases, the Authors agree to waive all moral rights that
he or she may have in favour of Tyndale.
The IP Committee will handle questions regarding the application, interpretation or

implementation of the policy, or regarding disagreement among creators concerning
assignment of rights or sharing of royalties. Disagreement with any determination made by
the IP Committee may be directed to the President for a final determination.

Directory
The Board of Governors
STEVEN HOLMES, Chair ROSS CLARK

President and CEO, Chief Financial Officer, Retired
ICL Management Inc., L. V. Lomas Ltd.,
Markham, Ontario Brampton, Ontario
DALE PATTERSON, Vice Chair KIM EVANS

President and CEO, CEO,
The Bourton Group, Effect Hope,
Toronto, Ontario Markham, Ontario
MARJORY KERR JOANNA LA FLEUR

President and Vice Chancellor, Founder and CEO,
Tyndale University, Word Made Digital,
Toronto, Ontario Whitby, Ontario
REG ALLATT GEOFFREY MOORE

Chief Executive Officer, President,
Global Excel Management, Geoffrey L. Moore Realty Inc.,
Sherbrooke, Quebec Thornhill, Ontario
ZOE CHAN BEVERLEY MUIR

Student Governor, Principal, Retired,
Tyndale University, Toronto District School Board,
Toronto, Ontario Etobicoke, Ontario

TOKS OLAOLUWA
Administration
Chief Privacy Officer/Director,
Partner Strategy, MARJORY KERR
Messagepoint Corporation, President and Vice Chancellor
Toronto, Ontario PhD, University of Waterloo, 1991;
MASc. University of Waterloo, 1987; BA,
NANCY ROSS
The University of British Columbia, 1984.
Professor of Psychology,
Undergraduate Studies, W. PAUL FRANKS
Tyndale University, Vice President Academic and Dean of
Toronto, Ontario Undergraduate Studies
PhD, University of Oklahoma, 2012; MA,
ASHOOR YOUSIF
Biola University, 2004; BS, Southwestern
Assistant Professor of Christian History,
Assemblies of God University, 2002.
Seminary, Tyndale University,
Toronto, Ontario BETH H. GREEN
Provost and Chief Academic Officer
DPhil, The University of Oxford, Green
The Tyndale Foundation Templeton College, 2009; MA, London
Directors University, King’s College, 2002; PGCE,
Cambridge University, Homerton College,
MARK BOEHMER 1999; BA (hons), The University of Oxford,
SCOTT CAMERON, Chair The Queen’s College, 1998.
MARJORY KERR
KEVIN D. KIRK
JACK KIERVIN Senior Vice President, External Relations
KEVIN D. KIRK, President President, The Tyndale Foundation
DAVID HARRIS KOLADA, Vice Chair MBA, University of Leicester, 2008; MTS,
Tyndale Seminary, 1999; BRS, Ontario
WINSTON LING
Bible College, 1993.
GLEN ROADKNIGHT
GORDON STANTON ARNOLD NEUFELDT-FAST
Vice President Academic and Dean of
Seminary and Graduate Studies
PhD, University of St. Michael’s College,
1996; MA, Brock University 1988; BA,
Brock University 1987; BTh, Mennonite Bible
College, 1987.

GLEN J. ROADKNIGHT
Library
Senior Vice President, Administrative and
Support Services J. HUGH RENDLE
University Librarian
BARRY M. SMITH
Vice President, Student Development
PhD, SUNY, University at Buffalo, 2002; MDiv, Student Development
Asbury Theological Seminary, 1986; BA,
Kingswood University, 1979. WILMA NEVERS
Director, Tyndale Wellness Centre
Admissions and GEORGE W. SWEETMAN

Student Services Dean of Student Life
SHARON CHUAH
Director, Centre for Academic Excellence Development
JUSTIN M. HACKETT TUULI K. HANNULA
Director, Admissions Director, External Relations
BRENDA HO
Registrar Office of
Distributed Learning
Finance and Operations JAMES T. ROBERTSON
Director, Distributed Learning
KAREN GALLIMORE
Director, Campus & Conference Services
TRACEY MORI
Director, Marketing & Communications
SCOTT A. ROUGH
Director, Campus Operations
JOANNA E. ROYAL
Controller
YOUNAN E. YOUNAN
Director, Information Technology

FACULTY
Undergraduate Studies
SAMUEL ALAGURAJAH JOSEPH BISHAY
Lecturer of Business Administration Lecturer in Biology and Chemistry
CMA/CPA, 1999; MBA, Schulich School BEd, Tyndale University College, 2013; BSc
of Business, York University, 1993; (Honours), University of Toronto, 2001.
BA (Spec. Hons) Economics, York University, Areas of Specialization: Microbiology,
1987. molecular genetics and human pathobiology.
Areas of Specialization: Corporate finance,
financial and managerial accounting. ERIC CROUSE
Professor of History and Global Studies
PAUL ARSENAULT PhD, Queen’s University, 1997; MA,
Assistant Professor of Linguistics University of Calgary, 1993; BA, University
Chair, Department of Linguistics of Calgary, 1991.
PhD, University of Toronto, 2012.; MA, Areas of Specialization: 20th Century
University of Hyderabad, India, 2002; BTh, American Politics and economic theory.
Eastern Pentecostal Bible College, 1995.
Areas of Specialization: Phonology, Phonetics, MELISSA DAVIS
Morphology & South Asian languages. Assistant Professor of Music and Worship Arts
Chair, Department of Music
HEATHER J.S. BIRCH DMA, University of Illinois, Urbana-Champaign,
Associate Professor of Education Illinois, 2013; MMus, University of Illinois,
Director, Bachelor of Education Program Urbana-Champaign, Illinois, 2009; BFA
PhD, Ontario Institute for Studies in Honours, York University, Toronto, 2004.
Education, University of Toronto, 2018; MA, Areas of Specialization: Music and Worship
Ontario Institute for Studies in Education, leadership, Choral conducting, Vocal
University of Toronto, 2013; BEd, University Performance and Literature, Applied Vocal
of Windsor, 1997; BA University of music, Vocal Pedagogy.
Waterloo, 1995; BRS, Ontario Bible College,
1993; ARCT, Piano Performance, Royal RICHARD B. DAVIS
Conservatory of Music, 1993. Professor of Philosophy
Areas of Specialization: Arts education, Chair, Department of Philosophy
educational technology integration, PhD, University of Toronto, 1998; MA,
knowledge media design. University of Toronto, 1993; BSc, University
of Alberta, 1986.
Areas of Specialization: Metaphysics,
epistemology.

MELANIE EAST JEN GILBERTSON
Lecturer of English Assistant Professor of Biblical Studies
PhD, University of Toronto, 2019; PhD, The University of St Andrews, Scotland,
MA, University of Toronto, 2007; 2017; MCS, Regent College, Vancouver, 2010;
BA, University of Waterloo, 2004. BA, Briercrest College and Seminary, 2002.
Areas of Specialization: Composition Areas of Specialization: New Testament,
pedagogy, Nineteenth-Century British Gospel of Mark.
literature, British modernism, romance.
CYRIL D. GUÉRETTE
C. BRAD FAUGHT Assistant Professor of Theology,
Professor of History and Global Studies Biblical Studies, and Philosophy
Chair, Department of History and PhD, University of St. Michael’s College,
Global Studies University of Toronto, 2013; MPhil, University
PhD, University of Toronto, 1996; MA, of Cambridge, 2000; BTh, Heritage Baptist
Queen’s University at Kingston, 1990; MSt, College, 1998.
Oxford University, 1987; BA, University of Areas of Specialization: Systematic Theology,
Calgary, 1985. Medieval Philosophy.
Areas of Specialization: 19th Century
British imperial, military, political and VIVETTE HENRY
religious history, India & Africa. Assistant Professor of Psychology
PhD, Regent University, 2014; MA, Wheaton
ROB FOSTER College, 2007; BA, Jamaica Theological
Assistant Professor of Education Seminary, 2001.
EdD, Ontario Institute for Studies in Areas of Specialization: Counselor education
Education, University of Toronto, 2006. and supervision, psychological wellness,
Areas of Specialization: Philosophy of wellness in the workplace.
education, ethics, French as a second
language and curriculum writing, GENIE KIM
assessment and evaluation. Associate Professor of Education
PhD, University of Toronto, 2017; MEd,
WILLIAM L. GARDNER University of Toronto, 2013; BEd, University of
Assistant Professor of Linguistics Toronto, 2000; BSc (Honours), University
PhD, Fuller School of Intercultural Studies, of Toronto, 1996.
2010; MA, University of North Dakota, 1990; Areas of Specialization: Mathematics
MCS, new College for Advanced Christian Pedagogy, Classroom Management.
Studies (Berkeley), 1985; BSc, University of
California-Davis, 1979.
Areas of Specialization: Phonology,
Orthographies, Bible translation.

TERRY LeBLANC Early Years Pedagogy, Teacher Efficacy,
Program Elder, Bachelor of Education Program Instructional Coaching.
PhD, Asbury Theological Seminary, 2012;
MDiv, Vancouver School of Theology, Native KEN MICHELL
Ministries Consortium, 1997; BA/BRS, Lecturer, Music and Worship Arts
University of Winnipeg/Mennonite Brethren DWS, The Robert E. Webber Institute for
Bible College, 1982. Worship Studies, 2018; MTS, Tyndale Seminary,
1995; BSc, University of Toronto, 1991.
Areas of Specialization: Theology, Indigenous
theology, mission theology and praxis, Areas of Specialization: Music and Worship
community development praxis and theory, leadership, guitar, song writing and
anthropology. worship arts.
BRADLEY TRUMAN NOEL

ADAM LEE
Associate Professor of Christian Ministries
Lecturer of English
Chair, Department of Christian Ministries
DPhil, University of Oxford, 2013; MA,
DMin, Acadia University, 2014; ThD, University
University of Toronto, 2007; BA(Hons),
of South Africa, 2008; MA, Acadia University,
University of Toronto, 2006.
1998; MDiv, Acadia University, 1997; BA,
Areas of Specialization: Nineteenth-Century
Memorial University of Newfoundland, 1993.
literature, philosophy, classics.
Areas of Specialization: Pentecostal studies,
SCOTT J. MASSON youth ministry, contemporary culture and
Associate Professor of English post modernism.
Chair, Department of English
BENJAMIN E. REYNOLDS
PhD, University of Durham, England, 2000;
Professor of New Testament
MA, University of Durham, England, 1995;
Chair, Department of Biblical Studies
BA (Honours), Huron College, University of
and Theology
Western Ontario, 1990.
PhD, University of Aberdeen, 2007; ThM,
Areas of Specialization: English and European Gordon-Conwell Theological Seminary, 2005;
romanticism, literary theory & hermeneutics, MDiv, Gordon-Conwell Theological Seminary,
Christianity and literature. 2003; BA, Westmont College, 1999.
YVONNE MESSENGER Areas of Specialization: The Gospels with
Assistant Professor of Education special emphasis on John, the use of the Old
PhD (Candidate), Brock University Testament in the New Testament, Jewish
(2019-present); MEd, Mount Saint Vincent apocalypses; Messianism and mediator
University, 2008; BEd, University of Toronto, figures in Second Temple Judaism.
1992; BA, University of Waterloo, 1991; ARCT
(Violin Performance) Royal Conservatory of
Music, 1987.
Areas of Specialization: Early Literacy,
Reading Instruction and Intervention,

NANCY E. ROSS ANDREW C. WITT
Professor of Psychology Assistant Professor of Biblical Studies and
Chair, Department of Psychology Theology
PhD, University of Waterloo, 1997; MA PhD, Toronto School of Theology, 2018; ThM,
University of Waterloo, 1995; BA, Roberts Southeastern Baptist Theological Seminary,
Wesleyan College, 1992. 2008; MDiv, Southeastern Baptist Theological
Areas of Specialization: Cognitive Psychology, Seminary, 2007; BSc, Virginia Tech, 2004.
Emotional Intelligence, Gender bias in Areas of Specialization: Old Testament
the workplace. Scriptures, Biblical Hebrew, Hermeneutics.
MARY KATE SCHILKE

Lecturer of Psychology BEd FACULTY ADVISORS
Registered Psychotherapist (Qualifying),
CRPO, 2021; MA, Saint Paul University, 2021; JULIE DI VITTORIO
BA, Tyndale University, 2019. MEd, University of Toronto, 2000; BEd,
Areas of Specialization: Counselling, University of Toronto, 1982; BSc, University
spirituality, death anxiety. of Toronto, 1981.
DANIEL D. SCOTT BRYAN DIXON

Associate Professor of Christian Ministries MA, Miami International Theological School,
DMin, Westminster Theological Seminary, 2017; MDiv, Tyndale Seminary, 2005; BEd,
1995; MDiv, Regent College, 1987; MCS, University of Toronto, 1975; BSc (Honours),
Regent College, 1987; BA, Trinity Western University of Toronto, 1972.
University, 1984.
Area of Specialization: Intercultural studies. ROB FOSTER
EdD, OISE University of Toronto, 2006;
MICHELLE SHOCKNESS MA, OISE University of Toronto, 1985; BEd,
Lecturer of Health & Human Services University of Toronto, 1986; BA Honours,
PhD, Eastern University, 2021; MSW, McGill University, 1981.
University of Toronto, 2000; BA(Hons),
KRISTEN GOODMAN
University of Toronto, 1998.
MEd, University of Toronto, 2009; BEd,
Areas of Specialization: Social Work, Non-
University of Ottawa, 1996; BA Honours,
profit Organizational Leadership.
University of Western Ontario, 1994.
LUKE TEENINGA
JONATHAN HATT
Lecturer of Philosophy
BS, Liberty University, 1988.
DPhil, University of Oxford, 2018; MA,
Ryerson University, 2015; BA, Tyndale LISE HAWKINS
University, 2013. MEd, University of Toronto, 2009; BEd,
Area of Specialization: Philosophy of Religion. University of Toronto, 1989; BA, York
University, 1988.

CHRISTINA HWANG CRAIG A. CARTER
PhD, University of Toronto, 2020; MA, Research Professor
Teachers College Columbia University, 2006; PhD, University of St. Michael’s College,
BEd, York University, 1998; BA, University of 1999; MDiv, Acadia Divinity College, Acadia
Toronto, 1997. University, 1983; BA (Honours), Mount
Allison University, 1979; AA, Atlantic Baptist
ROCCHINA LEONE College, 1976.
MEd, University of Toronto, 1998; BEd, Areas of Specialization: Systematic and
University of Toronto, 1986; BA, University of moral theology, doctrine of God, theological
Toronto, 1984. interpretation of scripture, theology
of culture.
BLAIR PIKE
BEd, University of Windsor, 1991; BA, RUPEN DAS
University of Toronto, 1991. Research Professor
DMin, Acadia Divinity College, Acadia
DAVID POLLARD
University, 2014; MA, Syracuse University,
BEd, York University, 1984; BEd, Simon
1979; BSc, Syracuse University, 1977.
Fraser University, 1974.
Areas of Specialization: Missions, global
BRIAN SNAIR Christianity, the local church in the global
MEd, Mount Saint Vincent University, 2001; South and international development, the
BEd, York University, 1991; BA, University interface of theology, poverty, compassion
of Waterloo, 1989; BRE, Briercrest Bible and social justice.
College, 1987.
W.L. ALAN FUNG
CLAUDETTE WHITE Research Professor
MEd, York University, 2005; BEd, Western ScD, Harvard University, 2013; SM, Harvard
University, 1986; BA, McGill University, 1985. University, 2008; MD, University of Toronto,
2004; MPhil, University of Cambridge, 2002;
BSc, University of Toronto, 1999.
FACULTY WITH SPECIAL Areas of Specialization: Cultural and
spiritual dimensions of mental health and
DISTINCTION psychotherapy; partnerships between mental
health and faith communities; medical
KENNETH R. BADLEY humanities (especially ethics and education);
Research Professor of Education neuropsychiatric epidemiology and genetics;
PhD, University of British Columbia, neurodevelopmental, neurodegenerative and
1986; MCS, Regent College, 1983; MEd, sleep disorders.
University of Regina, 1980; BEd, University
of Regina, 1975; BA (Honours), University of
Saskatchewan, 1974.
Area of Specialization: Philosophy of
Education.

IAN GENTLES R. DALE DAWSON
Distinguished Professor of History Adjunct Professor of Biblical Studies
and Global Studies and Theology
PhD, University of London, England, ThD, Toronto School of Theology, 2002; MRel,
1969; MA, University of Toronto, 1965; BA Toronto School of Theology, 1992;
(Honours), University of Toronto, 1963. MDiv, Toronto Baptist Seminary, 1986; BSc
Areas of Specialization: British History, (Honours), University of Toronto, 1986.
particularly 1500-1800, history of population Areas of Specialization: Systematic theology,
and family, early Christian history, modern theology “especially the theology of
ancient history. Karl Barth” and theology of the resurrection.
BEVERLEY MUIR
ADJUNCT FACULTY Adjunct Professor of Education
MEd, Ontario Institute for Studies in
CHARMAIN M. BROWN Education, University of Toronto, 1981.
Adjunct Professor of Education Area of Specialization: Educational
MEd (Language, Culture & Teaching), York administration.
University, 1999; BEd (Urban Education),
York University, 1995; Honours PGDip DAVID ROBINSON
(Corporate Communications) Seneca College Adjunct Professor of Biblical Studies
of Applied Arts & Technology, 1991; BA, York and Theology
University,1990. PhD, University of St. Michael’s College,
2010; MA University of St. Michael’s College,
Areas of Specialization: Curriculum
2005; BA, University of Waterloo, 2003; BRE,
development, instruction, development
Emmanuel Bible College, 2000.
of publications and resources focused on
various equity issues, qualified Tribes Trainer. Areas of Specialization: Patristic Studies and
Theology
ALAN C. DAVEY
Adjunct Professor of Christian Ministries
ThM, Toronto School of Theology, 1995; DMin,
Bethel Theological Seminary, 1989; MDiv,
Tyndale University College & Seminary, 1980;
BA (Honours), York University, 1977; Dip.
Music, Humber College, 1975.
Areas of Specialization: Worship and Christian
spirituality.

EMERITUS FACULTY J. BETH POSTERSKI
Professor Emerita of Christian Ministries
EdD, University of Toronto, 1994; MEd,
ELIZABETH DAVEY
University of Toronto, 1985; BS, Olivet
Professor Emerita of English Literature Nazarene University, 1965.
PhD, University of Wales, 2010; MA,
York University, 1990; MA, University of STANLEY WALTERS
Washington, 1973; BA, Seattle Pacific Professor Emeritus of Religious Studies
University, 1971. PhD, Yale University; ThM, Princeton
Theological Seminary; BD, Asbury Theological
CARLA D. NELSON
Seminary; BA, Greenville College.
Professor Emerita of Education
PhD, University of Alberta, 2003; MEd, GLENN WYPER
University of Alberta, 1994; MDiv, Tyndale Professor Emeritus of Old Testament Studies
University College & Seminary, 1989; BEd, ThM, Wycliffe College, University of Toronto,
University of Saskatchewan, 1984; DipCS, 1976; BC, Fuller Theological Seminary, 1961;
Regent College, 1982; BA, University of BA, University of British Columbia, 1957.
Regina, 1981.
ERWIN PENNER
Professor Emeritus of Religious Studies
PhD, Fuller Theological Seminary; ThM,
Westminster Theological Seminary; MDiv,
Westminster Theological Seminary; BA,
University of Manitoba.

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UNDERGRADUATE STUDIES

Welcome to the Tyndale community. Whether you are considering

Dr. Beth Green

Whether you are just beginning your time at Tyndale or are a

While these skills will certainly prove beneficial to you in your

W. Paul Franks, PhD

Message from the Provost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The library and dining hall are open to the public.

Phone: 416.226.6380 or 1.877.TYNDALE

Friday Fall Registration deadline (late fee applies after 5pm)

About Tyndale University

to the pursuit of truth,

The Tyndale Crest

Outline of Institutional Heritage

Statement on Academic Freedom

What is academic freedom?

The responsibilities of academic freedom

Academic freedom is constrained by the professional standards of the relevant discipline

Universities Canada Statement on Academic Freedom, 2011

Tyndale’s Statement on Academic Freedom

Academic freedom is always experienced within a context of standards or norms. Tyndale

Affirmations of Academic Freedom

Procedures Related to Academic Freedom

1. Depth and Breadth of Knowledge

b) a general knowledge of many key concepts, b) a well-developed understanding of the key

c) a broad understanding of some of the major c) a well-developed understanding of many of the

e) some detailed knowledge in an area of the e) well-developed, detailed knowledge of and

a) evaluate the appropriateness of different a) evaluate approaches to problem-solving using

c) describe and comment upon particular aspects of

5. Awareness of Limits of Knowledge

6. Maturity and Professional Deportment

Education Outside the Classroom

Accreditations and Associations

Centres and Continuing Education Resources

Hudson Taylor Centre for Chinese Ministries

Tyndale Centre for Leadership

Tyndale Intercultural Ministries (TIM) Centre

Tyndale Wellness Centre

Centre for Redemptive Entrepreneurship

English Language Requirements

Minimum scores for Bachelor of Arts, Bachelor of Business Administration,

An interview or school-administered Reading and Writing Assessment (RWA) may also be

Minimum scores for Bachelor of Education

1. Admissions staff may observe their writing difficulties.

Admission Information and Procedures

Applicants from Ontario

Applicants from Other Provinces/Territories

Home-Based Learning Applicants

Applicants from the United States

• Tuition and Fees: International students must be enrolled as full-time students

Transfer Credit Policy

1. Students must meet the University’s general admission requirements in order to be

Occasional Student Applicants

Acceptance as an occasional student does not guarantee acceptance to a degree or certificate

Letter of Permission Applicants (LOP)/Visiting Student Application

Students seeking to study on a Letter of Permission should submit the following:

Admissions Probation Restrictions

Readmission for Previously Admitted Students

Phone Number: 416.226.6620 ext. 6711