Tyndale University Courses Offered

Tyndale University Courses Offered

Course Descriptions

Undergraduate Courses

The following is a list of undergraduate courses offered by Tyndale University.

ARTM 100 Art Appreciation: An Introduction to Visual Language
Examines the fundamental value of visual art in its historic development, its workaday practice and its vital role as a means of expression.

ARTM 130 Introduction to Design
Explores the power of design as the fundamental creative core of all art making. We explore its motivation, its language, its impact.

ARTM 160 Introduction to Drawing
Drawing is a wonderful way to touch the world with our eyes. This is a basic introduction to a range of creative drawing materials.

ARTM 161 Introduction to Painting
Painting is a powerful tool for expressing how we see the world. This is an introductory course that focuses on a basic survey of water-based.

ARTM 164 Visual Art: Introduction to Studio Practice
A studio class for students who have a basic knowledge of art and are ready to challenge themselves to discover their own art-making.

ARTM 201 History of Art I
Examination of the ways in which visual images, sculptural objects and architectural structures have been used in the formation.

ARTM 202 History of Art II
Examination of the ways in which visual images, sculptural objects and architectural structures have been produced throughout history.

ARTM 220 Introduction to Photography
An introduction to the skills, concepts and theology of image creation that will broaden students’ understanding of contemporary.

ARTM 240 Introduction to Cinematography
Introduces the production techniques of single-camera video that are used in television, cinema, and other media. Students will develop.

ARTM 241 Introduction to Theatre I
An introduction to theatrical studies, looking at dramatic literature from diverse periods and traditions. The focus of the textual analysis.

ARTM 242 Introduction to Theatre II
A practical introduction to the fundamentals of acting. This course will introduce students to the foundations of acting through movement.

ARTM 260 Intermediate Drawing
Drawing is a wonderful way to touch the world with our eyes. This course focuses on tonal rendering, colour rendering in a range of drawing.

ARTM 261 Intermediate Painting
An intermediate course designed to strengthen the student’s technical and observational skills. We will explore a variety of materials.

ARTM 303 Aesthetics
Same as PHIL 323. Exclusion: FINE 323.

ARTM 310 Digital Technology and Sound Engineering
Allows students to gain an understanding of the basic physics of sound, how we hear it, and how sound can be controlled and manipulated.

ARTM 340 Cinema and Christianity
A film survey course designed to study the history and value of cinematic expression in the context of a theological framework. Landmark.

ARTM 344 Film and Western Culture
Same as HIST 387. Exclusion: FINE 344.

ARTM 350 Directed Studies in Visual Arts and Media
An independent study option open to fourth-year students who wish to pursue an art project or research topic beyond the bounds of the regular.

ARTM 380 Writing and North American Art
Examines the relationship between writing and the visual arts by focusing on themes in North American art. Critical essays, manifestos.

ARTM 390 Studio Practicum: Art in Context
Introduces a broad range of media including acrylic and acrylic mediums; encaustic; collage assemblage and mixed media techniques;

ASLN 101 Introduction to American Sign Language I
Covers basic conversationally relevant signs and grammar principles and other features of ASL (American Sign Language), including a brief.

ASLN 102 Introduction to American Sign Language II
Extends and further develops basic signing vocabulary and grammar. The content covers fingerspelling, ASL terminology, expressive.

ASLN 201 American Sign Language III
Builds on the curriculum studied in ASLN 102 (units 4-6) and covers units 7 – 9. The focus is on further development of ASL vocabulary.

ASLN 202 American Sign Language IV
Builds on the curriculum studied in ASLN 201 (units 7-9) and covers units 10-12. The focus is on further development of ASL vocabulary.

BIOL 101 Introduction to Biology
Developments in the biological sciences are having a major impact on the world around us. Provides introduction to basic principles.

Read More Here Undergraduate Courses

Bachelor Of Education (BEd) Courses

The following is a list of courses offered in the Bachelor of Education (BEd) program.

EDIT 502 Music I

Designed to facilitate deeper study for teacher candidates wishing to teach music at the Intermediate level in Ontario schools. Teacher candidates will have the opportunity to explore a variety of resources (texts, instruments, media and human) and approaches to the delivery of music education to diverse learners.

They will practice their teaching of the music strand of the Arts curriculum through developing expertise in vocal and instrumental program delivery and consider the opportunity that music offers to adolescents as they transition from elementary to secondary school. Prerequisite: A minimum of 12 university credit hours in Music.

EDIT 504 English I

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

EDIT 505 French as a Second Language I

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

EDIT 507 Mathematics I

Builds on EDUI 5233 and EDUI 5243. It provides teacher candidates with the theory, methodology, assessment strategies, knowledge and conceptual understanding of content to help them facilitate the teaching of mathematics to intermediate students.

The components of the course will help teacher candidates to develop the confidence, resources and necessary background knowledge that will enable them to meaningfully engage all adolescent learners. Prerequisite: A minimum of 12 credit hours of Mathematics.

EDIT 509 Science General I

Science Intermediate builds on EDUI 5033, exposing teacher candidates to more in-depth issues related to the teaching of science in Grades 7 to 10. Concept development, assessment, evaluation, and hands-on activities, together with detailed safety procedures, will be emphasized.

Detailed lesson and unit planning will be a key part of this course with consideration given to First Nation, Métis and Inuit perspectives, environmental stewardship, integration of literacy and numeracy and the transition into science specialties. Prerequisite: A minimum of 12 university credit hours in Science.

EDIT 511 Geography I

Designed for those teacher candidates who wish to acquire a subject specialty in Geography at the Intermediate Division (Grades 7 to 10). Teacher candidates will investigate geographic issues in Canada and build their awareness of connections between Canada and the world.

Teacher candidates will have opportunities to analyze, interpret and implement the Ontario Ministry intermediate Geography curriculum and resource documents and become familiar with theoretical understandings, curriculum applications, basic principles, concepts, skills, strategies, values and attitudes that are necessary in order to design, implement and assess intermediate geography programs. Prerequisite: A minimum of 12 university credit hours in Geography.

EDIT 512 History I

Builds on EDUI 5053 and focuses on the design and implementation of the Intermediate History and Civics programs for Grades 7 to 10 based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents.

Through an understanding of the four concepts of historical thinking in an inquiry-based approach to learning, teacher candidates will be able to support students in understanding history as an interpretive discipline where students can rethink assumptions and consider the validity and credibility of evidence in order to construct/re-construct new perspectives. Prerequisite: A minimum of 12 university credit hours in History.

EDPR 531 Practicum I (Literacy and Numeracy)

For 30 to 35 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/ Participation Phase and a Practice Teaching Phase.

Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to a co-planning and teaching partnership with the Associate Teacher in the areas of language and math. Teacher candidates may also assume responsibility for teaching other curricular areas.

EDPR 532 Practicum II

For 40 to 45 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/ Participation Phase and a Practice Teaching Phase.

Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the end of the Practice teaching Phase. Prerequisite: EDPR 531.

EDPR 533 Practicum III

For 35 to 40 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in as school setting that teaches the Ontario curriculum. The Practicum has an Observation/ Participation Phase and a Practice Teaching Phase.

Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the approximately the midpoint of the Practice Teaching Phase. Prerequisite: EDPR 532.

EDPR 534 Professional Seminar

Supports teacher candidates in the practicum components of the program. The classes are distributed throughout the duration of the program to coincide with the three practicum placements. The seminar and the practica work together to provide an overview of key issues and skills related to curriculum, teaching, and learning and to provide the opportunity to integrate theory and practice.

The course includes scheduled classes before and after each practicum which incorporate opportunities to meet with faculty advisors. Teacher candidates are encouraged to think of the Professional Seminar as an apprenticeship in professional knowledge and practice development.

EDUC 501 Democratic Values, Christian Perspectives and Education

Introduces and reviews the concepts of worldviews, curriculum orientations, values, and educational ideals. It reviews the questions that worldviews typically answer and the central principles and beliefs of Christian worldviews.

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

EDUC 503 The Developing Learner

Teacher candidates will come to understand how a child and adolescent’s transition through developmental stages affects their learning. They will learn how to support students as they transition through these stages.

A thorough understanding of the development of the learners’ cognitive, emotional, physical, and social characteristics from infancy through adolescence will be explored. An understanding of typical development will help teachers detect, address, and foster the development of their students.

EDUC 506 Creating Safe, Engaging and Inclusive Learning Environments

Supports teacher candidates in developing the knowledge, skills and pedagogical practices that allow each student to feel respected, confident and safe so that they can learn to their highest potential. They will be introduced to a variety of research-based practices, equitable and inclusive policies, and effective strategies for establishing safe, engaging and inclusive learning environments in their classrooms and school communities.

They will develop professional judgment regarding proactive and responsive approaches to understand how to support positive environments so that all students feel welcome in the environment in which they are learning.

EDUC 508 The Education Act and Ethical Standards for the Teaching Profession

Designed to provide teacher candidates with knowledge of the structure and function of publicly funded elementary and high school education, and of the regulation of private schools in the Province of Ontario. It will provide relevant legal information in regard to teachers and the teaching profession, including the role of the College of Teachers, and to the operation of classrooms, schools and Boards of Education.

The Ontario College of Teachers’ document entitled Foundations of Professional Practice and The Education Act will provide the framework for case study learning.

EDUC 510 Religious Education: Democratic Values, Catholic Perspectives and Education

Helps teacher candidates prepare to teach in Ontario Catholic schools. It is recommended for teacher candidates with a demonstrated commitment to the Catholic faith who are planning to apply for employment with Catholic school boards.

Teacher candidates will explore the Catholic worldview using official curriculum documents for Religious and Family Life Education as well other foundational pedagogical documents in the Ontario Catholic educational community.

EDUC 511 Reflective Practice

Intended to help teacher candidates develop an educational foundation and an inquiry stance towards their on-going teaching identity through developing a critical, ethical, informed and reflective habit of mind; one that considers the perspectives of various educational philosophers, theorists, researchers and practitioners on the journey to teaching excellence.

Using a case study approach, teacher candidates will consider authentic school-based dilemmas through a variety of lenses: Personal, Philosophical, Professional, Pedagogical, Parental and Political.

EDUC 512 Educational Technology

Designed to equip teacher candidates with the understanding and skills necessary to utilize Educational Technology and cloud based computing for teaching and learning activities: communicating with students, parents and colleagues; differentiating content, process and product; providing accessibility to learning materials for learners of different abilities; assessing and providing descriptive feedback; integrating interactive whiteboard technology into lessons; and, developing on-going organizational strategies.

Understanding and skills will be developed through the creation of two products, a Professional Teaching e-portfolio and a flipped lesson.

EDUC 521 Differentiated Instruction for Diverse Learners: Part I

Facilitates teacher candidates’ understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will undertake a critical examination of diversity and be exposed to members of diverse communities.

They will be introduced to differentiated instruction as a model through which the unique identities of students (i.e., race, ethnicity, culture, gender, sexual orientation, social class, religion, ability, and language) are welcomed and the unique learning needs of students are addressed.

EDUC 522 Differentiated Instruction for Diverse Learners: Part II

Builds on the foundation laid in EDUC 5213. It continues to facilitate teacher candidates’ understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will apply their understanding of diverse learners by developing their ability to differentiate instruction to meet the needs of all learners.

They will develop their abilities to use technology and strategies as learning tools. They will come to understand particular learning needs and the system of special education, the stages of language acquisition for English Language learners, the roles and responsibilities of other educational professionals, and, the process of assessment and evaluation.

Overall, they will develop the understanding that all students can learn and they will be able to demonstrate they have the competency to support the students in the unique learning challenges they face. Prerequisite: EDUC 521.

EDUI 503 Science and Technology JI

Introduces teacher candidates to science and technology in the Junior and Intermediate divisions, including Grades 9 and 10 science. The course examines the Ontario learning expectations of the science and technology program, strategies for implementing the expectations in a diverse classroom, and methods of assessment and evaluation.

EDUI 505 Social Studies J and History/ Geography I

Focuses on the design and implementation of junior Social Studies, and Intermediate History and Geography programs based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents. Teacher candidates will acquire a knowledge and understanding of the four concepts of historical thinking that form the basis of all learning and thinking in the social studies/history/ geography program.

EDUI 506 Health and Physical Education JI

Prepares teacher candidates to work with students in Grades 4 to 10 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

EDUI 507 Arts JI

Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum – Music, Drama, Dance and Visual Arts – to students in the junior and intermediate divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

EDUI 521 Language and Literacy JI: Part I

Designed to introduce teacher candidates to foundational literacy knowledge and skills in the areas of speaking and listening (oral communication), reading, writing, viewing and representing (media). Teacher candidates will explore these areas in conjunction with the Ministry’s language and literacy expectations for Grades 4 to10 as outlined in the Ontario curriculum and policy documents and relevant research. Emphasis will be placed on the oral communication and reading strands.

EDUI 522 Language and Literacy JI: Part II

Builds upon the knowledge and skill base acquired in EDUI 5213. Teacher candidates will learn to use the Ministry’s curriculum and policy documents to guide the design of units, lessons, activities and assessment procedures for a diverse range of learners in Grades 4 to 10, with an emphasis on the writing and media strands. Prerequisite: EDUI 521.

EDUI 523 Mathematics JI: Part I

Provides JI teacher candidates with the most recent and relevant learning and teaching theories, methodologies, and assessment strategies applied to the teaching and learning of mathematics in the Junior grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of the five strands and achievement chart of the Ontario Mathematics Curriculum.

EDUI 524 Mathematics JI: Part II

Provides JI teacher candidates with the most recent and relevant learning and teaching theories, methodologies, and assessment strategies as they apply to the teaching and learning of mathematics in the Intermediate grades.

Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of the five strands and achievement chart of the Ontario Mathematics Curriculum. Prerequisite: EDUI 523.

EDUP 502 Environmental Education PJ

Invites teacher candidates to grow deeper roots and taller branches, as we follow the narrative of transformation: construction (inherited worldview and identity) – deconstruction (critical analysis) – reconstruction (vision of a new world).

We will answer the questions,What is your relationship to the environment? What is the optimal environment for learning and growth for teachers and students? and What positive local and global impact do I have/ can I make?

Educators will carefully consider key principles, biases and issues surrounding our planet, our relationship to it, and the culture of environmental sustainability and citizenship we want to cultivate in our classrooms, to impact current and future generations.

EDUP 503 Science and Technology PJ

Introduces teacher candidates to science and technology in the Primary and Junior divisions, including the Kindergarten program. The course examines the Ontario learning expectations of the science and technology program, strategies for implementing the expectations in a diverse classroom, and methods of assessment and evaluation.

EDUP 505 Social Studies PJ

Provides teacher candidates with an understanding of the Ontario Social Studies Curriculum Grades 1 to 6, The Kindergarten program and other policy documents. Teacher candidates will explore ways to help students understand and reflect upon their world, the people they encounter and the human interactions that have occurred in the past, that are occurring in the present and which are likely to occur in the future.

EDUP 506 Health and Physical Education PJ

Prepares teacher candidates to work with students in Kindergarten to Grade 6 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

EDUP 507 Arts PJ

Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum – Music, Drama, Dance and Visual Arts – to students in the kindergarten program and the primary and junior divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

EDUP 508 Early Years PJ

Builds teacher candidates’ knowledge of The Full-Day Early Years – Kindergarten Program as outlined by the Ontario Ministry of Education. A main focus of the course will be on planning instruction that embraces the growth of the whole child: physical, emotional, social, spiritual and academic.

Teacher candidates will gain an understanding of the importance of and the how to of implementing an active play-based and inquiry approach to learning that will help young children build their critical and creative thinking skills while meeting the needs of a wide range of diverse learners.

EDUP 509 French as a Second Language PJ: Part 1

Provides teacher candidates with the knowledge, understanding and practice of teaching students French in Kindergarten, Primary and Junior levels whose first language is not French, in Core, Extended and Immersion programs.

Teacher candidates will consider how additional languages are learned, will develop an understanding of current pedagogy and assessment practices, and will learn about their role in supporting the diverse learning needs of students, including those in early years, who are coming to French as language learners.

Offers in-depth knowledge and experience of culturally inclusive pedagogies, connections with students’ authentic experiences, action-oriented learning situations, curricular integration, program design, use of technological communication resources, collaboration with parents / guardians and the community, differentiated instruction as well as assessment and evaluation strategies and tools linked to student interests. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Test

EDUP 510 French as a Second Language PJ: Part 2

After the successful completion of EDUP 5093, teacher candidates will develop competency in planning and delivering both Play-Based and Project-Based Learning opportunities for students in Kindergarten, Primary and Junior grade levels whose first language is not French in Core, Extended and Immersion programs.

Teacher candidates will build a detailed FSL unit plan for each of the three programs. Prerequisites: Demonstration of proficiency based on the French Language Proficiency Test and EDUP 509

EDUP 521 Language and Literacy PJ: Part I

Designed to provide teacher candidates with foundational literacy knowledge and skills in the areas of speaking and listening (oral communication), reading, writing, viewing and representing (media) for the Primary and Junior divisions.

Teacher candidates will explore these areas in conjunction with the Ministry’s language and literacy expectations for Kindergarten and Grades 1 to 6 as outlined in the Ontario curriculum and policy documents and relevant research. Emphasis will be placed on the oral communication and reading strands.

EDUP 522 Language and Literacy PJ: Part II

Builds upon the knowledge and skill base acquired in EDUP 5213. Teacher candidates will learn to use the Ministry’s curriculum and policy documents to guide the design of units, lessons, activities and assessment procedures for a diverse range of learners from Kindergarten to Grade 6, with an emphasis on the writing and media strands. Prerequisite: EDUP 521.

EDUP 523 Mathematics PJ: Part I

Provides PJ teacher candidates with the most recent and relevant learning and teaching theories, methodologies, and assessment strategies as they apply to the teaching and learning of mathematics in Kindergarten and the Primary grades.

Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of the five strands and achievement chart of the Ontario Mathematics Curriculum.

EDUP 524 Mathematics PJ: Part II

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