3377 TEL: 416.226.6620 , ON www.tyndale.ca M2M 3S4

Application for Name Change

Executive Summary Tyndale College & was established through an act of legislation in 2003 as a natural progression of over 125 years of history of providing post-secondary education in the province of . The change in legislation afforded Tyndale the opportunity to provide undergraduate university quality education through a series of Bachelor of Arts (BA) degrees to complement a thriving graduate school (Tyndale Seminary) whose recognition as a tier one graduate school for theological education and counselling psychotherapy was known throughout .

The undergraduate programs have complemented the graduate school by providing a quality undergraduate university opportunity. Undergraduate student learning outcomes are similar to any BA program in the province; however, the nomenclature University College has proven difficult to explain and market. Tyndale is one of only two independent University Colleges in the province not federated/affiliated with any institutional member of the Council of Ontario . Students and families who are making post-secondary decisions are, therefore, unfamiliar with the term and interpret it to mean something less than a university degree.

In jurisdictions outside of Ontario, most of the provinces have moved away from the nomenclature of University College preferring that all of their undergraduate universities are known as Universities. This has created a hardship in our ability to attract students both from within and outside of the province. We strongly believe that a private faith based university in the city of Toronto can attract and grow its enrolment by attracting students from other Canadian jurisdictions while at the same time keeping students in Ontario who are considering our competitors. We also know that we are an attractive undergraduate and graduate option for international students; on the international stage, however, the University College terminology is completely unknown.

Traditionally the nomenclature for University Colleges is normally affiliated with institutions federated within a publically-funded university. In , the number of independent institutions who have transitioned away from University College to university nomenclature in the last decades is large. Note, and Trinity Western University are included as competitors who annually enroll many students from Ontario. Both are similar institutions in terms of program offerings, who began as colleges and are now universities in their provinces.

Ontario: College (est. 1965) - Algoma University (2008)

New Brunswick United Baptist Bible Training School (est. 1949) - Atlantic Baptist College (1970) - Atlantic Baptist University (1996) - Crandall University (2010)

British Columbia: Caribou College (est. 1970) - University College of the Caribou (1991) - Thomson Rivers University (2005)

Fraser Valley College (est. 1974) - University College of the Fraser Valley (1988) - University of the Fraser Valley (2008)

Malispina College (est. 1969) - Malispina University College (1988) - Vancouver Island University (2008)

Trinity Junior College (est. 1962) - Trinity Western College (date unknown) - Trinity Western University (1985)

Alberta: The King's College (est. 1979) - The King's University College (1993) - The King's University (2015)

Ambrose University College (est. 2007) - Formed from an amalgamation of Canadian Bible College (1941) and Canadian Nazarene College 1921) - (2014)

Concordia College (est. 1921) - Concordia University College (1995) - Concordia University of Edmonton (2015)

We believe Tyndale meets the definition of a university as set out in the PEQAB Manual for Private Organizations, 2018, section 10.1 and is seeking a name change to to better reflect both the scope and growth potential of Tyndale as a privately-funded, publically-accountable, post- secondary institution in Ontario.

This document seeks to demonstrate how Tyndale meets the criteria for each of the ten criteria. The format of this document has each of the ten criteria in bold, with Tyndale’s response following.

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A university is a legally constituted academic organization that:

1. Is legally authorized to grant degrees in Ontario or in another jurisdiction, and 2. Has a charter or statute including the word “university” in the organization’s title

Tyndale University College & Seminary, as it is known today, celebrates its 125th anniversary this year. Established in 1884, Tyndale University College & Seminary was incorporated by special legislation in 1982 under the name Ontario Bible College and Ontario Theological Seminary, which was amended in 1986. It changed its name by supplementary letters patent dated March 11, 1998 to Tyndale College & Seminary. In June 2003, during the 4th Session of the 37th Legislature Bill Pr21 was passed which granted Tyndale the authority to grant Bachelor of Arts degrees, in addition to its other degrees, and it received independent University College status. At the same time its name was changed to Tyndale University College & Seminary.

3. Has a mission and practice including the creation of knowledge through research and/or scholarly activity and the dissemination of knowledge through teaching, publication, and presentation

Mission and Practice of Tyndale Tyndale’s mission statement casts a vision for both Faculty and students for the creation of knowledge: “Tyndale 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.”

This mission provides an exceptional platform that allows students and Faculty to ask tough and unsettling questions. As students learn how to face philosophical assumptions and ethical conundrums, they are better prepared to make value judgments and commitments that will inform their choices and guide their lives.

The rationale for such a university is to create an environment that encourages first-rate scholarship and critical thinking so that in learning, students discover what it means to serve others “with their heart, soul and mind and their neighbour as themselves.”

Knowledge Creation In keeping with the historic legacy of university education in western culture, Tyndale understands itself to be creating knowledge in the context of a distinctive religious community for the service of the broader civic, provincial and national community. Service is the heart of the mission of the university and a requirement of fully-rounded undergraduate, graduate, academic and professional participation in the mission.

At a time in which society is concerned over ethical dilemmas, Tyndale wants its graduates to be rooted in a moral vision that produces conviction that doing right is not good because it is beneficial, but because it is the only worthwhile option. This means that critical thought and creative wanderings are key; we welcome investigation in all areas of life. As all places of learning have an implicit or explicit set of standards or assumptions, we too are drawn together by a life commitment. The Sophia Society, a student run organization at Tyndale University, illustrates how these commitments work out in the

3 voluntary commitments of the student body. The aim of the Sophia Society is the pursuit of wisdom, truth and the stimulation of intellectual curiosity. In 2019 they invited [a] Canadian author, and [an] English poet to campus to dialogue on truth and beauty.

Faculty serve the mission of the university through research, scholarly activity, teaching and the dissemination of knowledge. Tyndale’s Faculty Handbook enumerates expectations for Faculty and these are broadly summarized below under the two headings Research and Scholarly Activity and Teaching, Publication, and Presentation. Please note that these areas overlap considerably and so in the first section we focus on Faculty knowledge creation and in the second we illustrate how this has modelled knowledge creation to the student body, the wider Tyndale community and beyond.

Research and Scholarly Activity Concerning scholarly activity, generally a tenured or tenure track member of the Faculty is expected to engage in at least two valuative scholarly endeavors per academic year. This is defined as a project of new research which finds expression in some concrete form of communication to a wider audience. Acceptable forms include, but are not limited to, a scholarly article or essay; a book chapter; a paper read at the meeting of an appropriate learned or professional society; a scholarly lecture or lecture series; an edited volume of essays (not including any authored essay contributed to the volume) or significant editorial work in a scholarly context; a new course required for the University College or Seminary course offerings, outside one’s immediate area of specialization; several contributions to a scholarly reference work, a scientific poster or approved creative endeavour. A Faculty member may also focus their attention upon substantial research toward the production of a book or major project or series of articles not yet ready for publication.

Tyndale signals its emphasis on rigorous research and scholarship by regularly appointing Research Professors who have a mandate to pursue funded research projects and to act as a resource for Faculty. Currently six such professors are in place. All professors have an international research profile in their respective disciplines of Education, Ethics, Church History, International Development, Psychology and, Religious Schooling. For example, [one] has managed a multi-million dollar funded research project for the North American Think Tank Cardus and is currently engaged on two other funded projects in collaboration with Trinity Western University (British Columbia) and Calvin University (USA). In September 2019 Tyndale installed one of its research professors, as the inaugural Alister E. McGrath chair of Christian Thought and Spirituality. This chair is named for a leading international theologian whose research sits at the intersection of religion and science.

Teaching, Publication and Presentation Core Faculty at Tyndale typically teach a course load of six courses, three per semester, and serve on committees which develop new programs, monitor academic quality and review research ethics. In the past five years Faculty have produced 56 peer reviewed publications including 11 books with major academic and university presses such as Bloomsbury Academic, Routledge and Oxford University Press. For a small institution with a core Faculty of 44 this is an impressive output. Faculty research activity sets a high bar for promotion and tenure review and puts research careers on the map for our graduates. A document titled, Tyndale Faculty Publications 2016-2019 is included in the supporting documents.

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One notable example of the way Faculty research is shaping the graduate experience can be found in the Philosophy Department of the University College which to date has placed 51 graduates in Masters, Doctoral and Law programs around the world. Tyndale philosophy graduates are currently enrolled in or have completed doctoral programs at institutions including Oxford University, the , the University of Western Ontario, the , and Yale Divinity School.

There are many examples of students excelling in additional studies following their undergraduate program at Tyndale, which demonstrate the level of preparation and education they receive. Two recent examples are the Tyndale Philosophy graduate 2014, who successful defended her PhD thesis in 2019 at the University of Waterloo, with no conditions. She was also awarded the Graduate Essay Prize in Philosophy: Gold Medal in 2016, recognizing the best essay submitted by a student in the Philosophy graduate program. Another graduate is working on his PhD at the University of British Columbia and was awarded a prestigious Canada Graduate School Award valued at over $100,000. Prior to entering into the PhD program he was awarded the Gold Medal Award at Ryerson University upon graduation from the graduate program for earning the highest graduating GPA in the Arts Faculty.

4. Offers a comprehensive range of degree programs normally including, but not limited to, arts and science

Tyndale’s present program breadth reflects undergraduate and graduate degrees which are currently permitted through its charter. It currently offers Bachelor of Arts, Bachelor of Arts Honors, Bachelor of Education, Bachelor of Religious Education, Master of Theological Studies, Master of , and Doctor of Ministry programs. It desires to expand its university offerings, and plans to make applications in the near term to allow the granting of Bachelor of Science, Bachelor of Business Administration and Master of Arts degrees. It is our vision to continue to add additional degrees in the coming years.

Tyndale’s university undergraduate program is built on a liberal arts/humanities foundation. There are twelve majors and thirteen minors available. Programs in the social sciences were added to recognize the desire of students to serve in the helping, or human services, sector.

Over time science courses, that fit within our current charter, have been developed. Currently offered is a “2+2” biology program partnership with . Students complete their first two years at Tyndale, then move directly into the Bachelor of Science program at Nipissing University (as students have moved through this program we have found other universities they wish to attend have accepted them with a similar transfer outcome). The same material taught in other Canadian university science programs is covered, and students have the opportunity to examine a wide range of topics such as molecular and cell biology, human biology, genetics, chemistry, ecology, and environmental science.

As the largest graduate school of theology in Canada, Tyndale offers a wide scope of fourteen areas of study including clinical counselling, intercultural studies and thanatology. We are also home to a Master of Theological Studies in Indigenous Studies fully designed and taught with an indigenous rhythm ethos

5 and by Aboriginal Scholars from around North America. The key learning outcomes within the Seminary are to seek to develop a breadth of knowledge and critical understanding of the theological disciplines; acquire capacities for understanding and engaging cultural, social and global context; experience personal professional growth through a process of intellectual, spiritual and ministry formation; and develop and hone skills for theologically reflective practice for vocations in their various forms.

The Opening Learning Centre (OLC) is the continuing educational arm of Tyndale’s educational initiatives. Within the OLC are the Intercultural Ministry Centre; the Centre for Spiritual Formation; the Centre for Leadership and most recently the Tyndale Family Life Centre that provides counseling services and resources to the wider community of Toronto.

5. Normally offers programs at both undergraduate and graduate levels, and has appropriate curriculum design and degree level learning outcome standards for each program offered leading to the respective degrees

In the most recent PEQAB Organization Review report the reviewers commented, “There is no question that the documentation we received, when coupled with the comments we heard when interacting with students, Faculty and administrators, attest to Tyndale’s commitment to academic quality.”

The Academic Calendars (included as supplementary documents) clearly delineates program descriptions, degree requirements, and learning outcomes for its degrees. The assessment plan connects degree purpose, outcomes, and source of instruction with assessment measures. Both direct and indirect evidence contribute to the evaluation of learning outcomes. The Faculty has appropriate oversight of the curriculum through the Academic Planning Committee (APC) which is a standing committee of the Faculty chaired by the Associate Dean, as well as the Senate.

The graduate school has an ongoing process to assess student learning outcomes and degree program goals. The assessment plan involves attention to the degree program outcomes, a curriculum map for all degrees, outcomes-based syllabi, artifacts that are evaluated with focused rubrics, and other evaluation measures (thesis quality, placement statistics, and a survey).

Assessment of evaluation measures takes place first at the departmental level. An example of an assessment artifact is the integrative paper (evaluated according to a rubric). The current measures are reviewed by the APC and the Faculty. Graduate school Faculty also address assessment issues at biannual retreats. They are working towards refining measurement instruments. Changes to the process are approved by the Senate and then presented to the Board of Governors for information as necessary.

6. Has policies and procedures for admission, promotion, and graduation of students comparable to the policies and practices of Ontario universities

Tyndale’s most recent PEQAB Organizational Review confirms that all of the academic policies one would expect to find at a post-secondary institution are in place. As such, Tyndale meets all of the criteria set out in the “Student Protection Standard.” A complete listing and description of the academic

6 policies and procedures can be found on page 225 and following in the University College Academic Calendar and page 151 and following in the Seminary Academic Calendar.

As demonstrated in our Academic Calendar, Tyndale’s admissions requirements are very similar to other undergraduate programs in the province. 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. Equivalents for high school that has been completed in other jurisdictions is available on our website and in the Academic Calendar.

An applicant who does not meet the regular academic admission requirements may be eligible for consideration as a mature student. The process and policy related to mature student admission can be found on page 33 of the Academic Calendar. Similarly, admission policies for visiting, letter of permission and transfer students can be found in the Academic Calendar.

Admission to the graduate degrees requires a baccalaureate degree from an accredited institution and evidence of academic ability to engage in graduate education. This requires an appropriate GPA for the degree sought (varies depending on the degree), demonstrated English language proficiency, transcripts and an academic reference.

Undergraduate graduation requirements (found on page 225 of the Academic Calendar) include: a passing grade in all courses as prescribed in the particular program in which they are enrolled; substitutions in a course are allowed only by special permission from the Registrar or the Academic Dean; 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); and, students must normally complete the last year of work at the University College in order to graduate. A student who achieves a cumulative GPA of 3.7 or higher on the 120 credit hours presented for the Bachelor of Arts degree may graduate with distinction.

Similar requirements exist for the graduate programs with appropriate required GPAs (found on page 154 of the Academic Calendar). Students wishing to graduate with an MTS or MDiv degree require a CGPA of 2.0 or greater, while students graduating from a ThM or DMin require a CGPA of at least 3.0.

7. Constitutes a self-critical, cohesive academic community with a proven commitment to quality assurance, as evidenced by systems for internal and/or external quality assessment reviews of academic programs and operations

Tyndale takes seriously its responsibility and accountability to the educational, regulatory and professional standards which govern us in the province of Ontario and internationally. Tyndale has successfully participated in PEQAB organizational and program reviews in 2003, 2007, 2013 and 2019. Additional accreditation reviews by Ontario College of Teachers, Ontario College of Registered Psychotherapists, Association of Theological Schools and the Association of Biblical Higher Education have been completed regularly, according to their schedules (typically every 5-7 years). Generally, the

7 bodies through which processes and structures ensure critical self assessment on an on-going basis are the Academic Planning Committee (APC), the Academic Standards Committee (cross institutional) and the Senate (cross institutional).

Student representatives provide input into key decisions at Tyndale. As part of the process of hiring a new Faculty member, for example, a group of students will interact with the candidate in a separate interview supervised by the Dean of Students. Their feedback informs the hiring decision. Students also have a voice on the Senate through student representatives from both the University College and the Seminary. They also have representation on the Board of Governors. Students complete a course evaluation form at the end of each course they take. Standardized instruments of evaluation are used at the University College and Seminary. In all cases, student course evaluations are consulted in the annual performance reviews of Faculty members.

Departments of the University College and their programs are internally evaluated every year by APC the internal body which has oversight of academic quality and which is Faculty led. Departments also engage in an intensive external periodic review process which requires a rigorous self-study process guided by outcomes and enrolment data.

External Reviews Since 2014

Date Department 2014 University College Accreditation Review 2017 College of Registered Psychotherapists of Ontario 2017 Organizational Review

2018 Tyndale Seminary Accreditation Review 2018 Bachelor of Education 2018 Ontario College of Teachers Review 2019 PEQAB Organizational and BEd Program Review

The graduate programs undergo program audits every three years. At specified intervals, the Accrediting Commission of the Association of Theological Schools conducts an institutional and program review. This accrediting body is the same body that reviews and accredits the graduate schools of theology at the public universities in the province, including the University of Toronto’s Toronto School of Theology and Queen’s University School of Religion. Tyndale completed an accreditation review in November 2018. In its report, the evaluation committee found that the graduate school has a robust assessment process. Please see the attached ATS Accreditation report for the Seminary and PEQAB Organizational Review, both included as supporting documents.

Tyndale’s counselling program is a recognized education and training program of the College of Registered Psychotherapists of Ontario, the legal governing and regulating body for the practice of psychotherapy in Ontario. The program and outcomes are evaluated and found to meet the three

8 foundational regulations within the Psychotherapy Act related to professional conduct, quality assurance and registration regulations.

The Tyndale Research Ethics Board is a cross-institutional body comprised of members from both the Seminary and undergraduate faculties. They review all proposals, submitted by either students or Faculty members, for research involving human participants. In doing so they assess these proposals for compliance with Tyndale’s “Research Ethics Policy”, which aligns with the 2018 edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. This is the official guideline for ethics for the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council of Canada (NSERC) and the Social Sciences and Humanities Research Council of Canada (SSHRC). The Research Ethics Board has a comprehensive Research Ethics Policy, freshly updated in March 2017.

8. Possesses a policy on Faculty qualifications (hiring, retention, promotion, professional development, reward, termination) appropriate to the degree programs offered and to the mission of creating and disseminating knowledge

Tyndale’s policy on Faculty qualifications meet the expectations of Ontario’s higher education sector. Tyndale ensures that both tenure and covenanting (long term contract Faculty) are entitled to research funding and benefits. Tyndale uses the term ‘Covenanting Faculty’ to refer to non-tenure track Faculty. This designation signals the institutional commitment to support all core Faculty in both academic affirmation and resourcing. Our policies (hiring, retention, promotion, professional development, reward and termination.) are fully in line with the expectations and guidelines set out by PEQAB, and affirmed by the expert panel in our Organizational Review in July 3, 2019. A listing of all core Faculty including their credentials can be found at www.tyndale.ca/Faculty and is included as a supporting document titled, Tyndale Faculty List.

9. Possesses or provides access to the learning resources (e.g., library, laboratories, equipment, research tools) appropriate to the range and level of programs offered and necessary for students to achieve the learning outcomes for the programs

Tyndale Libraries have over 160,000 items in its collection. This includes reference materials, audiovisuals, current periodicals and monographs that make up the main library collection. The vast majority of library periodicals are available electronically. The library subscribes to over 250 periodicals in print and in addition maintains an extensive collection of back issues. Tyndale is a member of WorldCat, an international association of shared online resources maintained by libraries around the world.

The Collection Development Policy outlines collection content, special collections and strengths, administrative and staff processes and responsibilities. Collections are multidisciplinary and in multiple formats with an increasing focus on digital options when appropriate or when innovations in educational delivery change pedagogies. Resource materials not in the library collection are obtained for students and Faculty through interlibrary loan. The acquisitions process in part uses a Demand-Driven Acquisitions model, purchasing titles when student and Faculty choices indicate a need. Other decisions are made with Faculty input, review of syllabi, and review of digital collections for curricular needs.

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The Centre for Academic Excellence houses writing and tutoring services, accessibility services, academic advising and career services. The Centre for Academic Excellence provides academic counsel to students at any point in their program. It seeks to have students reach their full academic potential by providing training, coaching, and accountability in their academic journey. Greater attention is given to students who require additional support or improvement.

For the size of our emerging science program, one lab has served its purposes. As we have begun envisioning the development of a full Bachelor of Science program, we have already anticipated the development of expanded labs that would serve the program and research interests of the Faculty.

10. Has a governance system in which Faculty members participate in decisions determining academic standards, that provides for appropriate student involvement and that is committed to principles and practices of academic freedom and responsibility consistent with those adopted by Universities Canada.

There is a strong commitment to shared governance in the structure and practices of the institution. The Board of Governors has overall responsibility for the mission, strategic vision, and resources of the institution and the Senate has responsibility for academic programs. Tyndale seeks in its policies and practices to embody the principles of shared governance.

The governance structure at Tyndale ensures that academics have primary responsibility for academic decisions. Proposals and recommendations regarding academic programs, policies, standards and curricula are brought for approval first to the Academic Planning Committee (APC), then to the Faculty, and then the Senate.

The Senate comprises elected Faculty representatives from across the institution, two student members, two external Faculty members from other institutions, and key academic leaders including the President, Deans, Registrar, and Librarian. The Senate’s primary duties are to: approve the establishment of all new majors, degrees, and diplomas; approve substantive changes to degree program requirements; ensure that all academic programs are reviewed regularly and action taken on the basis of the review; approve and recommend to the Board affiliation with other institutions, academic bodies or organizations; develop and approve academic policy; establish admission/graduation criteria, provide oversight of the Research Ethics Board; consider all such matters as shall be reported to it and to communicate its opinion or action. The Senate delegates to the Faculty certain academic responsibilities such as the development and approval of course syllabi, new courses, adjudication of student appeals, and assessment of learning outcomes. Where decisions of the Senate have financial and mission-related implications, the Board has final responsibility.

The Cabinet, which includes the President and the Vice-Presidents, has responsibility for implementation of the Board of Governors' strategic vision. The Cabinet is the place where the academic and operational divisions meet.

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Both the undergraduate division as well as the graduate school are led by their own Senior Vice- President and Dean, with the Academic Dean or their designate leading the Academic Planning Committee, which is responsible for academic planning and assessment. Each department has a head, and each program a program director. The Academic Planning Committee, departments, and programs are all responsible to the Faculty, which then brings decisions and recommendations to the Academic Senate for information or approval as necessary. Faculty hiring, tenure, promotion, and sabbatical recommendations then move to the Board of Governors for final approval.

Tyndale’s commitment to governance improvement is demonstrated by the Board of Governors participation in a Governance for “Sustainability Project” sponsored with a Lily Foundation Grant and facilitated by the Association of Theological Schools. After focus groups within the institution and external coaching from [an external reviewer] of Howard University, a number of recommendations emerged and were implemented. One recommendation was the establishment of a position entitled Director of Corporate Affairs and Board Governance. This position has proven to be critical as we continue to develop a university.

The Faculty and the Board of Governors of Tyndale University College & Seminary have endorsed our “Statement on Academic Freedom” (Faculty Handbook, January 2019). The Faculty and Board of Governors consider it to be in harmony with the 2011 Universities Canada Statement on Academic Freedom.

Tyndale is committed to academic freedom. Quoting our external reviewers from our most recent ATS accreditation review (November 2018), “It is evident that Faculty members are conducting research and publishing as shown in book and peer-reviewed journal publications as found in Faculty CVs. The interviews with Faculty indicate no evidence that Faculty do not have appropriate academic freedom in the classroom or Faculty research.”

The reviewers during our recent PEQAB Organizational Review (June 2019) supports this, stating this under strengths, “Tyndale has comprehensive policies related to Academic Freedom, communications related to its Statement of Faith and its Community Standards, Academic Honesty, Intellectual Property, Research Ethics and Copyright.”

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Tyndale Faculty List

Assistant Professor of Linguistics Sessional Lecturer in Biology and Chemistry PhD, University of Toronto, 2012 BEd, Tyndale University College, 2013 MA, University of Hyderabad, India, 2002 BSc (Honours), University of Toronto, 2001. SIL Linguistic Training, Canada Institute of --- Linguistics, 1998 Professor of Theology BTh, Master's College and Seminary PhD, University of St. Michael's College, (formerly EPBC), 1995 Toronto, 1999 -- MDiv, , Acadia Principal, CCST University, 1983 BSc, University of Waterloo, 1975 BA (Hons.), Mount Allison University, 1979 ThM, Dallas Theological Seminary, 1982 AA Diploma, Atlantic Baptist College, 1976 PhD, Dallas Theological Seminary, 1997 ------Coordinator of Pastoral Ministry: New Professor by Special Appointment Generation Multicultural Church PhD, University of British Columbia,1986; DMin, Fuller Theological Seminary, 1991 MCS, , 1983; MDiv, Tyndale Seminary, 1982 MEd, , 1980; BEd, University of Toronto, 1976 BEd, University of Regina, 1975; BSc, McMaster University, 1974 BA (Honours), University of , --- 1974. Director of DMin Program --- Associate Professor of Research Methods Research Professor BRS, Tyndale University College & Seminary, BA (Hon), , 1975 1989 MDiv, Acadia University, 1977 BA, University of Waterloo, 1991 MTh, University of Toronto, 1983 MA, Wilfrid Laurier University, 1994 PhD, University of St. Michael's, 1994 PhD, University of Toronto, 2004 College (Toronto) ------Adjunct Professor of Business Director of the Bachelor of Education Administration Program PhD, Cambridge University, 1980 Associate Professor of Education MDiv, Tyndale University College & PhD, Ontario Institute for Studies in Seminary, 2002 Education, University of Toronto MA, , 1975 MA, Ontario Institute for Studies in BA (Honours), Carleton University, 1974 Education, University of Toronto, 2013 --- BEd, , 1997 Adjunct Professor of Christian Education BA, University of Waterloo, 1995 (CCST) BRS, Ontario Bible College, 1993 PhD, The Southern Baptist ARCT, Royal Conservatory of Music, Piano Theological Seminary, 2003 Performance, 1993 MDiv, Ontario Theological Seminary, 1994 BA, McMaster University 1989 --- MA, University of Washington, 1973 Senior Vice President Academic BA, Seattle Pacific University, 1971 Academic Dean of the Seminary --- BA, McMaster University, 1974 Assistant Professor of Music & BSW, McMaster University, 1974 Arts MSW, Wilfrid Laurier University, 1977 DMA, University of Illinois, Urbana- PhD, University of Toronto, 2003 Champaign, Illinois, 2013 --- MMus, University of Illinois, Urbana- Professor of History and Global Studies Champaign, Illinois, 2009 PhD, Queen's University, 1997 BFA, , Toronto, 2004 MA, University of , 1993 --- BA, , 1991 Professor of Philosophy --- Chair, Department of Philosophy Instructor PhD, University of Toronto, 1998 MEd, University of Toronto, 1987 MA, University of Toronto, 1993 BA, York University, 1976 BSc, University of , 1986 ------Research Professor Adjunct Professor of Biblical Studies and PhD (Candidate), Department of Theology, Theology Vrije University, Amsterdam ThD, Toronto School of Theology, 2002 DMin, Acadia Divinity College, Acadia MRel, Toronto School of Theology, 1992 University, 2014 MDiv, Toronto Baptist Seminary, 1986 MA, Syracuse University, 1979 BSc (Honours), University of Toronto, 1986 BSc, Syracuse University, 1977 --- Certificate Disaster Management, University Assistant Professor of Practical Theology of Wisconsin PhD (), McMaster Divinity Certificate in Refugee Studies, York College, 2016; University, Canada MDiv, Tyndale (Ontario Theological Certificates in Evaluating and Managing Seminary), 1992; Evaluations of Humanitarian Action, ALNAP, BJ (Honours in Journalism and Political UK. Science), Carleton University, 1984. ------Adjunct Professor of Christian Ministries Professor of English ThM, Toronto School of Theology, 1995 Chair, Department of English DMin, Bethel Theological Seminary, 1989 PhD, Queen’s University, 2005 MDiv, Tyndale University College & MA, University of Toronto, 1995 Seminary, 1980 --- BA (Honours), York University, 1977 Associate Professor of Counselling Dip. Music, , 1975 BA, California State University, 1984 --- MS, California State University, 1986 Faculty Emeritus DMin, Palmer Seminary, 2010 PhD, University of Wales, 2010 --- MA, York University, 1990

Professor of History and Global Studies Advanced Christian Studies (Berkeley), 1985 Chair, Department of History and Global BSc, University of California – Davis, 1979 Studies --- PhD, University of Toronto, 1996 Distinguished Professor, History and Global MA, Queen's University, 1990 Studies MSt, University of Oxford, 1987 PhD, University of London, England, 1969 BA, University of Calgary, 1985 MA, University of Toronto, 1965 --- BA, University of Toronto, 1963 Adjunct Professor of New Testament (CCST) --- PhD, McMaster Divinity College, 2014 Acting Academic Dean of the University MA, Moore Theological College, 1999 College ThM, Dallas Theological Seminary, 1989 Visiting Professor, Research and BAS, York University, 1985 Integration --- DPhil, University of Oxford, Green Assistant Professor of Education Templeton College, 2009 Faculty Advisor MA, University of London, King’s College, EdD, O.I.S.E., University of Toronto, 2006 2002 --- PGCE, University of Cambridge, School of Associate Professor of Theology Education, 1999 BA, Wilfrid Laurier University, 1998 BA, University of Oxford, The Queen’s MDiv, Tyndale Seminary, 2001 College, 1998 ThM, Regent College, 2004 --- PhD, McMaster Divinity College, 2011 Assistant Professor --- PhD, University of St. Michael's College Associate Professor of Philosophy (University of Toronto), 2013 PhD, University of Oklahoma, 2012 MPhil, University of Cambridge, 2000 MA, Biola University, 2004 Dip, University of Cambridge, 1999 BS, Southwestern Assemblies of God BTh, Heritage Baptist College, 1998 University, 2002 ------Research Professor Research Professor MDiv, Tyndale Seminary, 2009. ScD, Harvard University PhD, Ontario Institute for Studies in SM, Harvard University Education (University of Toronto), 1988 MD, University of Toronto MEd, Ontario Institute for Studies in MPhil, University of Cambridge Education (University of Toronto), 1980 BSc, University of Toronto BEd, University of Toronto, 1971 Certificate in Theology and Ministry, BSc (Hon), University of Toronto, 1970 Princeton Theological Seminary ------Assistant Professor of Psychology Assistant Professor of Linguistics PhD, Regent University, 2014 PhD, Fuller Theological Seminary, 2010 MA, Clinical Psychology, Wheaton College, MA, University of North Dakota, 1990 2007 Master of Christian Studies, New College for BA, Jamaica Theological Seminary, 2001 --- Associate Professor of Health and Human R.J. Bernardo Family Assistant Professor of Services Leadership and Ministry Chair, Department of Health and Human Director, Internship Program Services BScF, University of Toronto, 1981 PhD, Wilfrid Laurier University, 2006 MDiv, Ontario Theological Seminary MSW, McMaster University, 2001 (Tyndale), 1985 BSW,York University, 2000 DMin, Gordon Conwell Theological BSc, University of Toronto, 1998 Seminary, 2009 --- Certificate in Leadership Coaching, Associate Professor of Old Testament OISE/Adler, 2012 BTh, Central Pentecostal College, 1985 --- BA, University of Toronto, 1987 Emeritus Professor of Christian History MRel, Wycliffe College, Toronto, 1990 BA, University of , 1967 PhD, University of Sheffield, 1996 MDiv, Lutheran Theological Seminary, 1968 --- PhD, University of St. Andrews, 1973 Adjunct Professor of New Testament --- BA, McGill University, 1979 Director, Hudson Taylor Centre MDiv, Trinity Evangelical Divinity School, BSEE, University of California, 1968 1980 MSc, University of Southern California, 1972 ThD, Wycliffe College, University of MDiv, Fuller Theological Seminary, 1975 Toronto, 1997 ThM, Wycliffe College, University of --- Toronto, 1979 Professor of Old Testament ThD (ABD), Wycliffe College, University of BTh, Tyndale College, 1978 Toronto. BA, University of Waterloo, 1980 --- MA, Trinity Evangelical Divinity School, 1982 Research Professor of Chinese Church Conjoint Doctorate, Docteur de l'Université, History Sorbonne-Paris IV and Docteur en BSc, University of Hong Kong, 1969; Théologie, Institut Catholique de Paris, 1995 MDiv, Trinity Evangelical Divinity School, --- 1974 Associate Professor of Education PhD, Princeton Theological Seminary, 1978 PhD, Ontario Institute for Studies in --- Education, University of Toronto, 2017 Indigenous Studies Program Director MEd, Ontario Institute for Studies in Elder of the BEd Program Education, University of Toronto, 2013 Ph.D., Asbury Theological Seminary, 2012 BA, Ontario Institute for Studies in --- Education, University of Toronto, 2000 Research Professor of Old Testament BSc (Honours), University of Toronto, 1996 BTh, Alliance Bible Seminary, 1972 --- MDiv, Fuller Theological Seminary, 1976 Adjunct Professor of Biblical Studies (CCST) ThM, Wycliffe College, University of B.Sc.Phm., University of Toronto Toronto, 1979 M.T.S., Tyndale Seminary PhD, University of Sheffield, England, 1997 Ph.D., University of St. Michael’s College ------Associate Professor of Pastoral Ministry --- BA, Seattle University, 1978 Director of Pentecostal Studies MDiv, Fuller Theological Seminary, 1983 Associate Professor of Christian Ministries PhD, University of Aberdeen, 1989 DMin, Acadia University, 2014 --- ThD, University of South Africa, 2008 Assistant Professor of Education MA, Acadia University, 1998 MA, University of Waterloo MDiv, Acadia University, 1997 BA (Hons), Wilfrid Laurier University BA, Memorial University of Newfoundland, --- 1993 Associate Professor of English --- PhD, University of Durham, 2001 Associate Professor of Counselling MA, University of Durham, England, 1995 Psychology BA (Hons), Huron College, UWO, 1990 PhD, Fuller Theological Seminary (School of --- Psychology), 2003 Research Professor MA, Fuller Theological Seminary, 2003 PhD, , 2003 MS, Fuller Theological Seminary (School of MEd, University of Alberta, 1994 Psychology), 2001 MDiv, Tyndale Seminary, 1989 BSc (Hons), University of Toronto, 1996 BEd, University of Saskatchewan, 1984 --- DipCS, Regent College, 1982 Adjunct Professor of Youth and Family BA, University of Regina, 1981 Ministries --- BSc, Wheaton College, 1983 President and Vice Chancellor MRE, McMaster Divinity College, 1993 BEd, University of British Columbia, 1976 EdD, OISE, University of Toronto, 2001 MDiv, Fuller Theological Seminary, 1980 --- DMin, Fuller Theological Seminary, 1987 Donald N. and Kathleen G. Bastian Chair of --- Wesley Studies Associate Academic Dean Associate Professor of Theology Director, MTS Modular Program BA (Hons), Queen’s University, 2002 BTh, Mennonite Bible College, 1987; MDiv, Wycliffe College / University of BA, , 1987; Toronto, 2005 MA, Brock University, 1988; PhD, University of St. Michael’s College, PhD, University of St Michael's College, 2013 1996 ------Professor Emeritus, Counselling Alister E. McGrath Chair of Christian BSc, University of Manitoba, 1968 Thought and Spirituality MD, University of Manitoba, 1972 Director, ThM Program MTS, Tyndale Seminary, 1982 BA, University of Saskatchewan, 1982 DMin, Eastern Baptist Theological Seminary, MCS, Canadian Theological Seminary, 1984 1988 MDiv, Lutheran Theological Seminary, 1986 PsyD, Newport University, 1991 STM, Lutheran Theological Seminary, 1988 --- PhD, St. Michael's College, University of Toronto, 1993 Associate Professor of New Testament Emeritus Professor of Theology PhD, University of Toronto, 2013 BA, University of Toronto, 1965 MDiv, Tyndale Seminary, 2004 MA, University of Toronto, 1969 Grad.Dip.Phys., Nottingham School of BD, Emmanuel College, University of Physiotherapy, 1988 Toronto, 1970 --- Post-graduate studies in New Testament, Associate Professor of New Testament University of Aberdeen, 1973-1974 Chair, Department of Biblical Studies and ThD, Emmanuel College, University of Theology Toronto, 1978 PhD, University of Aberdeen, King's College, STD (honoris causa), Roberts Wesleyan 2007 College, 1995 ThM, Gordon-Conwell Theological --- Seminary, 2005 Professor of Spirituality and Pastoral MDiv, Gordon-Conwell Theological Ministry Seminary, 2003 BA, , 1970 BA, Westmont College, 1999 BTh, Tyndale College, 1971 --- MPS, St. Paul University, 1975 Associate Professor of Psychology STM, McGill University, 1976 BA, Roberts Wesleyan College, 1992 Diploma in Ministry, Presbyterian College, MA, University of Waterloo, 1995 McGill University, 1976 PhD, University of Waterloo, 1997 Diploma in Spiritual Direction, Pecos --- Benedictine Abbey, 1976 Assistant Professor of Christian Ministry DMin, Fuller Theological Seminary, 1986 and Intercultural Leadership CSD (Certified Spiritual Director), Canadian PhD, University of the Philippines, 2006 Council of Professional Certification, 1999 PhD, Dallas Theological Seminary, 1994 CT (Certified Thanatologist), American STM, Dallas Theological Seminary, 1990 Association of Death Educators and MDiv, International School of Theology- Counselors, 2002 Asia, 1988 FT (Fellow in Thanatology), American BS, University of the Philippines, 1984. Association of Death Educators and --- Counselors, 2009, 2013, 2016 Associate Professor of Christian Ministries CSDS (Certified Spiritual Director Chair, Department of Christian Ministries Supervisor), Canadian Council of DMin, Westminster Theological Seminary, Professional Certification, 2010 1995 --- MDiv, Regent College, 1987 Associate Professor of Christian Education MCS, Regent College, 1987 and Formation BA, Trinity Western University, 1984 PhD, Trinity Evangelical Divinity School, --- 1994 Associate Professor of New Testament MDiv, Regent College, 1990 BRE, , 1995 Diploma in Theology, Discipleship Training MCS, Regent College, 1998 Centre, (Singapore), 1985 PhD, McMaster University, 2004 BPharm (Hons.), University of Wales, 1979 --- Visiting Scholar, Ontario Institute for MA, Fuller Theological Seminary, 2011 Studies in Education of the University of BA, York University, 2008 Toronto (OISE/UT), 2000-01. --- Visiting Scholar, Columbia University Associate Professor of Global Christianity (Teachers College), 2008-09. BA, Ain Shams University, 1980 --- BTh, Evangelical Seminary (Cairo, Egypt) Adjunct Professor of Ministry and Mission MATS, McCormick Theological Seminary PhD, Trinity Evangelical Divinity School, (Chicago), 1985 1999; ThM, Princeton Theological Seminary, 1987 ThM, Regent College, 1989; PhD, Northwestern University, 1997 MDiv, Regent College, 1988; --- BA, University of British Columbia, 1982. Adjunct Professor of Biblical Studies --- B.A., Providence College, 1980 Assistant Professor of Counselling Th.M., Dallas Theological Seminary, 1985 M.Div., Tyndale University College and Ph.D., Dallas Theological Seminary, 1990 Seminary, 2006 --- Diploma in Couple and Family Therapy Associate Professor of Christian Ministries Studies, , 2011 Director, University College Modular RMFT, Ontario Association for Marriage and Programs Family Therapy, 2009 DMin, Trinity International University Clinical Fellow, American Association for (Trinity Evangelical Divinity School), 1989 Marriage and Family Therapy, 2009 ThM, Knox College, University of Toronto, Approved Supervisor, American Association 2006 for Marriage and Family Therapy, 2014 ThM, Dallas Theological Seminary, 1981 RP, College of Registered Psychotherapist of BA, Moody Bible Institute, 1977 Ontario, 2015 Assistant Professor of Christian History --- PhD (Cand), University of Toronto Director, Master of Divinity Church in the MA, University of Toronto, 2012 City (In-Ministry) Program & Assistant MTS, Tyndale Seminary, 2008 Professor, Contextual Ministry BEng, McMaster University, 2005 PhD (cand.), University of Toronto MA, University of Toronto, 2018

Tyndale Faculty Publications (2016-2019)

Full list available at: https://www.tyndale.ca/publications-list

Peer Title (Year) [ISBN/ISSN] Publisher Type Reviewed The Interface of Science, Theology, and Religion: Essays Pickwick Publications Book Yes in Honor of Alister E. McGrath (2019) [978-1-5326-4334- 7] Changing Evangelical Minds on Climate Change (2019) IOPScience Article Yes

Explaining Evil: Four Views (2019) [9781501331121] Bloomsbury Academic Book Yes Interpreting Scripture with the Great Tradition: Baker Academic Book Yes Recovering the Genius of Premodern Exegesis (2018) [978-0-8010-9872-7] The Faith Once Delivered: An Introduction to the Basics Joshua Press Book of the Christian Faith (2018) [978-1-984400-87-9] Luther's Theology of the Cross: Christ in Luther's Cascade Books Book Yes Sermons on John (2018) [ 978-1-5326-4579-2 ] The Son of Man Debate: Critical Readings (2018) [ Bloomsbury T&T Clark Book Yes 9780567670120 ] Symptoms and Experience of Depression Among President and Fellows of Article Yes Chinese Communities in the West: A Scoping Review Harvard College (2018) Ethical Considerations at the Intersection of Psychiatry Oxford University Press Book Yes and Religion (2018) [9780190681968] Connecting Curriculum and Context: Foundations for Langham Global Library Chapter Relevance in Theological Education (2018) [1783683333]

Becoming A Follower of Christ: Exploring Conversion Article Yes Through Historical and Missiological Lenses (2018) The Poor and Poverty in Islam – Compassion and Social Scholars Press Book Justice (2018) [6202310863] Schism and the Spirit in Hugh Bourne's Theology (2018) Wesley and Methodist Article Yes [ 2291-1723 ] Studies America's Failing Economy and the Rise of Ronald Palgrave Macmillan Book Yes Reagan (2018) [ 9783319705446 ] The Sensibility of Captain Benwick in Literary and Lehigh University Press Chapter Yes Historical Context (2018) [9781611488678] “Is Haggai Among the Exclusivists?” A Response to Dalit Article Yes Rom-Shiloni’s monograph Exclusive Inclusivity (2018) Patterns of Descriptive Curse Formulae in the Hebrew Mohr Siebeck Chapter Bible, with Special Attention to Lev 26 and Amos 4:6–12 (2018) [3161538838] Peer Title (Year) [ISBN/ISSN] Publisher Type Reviewed Plantinga's Defence and His Theodicy are Incompatible Routledge Chapter (2018) [ 0415793513] Anthropology and New Testament Theology (2018) [ Bloomsbury T&T Clark Book Yes 9780567660343 ] Review: God’s People on the Move: Biblical and Global Review Perspectives on Migration and Mission, and Religion, Migration and Identity: Methodological and Theological Explorations (2018) The Contours for Researching Religion and School Article Yes Choice (2018) The God Who Sends is the God Who Loves: Mission as Article Yes Participating in the Ecstatic Love of the Triune God (2017-2018) Strangers in the Kingdom: Refugees, Migrants and the Langham Global Library Book Yes Stateless (2017) [ 1783682779 ] Technical Exercise Practice: Can Piano Students be Intellect Article Yes Motivated by Gamification? (2017) Potential of SoundCloud for mobile learning in music Inderscience Article Yes education: A pilot study (2017) Retroflexion in South Asia: Typological, genetic, and De Gruyter Mouton Article areal patterns (2017) Introductory Statistics in the Social Sciences (Revised BVT Publishing Book Edition) (2017) [978-1-5178-0255-4] Christian Theology in Development: Volume 4: The Hong Kong: China Book Yes Modern Protestant Church (2017) Alliance Press Mistakes Preachers Make (2017) Article Book Review - Leading a Multicultural Church by Journal of European Review Michael Patten (2017) Baptist Studies A Compassionate Community: What did the Early Article Yes Church teach that made Christians “Lovers of the Poor”? (2017) “Separate but Non-Sectarian: The Salvation Army’s The Salvation Army Article Yes Place in the History of Wesleyan Ecclesial Division.” National Publications (2017) [ 15223426 ] Handbook to Asian North American Biblical Bloomsbury T & T Clark Chapter Hermeneutics (2017) Assessing the influence of an educational presentation Journal of Geoscience Article on climate change beliefs at an evangelical Christian Education college (2017) [1089-9995] Toward a Version of "Narratival Hermeneutics" (2017) Wipf & Stock Chapter Creation as a gift: A neglected approach to creation care Science and Christian Article (2017) Belief Peer Title (Year) [ISBN/ISSN] Publisher Type Reviewed The Jewish Apocalyptic Tradition and the Shaping of Fortress Press Book New Testament Thought (2017) [9781451492668] Religious Faith and Intellectual Virtue (2017) Sage Journals Review Yes Internet Safety Issues for Adolescents and Adults with Article Yes Intellectual Disabilities (2017) Feasibility of computerized working memory training in Article Yes individuals with Huntington disease (2017) A randomized, double-blind, placebo-controlled trial of Article Yes coenzyme Q10 in Huntington disease (2017) A Comprehensive Guide to Intellectual and Brookes Publishing Co. Book Yes Developmental Disabilities. Second Edition (2017) [978- 1598576023] Canada’s Salvation Army and War: The War Cry, Soul Wipf and Stock Chapter Yes Saving, and the South African War (2017) Publishers [9781498223201] Measuring Complexity in the Classroom (Chapter) Barton Books Pty, Book Yes (2017) [1921577363, 9781921577369] Limited Where is the client/patient voice in interprofessional Article Yes healthcare team assessments? Findings from a one-day forum (2017) Julie and Julia: Tracing Intertextuality in Helen Maria Routledge Chapter Yes Williams's Novel (2017) [978-1848935914] Religion in Schools (Chapter) (2017) [1119082323, John Wiley & Sons Book Yes 9781119082323] Dignity and Destiny: Humanity in the Image of God Eerdmans Publishing Review (2017) [9780802867643] Soil Science Education for Grades K-12 in Canada (2016) Canadian Science Article Speaking the Truth in Love (2016) Publishing Article Being Human, Being Church: The Significance of Paternoster Book Yes Theological Anthropology for Ecclesiology (2016) [978- 1842278420] God and Refugees: Foundations for Hope (2016) Article 'Beauteous Dies': Variegation in Phillis Wheatley's Algoma University Chapter Yes Aesthetics (2016) [9780929100227] Christian Faith in English Church Schools: Research Peter Lang AG Book Yes Conversations with Christian Teachers. (2016) International Academic [303431938X, 9783034319386] Publishers Holiness Tradition (2016) [9781442244313] Rowman & Littlefield Article Book Review - Remember the Poor: Paul, Poverty and Review the Greco-Roman World (2016) The Economic Actions of the Holy Spirit in Luther's Regent College Chapter Yes Sermons on the Gospel of John (2016) [0011-2186] Publishing Peer Title (Year) [ISBN/ISSN] Publisher Type Reviewed Glimpsing the Mystery: The Book of Daniel (2016) Lexhamn Book Yes [9781577997740] Francis Watson and Stephen E. Fowl as Theological Pickwick Chapter Yes Interpreters of Scripture (2016) [978-1498292900] A Persevering Witness: The Poetry of Margaret Avison Pickwick Publications Book (2016) [978-1-4982-2392-8] “O Boundless Salvation”: Save Souls, Grow Saints, and Paternoster Chapter Serve Suffering Humanity – The Army's Holistic Vision (2016) [9781842278451] Creating a World of Welcome: On Mission at Home The Christian and Article (2016) [2369-9477] Missionary Alliance in Refugees: Exploring Theological and Missiological Canada Article Yes Foundations (2016) The Translation of Ethos in Joint Church Academies Liverpool Hope Book (Chapter) (2016) [1898749140, 9781898749141] University College Relevance and Faithfulness: Challenges in Article Yes Contextualizing Theological Education (2016) Morphophonemic alternations in the initial consonants Article Yes of stems in Olunyole, a Luyia Bantu language (2016) Feedback in Online Writing Communities: Effects on Article Yes Adolescent Writers (2016) Veiled Intent: Dissenting Women's Aesthetic Approach Pickwick Publications Book to Biblical Interpretation (2016) [9781620324127] Effect of Deutetrabenazine on Chorea Among Patients Article Yes With Huntington Disease: A Randomized Clinical Trial (2016) Patterns of endurance and distress in Chinese-Canadian Article Yes women with a history of suicidal behaviour (2016) Kitchener: Hero and Anti-Hero (2016) [1784533505] I.B.Tauris Book Compassion and the Mission of God: Revealing the Langham Global Library Book Yes Invisible Kingdom (2016) [976-1-78366-114-3]