Tyndale University College Org Review Supplement Submitted–

Appendix 1.1

Title Page

Full Legal Name of Organization: Tyndale University College & Seminary Operating Name of Organization: Tyndale University College & Seminary Common Acronym of Organization, if applicable: N/A URL for Organization Homepage, if applicable: www.tyndale.ca Date of Submission : April 8, 2005 Contact Information: Legal Address of organization: 25 Ballyconnor Court Toronto, Ontario, Canada M2M 4B3 Telephone: (416) 218-6700 Fax: (416) 226-4148 E-mail: [email protected] Legal representative of organization: Last name: Stiller First name: Brian C. Department or Unit: President Address: 25 Ballyconnor Court Toronto, Ontario, Canada M2M 4B3 Telephone: (416) 218-6721 / 6700 E-mail: [email protected] Official function within organization: President and CEO Contact person to liaise with the Organization Review Panel: Name: Earl Davey Title: Provost and CAO Address: 25 Ballyconnor Court Toronto, Ontario, Canada M2M 4B3 Telephone: (416) 218-6766 Fax: (416) 226-3922 E-mail: [email protected] Program Information: How many programs are being submitted to the Minister for consent at this time? __1__ Attach as Appendix 1.2 a table that provides a complete list of all the programs this organization is submitting to the Minister for consent at this time at the location indicated in the table.

Tyndale University College 1 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 1.2

List of Proposed Programs

No No Yes, terms& conditions attached.

Does the organization alreadyhave Ministerial to Consent offer this program anotherat locationin Ontario? If please “yes”, attach a copy of and the terms conditions of consent in appendix.this

M2M 4B3 25 Ballyconnor25 Court Toronto Ontario (416) 218-6700 (416) Baccalaureate Degree a in Indicate Degree Level and Type to be awarded for program or part programof Professional Area of Study: Education : : Street Address: City: Province: PostalCode Telephone: Proposed Degree Nomenclature B.Ed. (Bachelor of Education)

Location/Address where Proposed Program to be Delivered Proposed Degree Title Bachelor of Education

1 1

Tyndale University College 2 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 1.3

Table of Contents

1.1 Title Page ...... 1 1.2 List of Proposed Programs...... 2 1.3 Table of Contents...... 3 2.1 Information about the Organization and Its Operations...... 5 3.1 Executive Summary...... 6 4.1 Synopsis of Proposed Program(s)...... 15 7.1 Academic Calendar Information...... (attached) 7.2 Policy Awareness*...... 16 8.1.1 Organization’s Plan for Management of Records* ...... 17 8.1.2 Plan for Weekly Off-Site Back-Up*...... 18 8.1.3 Plan to Verify Accuracy of E-Records*...... 19 9.1 Contract Period Policy*...... 20 9.2 Delivery of Goods and Services Policy*...... 21 9.3 Collection of Tuition and Fees Policy*...... 22 10.1 Withdrawal and Refund of Fees and Charges Policy*...... 23 11.1 Enrollment Contract* ...... 24 12.1 Student Awareness of Policies*...... 25 13.1 Notification of Credit Transfer...... 27 14.1 Other Organization Information Relevant to Part A-1* ...... 28 15.1 History, Mission and Goals...... 29 15.2 Current Degree Programs...... 31 15.3 Proposed Program(s) and Mission/Goals...... 32 15.5 Academic Policies*...... 34 16.1.1 Governance and Administrative Structure...... 63 16.1.2 Responsibilities of Governing Bodies...... 64 16.1.3 Organization’s Reporting Structure ...... 67 16.1.4 Reporting Structures Consistent with Academic Purpose*...... 68 16.2.1 Senior Administration Job Descriptions...... 69 16.3.1 Academic Plan...... 73 16.4 Participation in Academic Policies and Standards ...... 74 17.1 Ethical Standards*...... 79 18.1 Student Recruitment Policies*...... 81 19.1 Academic Freedom Policy* ...... 82 19.2 Academic Freedom Constraints*...... 83 19.3 Intellectual Property Policy...... 85 19.4 Research Policies...... 88 19.5 Academic Honesty Policy*...... 89 19.6 Plan for Informing Faculty and Students*...... 91 21.1 Student Appeals, Complaints and Grievances*...... 92 21.2 Policy Implementation and Awareness* ...... 94 21.3 Electronic Student Records...... 95 21.4 Records Management*...... 21.5 Minister’s Applicant Acknowledgement and Agreement...... 97

Tyndale University College 3 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 List of Attachments

Academic Calendar (2004-05) Research Ethics Policy Student Handbook

Tyndale University College 4 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 2.1

Information about the Organization and Its Operations

1) Location Administrative (operating) Address: 25 Ballyconnor Court, Toronto, Ontario Canada M2M 4B3 Telephone Number: (416) 226-6380 switchboard (416) 218-6766 contact re: application Fax Number: (416) 226-3922 contact re: application

This is the only location at which Tyndale University College offers its courses.

2) Address(es) where proposed program(s) will be delivered (Note: each location requires a location- specific consent from the Minister).

25 Ballyconnor Court, Toronto, Ontario Canada M2M 4B3

3) Are there plans to deliver any of the programs listed above at any other location in Ontario? No Yes. Identify the locations and approximate dates when an application for consent will be made to the Minister in the table provided below.

Possible date of application Program Location for Consent Not applicable

4) Identify type of ownership

The type of ownership is that of a Corporation without shared capital, created by Parliamentary Act.

5) Attach a list of all the officers of the organization

The Officers of Tyndale University College & Seminary are:

Length of Time Length of Time Name Position in Position in Organization Brian C. Stiller President, CEO 10 years 10 years Earl Davey Provost, CAO 2 years 2 years Winston Ling Vice President, Finance and 9½ years 9½ years Administration, CFO Larry N. Willard Vice President, Advancement 6 years 6 years Elise C. Hung Controller 4½ years 9½ years

Tyndale University College 5 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 3.1

Executive Summary

Tyndale University College & Seminary (“Tyndale”) is a Toronto-based undergraduate university college and graduate seminary with a 110-year history and 9,500 alumni.

Overview of Tyndale’s history, mission and academic goals

History

In the late 1800s a group of lay people from the Toronto churches of St. Paul’s Anglican, Knox

Presbyterian and Walmer Road Baptist met to discuss the establishment of a training school for laypersons. This group was led by Rev. Elmore Harris, family member of the Massey-Harris farm machinery enterprise and included the well-known Casimir Gzowski Jr. (son of the builder of the Grand Trunk Railway and grandfather of broadcaster Peter Gzowski) and S.J. Moore of the business forms fame.

The Toronto Bible Training School, which resulted from this initiative, was designed to prepare laypersons to serve in the burgeoning programs of the newly developing YMCA, numerous

Sunday schools springing up in Toronto and outlying areas, and a growing world movement in missions.

In 1912 the name was changed to Toronto Bible College. Then in 1968 the school merged with the London College of Bible and Mission (London, Ontario) to become Ontario Bible College. In

1976 the Seminary was launched, and the institution became known as Ontario Bible College and Ontario Theological Seminary. In 1998 the name was changed to Tyndale College &

Seminary.

Tyndale University College 6 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 In the early 1970s the College expanded its curriculum to include studies in liberal arts. As the

Seminary (the graduate school) increasingly became the school of choice for people preparing for pastoral/parish and mission agency roles, the College branched out to better serve those looking for an undergraduate degree designed for vocations outside of traditional church-related activities. In the 1980s and 1990s, the College not only increased its offerings in various liberal arts areas, but also built conjoint programs with Seneca College and Humber College, including bachelor’s degrees in Early Childhood Education, Social Service Work, Recreation Leadership and Developmental Service Work. Beginning in the 1980s numbers of Tyndale students took advantage of the University of Waterloo’s offer to grant a transfer of fifty percent of credits towards completion of a Bachelor of Arts degree. Then in the late 1990s, relationships were developed with York University and the University of Toronto, which currently allow full credit transfer up to two years at York and one year at the University of Toronto.

In 2003, by an Act of the Ontario Legislature, Tyndale College & Seminary was renamed

Tyndale University College & Seminary. The University College was granted permission to offer the Bachelor of Arts and the Bachelor of Arts, Honours degrees in the humanities, the social sciences and business.

Mission

The mission of Tyndale University College is to:

“offer excellent university degrees in the arts, the sciences and professional studies, and to promote the preservation, transmission, and expansion of human knowledge within the context of a vibrant Christian community in which the integration of faith and learning is fostered by the exploration of various ideas, theories, and worldviews.”

Tyndale University College 7 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Goals

The goals of the University College are to:

1. 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; 2. Recruit outstanding faculty, who as teachers/scholars/mentors enrich the lives of students; 3. Produce graduates who are well equipped to compete for admission to graduate and professional schools or to enter the workforce successfully; 4. Produce graduates who will seek to serve God and their fellow human beings through their own vocations and in their lives generally; 5. 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. 6. Promote the integration of faith and learning so that the wide range of human knowledge and experience can be understood in relation to a Christian worldview.

The proposed Bachelor of Education program has been designed in a manner consistent with the mission and goals of the University College.

Description of the relationship between the proposed program and Tyndale’s mission and strengths

The proposed new Bachelor of Education degree matches our mission and strengths in the following ways.

First , the mission of Tyndale University College & Seminary specifically references professional studies as part of the institution’s mandate. Currently, the University College offers a Bachelor of

Arts in Business Administration and a Bachelor of Religious Education (B.R.E.) degree, both of which are professional programs. The introduction of the Bachelor of Education degree will expand Tyndale’s range of professional offerings.

Second , the integration of faith and learning is an important feature of the teaching-learning enterprise at Tyndale. The Bachelor of Education will meet this expectation through the exploration of various ideas, theories and worldviews. Specifically, courses such as

Tyndale University College 8 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 “Foundations of Education: A Christian Perspective” and “Educating the Whole Person” will encourage such integration.

Third , among the academic goals of Tyndale is the intention to “produce graduates who will seek to serve God and their fellow human beings” through their vocation. As a faith-based institution, Tyndale is deeply committed to the values central to a critical, liberal democracy— values of diversity, equity and social justice for all people. Given the mandate to love God and to love our neighbour as God loves us, Tyndale seeks to develop a Bachelor of Education program that will enable its graduates to address the needs of all students, including those most vulnerable and disadvantaged. As a faith-based university college, we believe Tyndale is very well positioned to make a significant contribution to its society in the area of education and other

“helping” and “caring” professions.

Fourth , at Tyndale students become part of a community in which they have opportunity of building a personal relationship with faculty. We believe education is about the maturing of the whole person and that this development can effectively take place within this kind of community.

Structures support the stated mission and goals

The organization is designed to ensure that the mission and goals of the University College are achieved.

First , the Governors are chosen from the wider Christian community that Tyndale serves. This selection is made with care so that those who govern both represent the complexity of our community and are skilled in the various areas of governance. As a transdenominational educational community, we not only are inclusive in the religious sense but are also committed to assist the various denominations and parachurch agencies that we serve so as to affirm their

Tyndale University College 9 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 distinctiveness, doctrinal particularities and missions. Our affirmation of their calling and roles are essential to both our mission and to their educational servicing.

To accomplish this, the Governors are chosen to include gifting, gender, ethnic and denominational diversity. For example, currently our members represent some six denominations.

Second , the Board of Governors mandates to various committees—including the Executive

Committee, the Resource Planning Committee (Finance and Administration), and the

Governance Committee—the task of overseeing specific areas. The Board meets for a full day, four times a year and other times as necessary, the Executive Committee at least five times per year, and the Resource Planning Committee six times a year. While the President is responsible for the operation of the University College, the committees of the Board provide due diligence and accountability to ensure that the University College fulfills its mission and to update the

Board on particular items of concern.

Third , the reporting functions come by way of the Cabinet (which is composed of the senior management team) through the President to the Board of Governors. The President, as CEO, chairs the Cabinet which is made up of the Provost, the Academic Dean of the University

College, the Academic Dean of the Seminary, the Dean of Students, the Vice President of

Finance and Administration, and the Vice President of Advancement. These members are appointed by the Governors upon recommendation by the President. The Cabinet meets bi- weekly and is responsible for overall operation of the school. Each Vice President reports to the

President and is evaluated on an annual basis. As well, the members of the Cabinet attend the meetings of the Board of Governors.

Tyndale University College 10 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Fourth , each department is organized under the Provost and Vice Presidents who in turn are responsible for the setting of goals, the reviewing of policies, practices and progress and for reporting to the Board, by way of the Cabinet. In preparation for each meeting of the Board of

Governors, the President prepares a written report, including summaries by each member of the

Cabinet.

Explanation of how administrative policies and practices

Promote the learning and educational goals of postsecondary education

The administrative policies and practices of the University College promote the learning and educational goals of postsecondary education in a number of ways.

First , quality faculty are at the heart of postsecondary education. The Faculty Handbook makes it clear that the faculty have a critical role to play in the design, implementation and evaluation of the University College.

Second , while recruitment of faculty is managed by the Provost and the Academic Dean, each prospective faculty member is interviewed by the Faculty and only by their vote can a new faculty member be recommended for appointment. This provides a screening process whereby those charged with the responsibility of doing the critical work of educating have the means of choosing who will best serve in the fulfilling of that task.

Third , the Academic Council, newly instituted in 2004, is responsible to approve all academic policies and programs and to ensure that the educational activity of the institution fits the overall mandate of the University College and meets the standards and requirements implicit in the mandate of providing postsecondary education.

Tyndale University College 11 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Ensure that business practices and decisions support the academic integrity of programs, and protect student interests

The administrative policies and practices of the University College ensure that business practices and decisions support the academic integrity of programs and protect student interests.

The capacity to deliver education within a fiscal boundary of a balanced budget is always a challenge. At Tyndale, given that over fifty percent of our funding is tuition based, it is critical, not only for missional reasons but also for recruitment purposes, that what happens in relationship to our students is done to serve the students. The managing of the administrative and business side in relation to the academic integrity and interests of the students begins operationally at the Cabinet. It is here that integrity and balance are sought and maintained.

The Academic Planning Committee of Faculty is the body that processes any proposed programs and oversees all matters pertaining to academic standards and policies. This committee reports its activities to the Faculty of the University College and to the Academic

Council of Tyndale University College & Seminary. Significant issues that pertain to program development are reported to the Cabinet. It is at this level that the administration has involvement by bringing together the various parties who have a stake in integration so that student and academic concerns are handled appropriately.

The budget, for example, is prepared by managers and reviewed by the Cabinet. While the Vice

President of Finance and Administration is responsible for overseeing this process, matters related to major assumptions such as setting of tuition, salaries, etc. are brought to the Cabinet.

After agreement has been reached, the budget is reviewed by the Resource Planning

Committee of the Board, which either sends it back for further work or recommends it to the

Tyndale University College 12 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Board for approval. The Provost, as Chief Academic Officer, and the Academic Deans and the

Dean of Student Life have the responsibility to advise the Board so as to ensure that business practices and decisions support the academic integrity of programs and protect student interests.

On another level, there is opportunity for student feedback on the quality and workings of faculty in the classroom and in mentorship. At the end of each semester, students are asked to evaluate faculty. These confidential responses are then processed by the Academic Dean’s office and are included in the annual evaluation of each faculty, which then becomes part of their permanent record.

Support the capacity of the organization to deliver the program(s)

The administrative polices and practices of the University College support the capacity of the organization to deliver the programs as evidenced by our accrediting relationship, by the ability financially to meet budget and the ability to attract quality faculty.

Since 1967, the College has been a member of The Association for Biblical Higher Education

(ABHE), a North American agency, formerly known as The Accrediting Association of Bible

Colleges (AABC). Given that there was no Canadian accrediting body, Tyndale applied for membership to this accrediting body as a means of monitoring its quality of education. Tyndale has consistently maintained high academic standards as required by this agency. Every ten years, the University College is required to prepare a self-study, which becomes the basis on which a peer academic team visits the campus to evaluate the accuracy and fairness of the study. Following the visit, the review committee forwards its finding and recommendations to the

Accrediting Committee of the ABHE, which in turn recommends to the agency the level of accreditation the University College should receive.

Tyndale University College 13 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Vital to the success of Tyndale is the ability of the organization to attract vital and qualified faculty who provide the education we promise to deliver. While the Faculty is not large, we have sought to find those who meet the standards of the Canadian academy and whose ambition is to serve the educational goals of the University College. Trained at some of the best Canadian and international universities, the Faculty is evidence of our commitment to building a first class university college.

Summary and explanation of the organization’s financial capacity to develop, sustain and deliver the program in Ontario.

Another means by which Tyndale University College is tested in its delivery of programs is in its ability to pay its own way. Without government financial support or denominational financial commitment, the University College meets its obligations in four areas: (1) tuition and fees, (2) ancillary funds from the operation, (3) the annual fund, and (4) capital campaigns. As evidenced by the five-year business plan, the University College—along with the Seminary—can underwrite the organization so as to deliver on its promises.

In each of the past nine years, Tyndale has concluded the fiscal year with a modest surplus and at April 30, 2004 became debt free. As well, the capital campaign has reached the $12.0 million mark.

Tyndale University College 14 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 4.1

Synopsis of Proposed Program(s)

The following program abstract is from Appendix 3.1, Quality Assessment Review.

The Bachelor of Education program proposed by Tyndale University College is a thirteen- month program focusing on the Primary/Junior and Junior/Intermediate divisions. The program will prepare teachers for employment in the public, separate and private schools in the province of Ontario (Kindergarten to Grade 10) and elsewhere. Graduates will possess the attitudes, abilities and qualities of mind requisite for successful teaching. They will demonstrate a commitment to students as learners and to the preparation and enabling of students for a life of learning, a commitment to social justice and a respect for the diversity and needs of all learners, and, a commitment to reflect critically upon teaching and learning in a manner that informs and refines practice.

Tyndale University College 15 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 7.2

Policy Awareness

Prospective students indicate that they have read the Statement of Faith and agree to aide by the Statement of Community Standards by signing the Conditions of Admission which appear on page three of the Admissions Application (refer to attached).

The Academic Calendar is published annually and mailed to all students who apply to Tyndale. As well, new academic calendars are given annually to all returning students. The calendar covers matters concerning credit transfer, prior learning assessment, entrance examinations, student support services, tuition and payment schedule, withdrawal and refunds. Students are responsible to read and understand the Academic Calendar and to ask their Faculty Advisors any questions they may have. Many of the major points are also covered in Orientation.

With regards to institutional closing, we have signed an agreement with Redeemer University College to the effect that if Tyndale College & Seminary would close, Redeemer will assume the responsibility of keeping student records for at least 75 years (refer to Appendix 13.3.2).

Tyndale University College 16 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Appendix 8.1.1

Third-Party Record Keeper

Redeemer University College (Ancaster) has agreed, that in the event Tyndale College would close or be unable, for any reason, to keep its undergraduate university college student records, to assume the responsibility of keeping said records and further that said records would be accessible to the student for at least 75 years.

Redeemer University College 777 Garner Road East Ancaster, Ontario L9K 1J4

Tyndale University College 17 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 8.1.2

Plan for Weekly Off-Site Back-Up

Record keeping POISE is backed up nightly. IT maintains two weeks of backups and two month-end backups and year-end backups. Backups are deposited weekly in an off-site bank vault and in several locations throughout the facilities.

Tyndale University College 18 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 8.1.3

Plan for Verify Accuracy of E-Records

All e-records will have the same care and controls as are given to paper files. It is the responsibility of the Registrar or his/her designate to verify the accuracy of such records.

Tyndale University College 19 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.1

Contract Period Policy

Tyndale’s tuition and residence fee collection policy is one-third down with the remaining two- thirds payable on three equal installments at the end of the first, second and third months of the semester.

Tyndale University College 20 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.2

Delivery of Goods and Services Policy

Materials are available to students upon payment, and textbooks are available from the on- campus bookstore.

Tyndale University College 21 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.3

Collection of Tuition and Fees Policy

The fee structure as stated on page 19 of the Academic Calendar (refer to Tab 5.5, Attachment B) is:

Tyndale allows students to pay tuition and residence fees one semester at a time. The student has the option of paying for the entire semester or on an installment basis. Installment payments require one-third down or $800, whichever is greater, and the remainder in three installments the end of the first month, second month and third month.

Tyndale University College 22 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 10.1

Withdrawal and Refund of Fees and Charges Policy

Before a student registers they are made aware in writing of the requirements of students per pages 3-29 of the Student Handbook (refer to Tab 5.4, Attachment C) including methods of course delivery, issues surrounding academic dishonesty, admissions, matters concerning credit transfer, entrance examinations (if any), grading, issues for international students, payment of fees, opportunities for scholarships and other forms of financial assistance, student grievances and complaints, student dismissal, students support and services, tuition, withdrawal and refunds. All intellectual properties created by the student are deemed as belonging to them.

Once officially registered in a class, students are considered to be regular class members until official notification of withdrawal or disciplinary dismissal has been given. Fees are refunded according to the following policy, as stated on page 4 of the Academic Calendar (refer to Tab 5.5, Attachment B) and on page 22 of the Student Handbook (refer to Tab 5.4, Attachment C).

Academic withdrawal during fall or winter semester: Within first two weeks, all fees less $10 administrative fee. During third or fourth week, 50% of tuition less $10 administrative fee. After fourth week, no refund.

Academic withdrawal during all other sessions (i.e., Intensives, Intersession): During first two days, all fees less $10 administrative fee. During third and fourth days, 50% of tuition less $10 administrative fee. Fifth day and following, no refund.

When a course is cancelled by the school or when a student is not able to take a course because of incorrect information published by the school, a full refund is granted to the student upon receipt of notice of his/her intent to withdraw.

Tyndale University College 23 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 11.1

Enrollment Contract

The Enrollment contract (admissions letter) clearly states the name of the program and other pertinent details. Samples are attached.

Tyndale University College 24 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 12.1

Student Awareness of Policies

Academic policies are included in the Academic Calendar, which is published annually and mailed to all students who apply to Tyndale. As well, new academic calendars are given annually to all returning students. Students are responsible to read and understand the Academic Calendar and to ask their Faculty Advisors any questions they may have. Many of the major points are also covered in Orientation.

a) Method of course delivery The specific method of delivery for each course is described in each course syllabus. Course syllabi are available in the library one month prior to the beginning of the semester in which the course is taught and are handed out on the first day of class.

b) Academic honesty Policies and procedures concerning academic honesty are stated clearly on page 54 of the Academic Calendar (refer to Tab 5.5, Attachment B). These policies are reviewed during student orientation and by faculty at the beginning of courses.

Tyndale’s policy pertaining to academic honesty and procedures for its enforcement are stated on page 54 of the Academic Calendar (refer to Tab 5.5, Attachment B):

c) Admission requirements: Admission requirements are stated on pages 13-18 of the Academic Calendar (refer to Tab 5.5, Attachment B).

d) Credit transfer arrangements and recognition by other institutions: Credit transfer arrangements and recognition by other institutions are presented on pages 11-12 of the Academic Calendar (refer to Tab 5.5, Attachment B) under the heading: University Transfer Credit:

e) Grading: Before a student registers they are made aware in writing of the requirements of students (refer to the Student Handbook, Tab 5.4, Attachment C, pp. 3-29) including methods of grading.

f) Intellectual property: All intellectual properties created by the student are deemed as belonging to them.

g) International students, and in particular, relevant policies that ensure that international students admitted to the program can meet program requirements for degree completion:

Tyndale University College 25 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The following is stated in the Academic Calendar (Tab 5.5, Attachment B, p. 15): Students whose first language is not English must submit proof of English language proficiency by completing TOEFL and TWE. A minimum TOEFL score of at least 570 on the paper-based test or at least 230 on the computer based test, and a minimum TWE score of 5.0 are required for acceptance to all programs. An interview or school-administered Language Writing and Diagnostic Test may also be required at the discretion of the Registrar.

Although some students may pass TOEFL or TWE, they may still be unable to write academic papers in English. These students may be identified in three ways: 1. Admission staff may observe their language difficulty. 2. In the first-year English Literature and Composition classes, professors will administer a short diagnostic writing test in the first week of classes. 3. Professors in any class may identify students having difficulty on any assignment.

Once identified and notified, students will be expected to take immediately the Language and Writing Diagnostic Test, Tyndale’s writing proficiency test. Students with a low test score will be required to enroll in English for Academic Purposes, a 10-20 week tutoring class at the College Writing Centre. Students will not be allowed to register for the next term if this requirement is not fulfilled.

h) Scholarships and other financial assistance: Information on Financial Aid Services, including scholarships and bursaries, is included in the Academic Calendar (pp. 18, 20) and is available in the Financial Aid Office.

i) Student complaints and grievances: The method for academic appeals is stated clearly on pages 55-56 of the Academic Calendar (refer to Tab 5.5, Attachment B) and on pages 10-11 of the Student Handbook (refer to Tab 5.4, Attachment C).

The method for non-academic appeals is stated on page 32 of the Student Handbook (refer to Tab 5.4, Attachment C).

j) Student withdrawal, dismissal and refund policies: Once officially registered in a class, students are considered to be regular class members until official notification of withdrawal or disciplinary dismissal has been given. Fees are refunded according to the following policy, as stated on page 4 of the Academic Calendar (refer to Tab 5.5, Attachment B) and page 22 of the Student Handbook (refer to Tab 5.4, Attachment C).

k) Supervision, preparation and examination of theses/dissertations A policy on the supervision, preparation and examination of honours theses will be developed by the end of the 2002-03 academic year. It will be given to any students who apply for honours (only honours students write theses).

Tyndale University College 26 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.1

Notification of Credit Transfer

The “Notification of Credit Transfer” is unchanged from the original Organization Review submission, dated August 15, 2002 (Appendix 18.1). Information specific to the Bachelor of Education program is contained in Part B – Quality Assessment Review submission, dated April 8, 2005, Appendix 5.13.

Tyndale University College 27 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.1

Quality Leadership Process

In 2001, the Cabinet (the senior management team) mandated an institution-wide Quality Leadership Process ∗ and adopted the following quality policy statement:

“Motivated by our institutional mission and informed by our vision, it is our goal to continuously improve our educational offerings, our scholarly research, and our supporting operations, service, personnel and facilities so that we constantly enhance both the value of the learning experience offered to our students and our contribution to the Church.”

QLP was launched through a series of three-day training workshops, led by Mr. Bruce Mathewson (who, prior to his retirement, was Marketing Vice President and, for nine years, the Quality Director at Kodak Canada Inc.), a member of the adjunct faculty.

Workshops were conducted for all departments, beginning with the Cabinet—the President; the Vice President and Academic Dean of the College; Vice President and Academic Dean of the Seminary; Vice President, Student Development; Vice President, Finance and Administration; Vice President, Marketing and Enrollment; Dean of Life Long Learning—and included the Executive Assistant to the President. Each member of Cabinet then co-led workshops for staff in their departments. An initial three-hour seminar was presented to Faculty to familiarize them with QLP.

The policy is implemented through the five principles of: customer focus, management leadership, teamwork, analytical approach, and continuous improvement.

To ensure that the QLP is sustained, Cabinet has: taken ownership of the QLP, endorsed a reporting mechanism to monitor team work and outcomes, and appointed a director for the QLP.

∗ QLP is the Total Quality Management system developed by Eastman Kodak Company. It follows the teachings of such recognized quality leaders as W. Edwards Deming, Joseph M. Juran, Philip B. Crosby, Armand V. Feigenbaum, Genichi Taguchi, et al. Kodak gave permission to Tyndale to modify and use their Quality Leadership Process.

Tyndale University College 28 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 15.1

History, Mission and Goals

History Tyndale University College & Seminary, a Toronto-based undergraduate college and graduate seminary with a 110-year history of continuous operation, has some 9500 alumni.

In the late 1800s a group of lay people from the Toronto churches of St. Paul’s Anglican, Knox Presbyterian and Walmer Road Baptist met to discuss the establishing of a training school in Bible and related subjects for lay people.

Led by the Rev. Elmore Harris, family member of the Massey-Harris farm machinery enterprise, the board comprised well-known business people, including Casimir Gzowski Jr. (son of the builder of the Grand Trunk Railway and grandfather of broadcaster Peter Gzowski) and S.J. Moore of the business forms fame. The Toronto Bible Training School began with evening courses to prepare church lay people to serve in the burgeoning programs of the newly developing YMCA and numerous Sunday schools springing up in Toronto and the outlying areas.

In 1912 the name was changed to Toronto Bible College. Then in 1968 the school merged with the London College of Bible and Mission (London, Ontario) to become Ontario Bible College. In 1976 the graduate Seminary was launched, and in 1998 the name was changed to Tyndale College & Seminary. Today the Seminary, operating under its charter of 1982, is the largest in Canada.

In the early 1970s the College expanded its curriculum from that of a single focus of Bible/theology and Christian education to include studies in liberal arts. As the graduate level Seminary increasingly became the school of choice for people preparing for parish and mission agency roles, the College branched out to better serve those looking for an undergraduate degree designed for vocations outside of traditional church-related activities. By building conjoint programs with Seneca College and Humber College, Tyndale developed programs in a number of vocationally driven areas, including Bachelor’s degrees in Early Childhood Education, Social Service Work, Recreation Leadership and Developmental Service Work.

In 2003, by an Act of the Ontario Legislature, Tyndale College & Seminary was renamed Tyndale University College & Seminary. The University College was granted permission to offer the Bachelor of Arts and the Bachelor of Arts, Honours, degrees in the humanities, the social sciences and business.

Mission The mission statement of Tyndale University College is to:

Tyndale University College 29 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Academic Goals The goals are to: 1. 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; 2. Recruit outstanding faculty, who as teachers/scholars/mentors enrich the lives of students; 3. Produce graduates who are well equipped to compete for admission to graduate and professional schools or to enter the workforce successfully; 4. Produce graduates who will seek to serve God and their fellow human beings through their own vocations and in their lives generally; 5. 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. 6. Promote the integration of faith and learning so that the wide range of human knowledge and experience can be understood in relation to a Christian worldview.

As a place of learning, Tyndale seeks to teach students, to create knowledge, and to serve the local community and the world.

First and foremost, Tyndale’s mission is to provide a holistic education. As an evangelical Christian community we believe that education seeks to explore the relationship of faith to learning. In the process of educating students, we see them as whole persons and thus design a learning experience that will help them develop intellectually, socially, physically, vocationally and spiritually.

We also believe that excellent undergraduate education is best delivered within the context of a “scholarly community,” that is, one in which scholars are preserving, handing on and creating knowledge. We expect tenured and tenure track faculty to do research and writing and be involved in other scholarly endeavours along with their teaching. Drawing students into the research of faculty members is an excellent way to facilitate learning, possible within an intimate setting like Tyndale.

Educating students means helping them discern their calling in life and instilling in them an ethic of service. We intend that the net result of the Tyndale education experience will be graduates that “serve the world” with a determination to make it a better place.

Tyndale University College 30 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 15.2

Current Degree Programs

CREDENTIAL PROGRAM TITLE DEGREE LEVEL AWARDED Bachelor of Arts (Business Administration) General Baccalaureate BA (Bus Admin) Degree Bachelor of Arts (English) General Baccalaureate BA (Eng) Degree Bachelor of Arts (History) General Baccalaureate BA (History) Degree Bachelor of Arts (Philosophy) General Baccalaureate BA (Phil) Degree Bachelor of Arts (Psychology) General Baccalaureate BA (Psych) Degree Bachelor of Arts (Religious Studies) General Baccalaureate BA (Rel St) Degree Bachelor of Arts, Honours (Religious Honours Baccalaureate BA, Hons (Rel St) Studies) Degree Bachelor of Arts (Human Services/Early General Baccalaureate BA (Hum Ser/ECE Dip) Childhood Education Diploma) 1 Degree Bachelor of Arts (Human Services /Social General Baccalaureate BA (Hum Ser/SSW Dip) Service Work Diploma) 1 Degree Bachelor of Religious Education (General General Baccalaureate BRE (Gen Min) Ministries) Degree Bachelor of Religious Education (Pastoral General Baccalaureate BRE (Past St) Studies) Degree Bachelor of Religious Education (Youth General Baccalaureate BRE (Youth Min) Ministry) Degree Bachelor of Religious Education (Post- General Baccalaureate BRE (Post-Dip) Diploma) Degree Bachelor of Religious Education (Degree General Baccalaureate BRE (DCP) Completion Program) Degree

1 Conjoint program, diploma offered by Seneca College.

Tyndale University College 31 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 15.3

Proposed Program(s) and Mission/Goals

The mission of Tyndale University College is to: “offer excellent university degrees in the arts, the sciences and professional studies, and to promote the preservation, transmission, and expansion of human knowledge within the context of a vibrant Christian community in which the integration of faith and learning is fostered by the exploration of various ideas, theories, and worldviews.”

The goals of the University College are to: 1. 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; 2. Recruit outstanding faculty, who as teachers/scholars/mentors enrich the lives of students; 3. Produce graduates who are well equipped to compete for admission to graduate and professional schools or to enter the workforce successfully; 4. Produce graduates who will seek to serve God and their fellow human beings through their own vocations and in their lives generally; 5. 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. 6. Promote the integration of faith and learning so that the wide range of human knowledge and experience can be understood in relation to a Christian worldview.

The proposed Bachelor of Education program has been designed in a manner consistent with the mission and goals of the University College.

Goal #1 The mission of Tyndale University College & Seminary specifically references professional studies as part of the institution’s mandate. Currently, the University College offers a Bachelor of Arts in Business Administration and a Bachelor of Religious Education (B.R.E.) degree, both of which are professional programs. The introduction of the Bachelor of Education degree will expand Tyndale’s range of professional offerings.

Goal #2 It is the intention of Tyndale to recruit four full-time tenure track faculty, as well as adjunct faculty, to administer and deliver the Bachelor of Education program. The tenure track faculty will have a completed Ph.D. or Ed.D., research experience, teaching certification, and school teaching experience.

Goal #3 The Tyndale Bachelor of Education program has been developed to deliver learning experiences that will challenge teacher candidates and encourage the formation of a worldview that is informed by an understanding of the complex reality that teachers encounter. Tyndale’s graduates will demonstrate a high level of commitment to students as learners and to issues of social justice that impact the learner’s capacity to grow and thrive.

The program is constituted as a thirteen-month program providing teacher candidates with over one hundred days in the schools and classrooms. This model provides substantial opportunity

Tyndale University College 32 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 for practice teaching; for modeling and mentoring by the classroom teacher; and for authentic engagement with school staff and participation in school-wide activities.

This educational experience will fully prepare teacher candidates to enter the workforce successfully.

Goal #4 As a faith-based institution Tyndale is deeply committed to the central Canadian values of a critical liberal democracy: values of diversity, equity and social justice for all people. Given the mandate of God that we love our neighbour as God loves us, Tyndale seeks to develop a Bachelor of Education program that will enable its graduates to address the needs of all students, including those most vulnerable and disadvantaged. It is the intention of Tyndale and its graduates to contribute to the building of a healthy nation. To do so, we recognize the need to prepare our graduates to understand the particular needs of minority and marginalized populations, students at risk, and those with special learning needs. Our graduates will understand the need to cultivate a nurturing learning environment that values and respects the whole human person and that enables children to mature intellectually, emotionally and spiritually. As educators fully prepared to teach in the schools of Ontario, our graduates will appreciate and embrace their roles in the formation of children who will become both informed citizens and responsible participants in a civil society.

Goal #5 Teacher candidates in the Bachelor of Education program will engage in a rigorous academic process designed to prepare reflective educator practitioners who have been exposed to theory, methodology, and educational practice that reflect the most current knowledge and understanding about the enterprise of education and teaching.

Goal #6 The integration of faith and learning is an important feature of the teaching-learning enterprise at Tyndale. The Bachelor of Education will meet this expectation through the exploration of various ideas, theories and worldviews. Specifically, courses such as “Foundations of Education: A Christian Perspective” and “Educating the Whole Person” will encourage such integration.

Tyndale University College 33 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 15.5

Academic Policies

List of Academic Policies Academic Freedom...... Faculty Handbook, pp. 50-53, 99-102 Academic Honesty ...... Academic Calendar, pp. 54-55 Admission Requirements ...... Academic Calendar, pp. 14-18 Assignments ...... Academic Calendar, pp. 56-57 Attendance...... Academic Calendar, p. 56 Course Registration, Course Load, Course Substitutions, Repeating Courses, Correspondence Courses, and Directed Studies Courses ...... Academic Calendar, pp. 58-59 Examinations ...... Academic Calendar, pp. 57-58 Field Education/Community Service ...... Academic Calendar, p. 61 Grading/Promotion...... Academic Calendar, pp. 56-61 Graduation ...... Academic Calendar, p. 62 Lifestyle Policy/Faculty...... Faculty Handbook, p. 73 Lifestyle Policy/Staff...... Staff Policy Manual, p. 7 Program Changes...... Academic Calendar, p. 58 Review of Academic Programs...... see attached p. 77 Student Appeals...... Academic Calendar, pp. 55-56 Syllabi Availability ...... Academic Calendar, p. 58 Taping of Classes ...... Academic Calendar, p. 58

The Tyndale community recently completed an intensive review of academic and faculty policies to ensure that all policies contribute to the goal of becoming an excellent university college in which the goals of teaching, scholarship and service are achieved.

The new Faculty Handbook (refer to Tab 5.5, Attachment A)—approved by the Board of Governors, March 1, 2002—is the foundation for all academic designations, promotion and tenure based on faculty members’ demonstrated achievement in the areas of teaching, scholarship and service. Faculty oversight involves peer review and outside experts so as to ensure that Tyndale standards meet or exceed those of other private and public universities.

The Academic Calendar (refer to Tab 5.5, Attachment B) includes policies concerned with admissions (pp. 13-18), academic honesty, probation, suspension and Dean’s Honour List (pp. 54ff). The adopted standard for admission is comparable to those of most Ontario universities, along with policies designed to maintain high academic standards.

A policy that highlights our commitment to education for service is the requirement that every student participate in a non-credit program of Community Service. Students are required to be involved in the community working, for example, with seniors, coaching teams, leading youth groups and other service-oriented activities. This we believe is most important: it is a way to help students make vocational choices; it instills an ethic of service; it connects the student body to the world around them; and it helps keep a university from being an “ivory tower.”

Tyndale University College 34 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ACADEMIC FREEDOM

The following “Statement on Academic Freedom” appears on pages 50-53 in the Faculty Handbook and has been endorsed by the Faculty and the Board of Governors of Tyndale College & Seminary. The Faculty and Board of Governors consider it to be in harmony with the 1988 Association of Universities and Colleges of Canada “Statement on Academic Freedom and Institutional Autonomy” (refer to pp. 60-61), including the terms specified in that Statement for Institutions with a Statement of Faith and Lifestyle Policy (refer to p. 62).

Principles of Academic Freedom At Tyndale College & Seminary, 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 College & Seminary 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 College & Seminary affirms an individual faculty member’s freedom to express, in their writing, teaching and activities, their own 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 positions of the 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 Lifestyle Policy.

Affirmations of Academic Freedom In light of this understanding of academic freedom, Tyndale College & Seminary affirms: 1. Faculty members are entitled to freedom in research and in the publication of the results within their fields of academic competence. 2. Faculty members are entitled to freedom in their classrooms 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. 3. 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. While Tyndale College & Seminary 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 for Tyndale College & Seminary. 4. Faculty members have the freedom to explore theological understandings which stand in an uncertain relationship to Tyndale College & Seminary Statement of Faith (Appendix 1) and to the Lifestyle Policy (Appendix 2), but each member must realize that the institution as a whole, and not its individual members, has the task of interpreting the Statement of Faith. 5. Students are not required to subscribe to the views of Tyndale College & Seminary, 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.

Tyndale University College 35 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 6. 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. 7. Students shall not be penalized merely for holding a reasoned viewpoint on a particular issue that varies from the position of Tyndale College & Seminary, 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 College & Seminary by advocating a position clearly at variance from the Statement of Faith (Appendix 1) and Tyndale College & Seminary’s Lifestyle Policy (Appendix 2), 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 College/Seminary Vice President and Academic Dean. Allegations charging violation of the Statement of Faith or Lifestyle Policy or professional standards shall be reviewed only when evidence is submitted. 3. Unsubstantiated charges or even substantiated charges about a faculty member referred to an administrator without first confronting the individual with the charges shall be viewed as a serious ethical breach and a violation of the policy on Academic Freedom. 4. Retractions or modification of utterances by faculty members is not required nor expected on the basis merely of a complaint received against them. 5. The procedures for handling allegations of separation from the Tyndale College & Seminary theological community are covered in Section 21, “Complaints against Faculty Members.”

Divergent Viewpoints 1. Tyndale College & Seminary 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. We affirm these truths as holding primary importance. 2. There are other matters of faith and practice which we consider as secondary. These relate to matters on which the biblical witness does not appear conclusive, or on which Christians have not reached a clear consensus. We need to study, pray and work together for greater understanding of such matters. 3. We seek to avoid a stance in which secondary matters are given absolute importance, by which, trans-denominational cooperation is subjected to strain and mutual acceptance is precluded by sectarian narrowness. 4. While emphasizing the primary truths shared by all who affirm historic Christian orthodoxy, we also recognize the right of congregations and denominations to develop and teach their own distinctives. Tyndale College & Seminary 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 College & Seminary 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.

Tyndale University College 36 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 AUCC STATEMENT ON ACADEMIC FREEDOM AND INSTITUTIONAL AUTONOMY

Introduction It is the essence of a university freely to pursue knowledge and understanding and to search for the reasons for things. This search implies that some of the reasons are unknown or uncertain and that opinions about them must be questioned. The right and the responsibility to raise such questions is the justification for academic freedom.

Constraints on academic freedom may arise both from inside and from outside universities. It is a major responsibility of university governing bodies and senior officers of universities to maintain an environment in which academic freedom is realized. Threats to freedom of inquiry, independent judgement and free expression may come from administrators, students or faculty members, sometimes in groups, who attempt to require all members of a department or faculty to adhere to a particular version of orthodoxy. The reliance of universities on government financing and private donations may create pressures on the institutions and on their members to conform to short-sighted or ill-advised political, corporate or personal interpretations of what should be studied and how it should be studied. It is the obligation of faculty members in particular, supported by their administrations, senate and boards, to ensure that these pressures do not unduly influence the intellectual work of the university. When conflicts arise because of such pressures, it is essential that a full airing and consideration of a broad range of viewpoints be possible.

It is essential that universities have the freedom to set their research and educational priorities. How the members of universities will teach and impart skills, conduct research and the pursuit of knowledge, and engage in fundamental criticism is best determined within the universities themselves. It is here that academic freedom, in its collective form of institutional autonomy, can ensure freedom of inquiry for individual faculty members and students. Historically there has been a struggle for university autonomy, arising from the conviction that a university can best serve the needs of society when it is free to do so according to the dictates of the intellectual enterprise itself.

Freedom of inquiry must have as its corollary a high degree of respect for evidence, impartial reasoning and honesty in reporting. It should include a willingness to make known the underlying assumptions and the results of the inquiry. All research and scholarship must be conducted ethically, with full consideration of the implications and in ways that respect fully human rights as defined in law.

In their relations with students, faculty members and others who work in the universities have an obligation to ensure that the students’ human rights are respected and that they are encouraged to pursue their education according to the principles of academic freedom embodied in the university itself. In relation to the wider society, universities should accept the obligation to account for their expenditure of funds, through their boards and through public audits of their accounts.

Tyndale University College 37 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Principles 1. The AUCC believes that the principles of academic freedom and institutional autonomy are essential to the fulfillment of the role of universities in the context of a democratic society.

2. The AUCC believes that academic freedom is essential to the fulfillment of the universities’ primary mandate, the pursuit and dissemination of knowledge and understanding. Freedom of inquiry is fundamental to the search for truth and the advancement of knowledge. Freedom in teaching, justified by the special professional expertise of the faculty members, is fundamental to the protection of the rights of the teacher to teach and of the student to learn. Academic freedom is essential in order that society may have access to impartial expertise for knowledgeable comments on all issues studied in universities, including those surrounded by controversy.

3. The AUCC recognizes the obligation of universities to ensure the academic freedom of individual faculty members to conduct inquiries, to make judgements, and to express views without fear of retribution. The practice of tenure is one important means of meeting this obligation. In addition, decisions relative to appointments and the granting of tenure and promotion must be conducted according to principles of fairness and natural justice.

4. The AUCC recognizes that the universities should ensure that students are treated according to principles of fairness and natural justice and are encouraged to pursue their education according to the principle of academic freedom.

5. The AUCC recognizes that historically the universities of Canada have struggled to achieve institutional autonomy and must continue to do so. The Association affirms that this autonomy provides the best possible condition for the conduct of scholarship and higher education essential to a free society. As centres of free inquiry universities have an obligation to society to resist outside intrusion into their planning and management and to insist that institutional autonomy be recognized by governments and others as the necessary pre-condition to their proper functioning. Institutional autonomy includes, inter- alia, the following powers and duties: to select and appoint faculty and staff; to select and admit and discipline students; to set and control curriculum; to establish organizational arrangements for the carrying out of academic work; to create programs and to direct resources to them; to certify completion of a program of study and grant degrees.

6. The AUCC recognizes that the academic freedom of individual members of universities and the institutional autonomy accorded to the institutions themselves involve the following major responsibilities to society; to conduct scholarship and research according to the highest possible standards of excellence so that society may benefit; within the constraints of the resources available to them, to ensure high quality education to as many academically qualified individuals as possible; to abide by the laws of society; and to account publicly through Boards and audits for their expenditure of funds.

May 5, 1988

Tyndale University College 38 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 INTERPRETATION: COLLEGIALITY AND ACADEMIC FREEDOM This interpretation is intended to supplement the “Notes on the Organization and Procedures of Visiting Committees”.

1. Membership in the AUCC is limited to universities and colleges providing education of a university standard. Implied in this concept are the necessary attributes of collegiality and academic freedom.

2. Each institution is autonomous and, subject to the law applicable to it, has sole discretion in defining these concepts and their application within that particular institution. The Visiting Committee is nevertheless expected to take into consideration, when assessing an applicant for membership, the recognition of both collegiality and academic freedom by the applicant institution.

3. Collegiality requires that there be peer participation in the academic decision-making process. Participation may take various forms and it is within the discretion of the institution to determine what the form of participation will be and to define what constitutes or not decisions of an academic nature. Visiting Committees are expected, however, to make a value judgement on the recognition of collegiality within the applicant institution.

4. It is within the exclusive jurisdiction of each institution to define academic freedom and to provide adequate means of protection of that freedom. In general terms, the applicant institution must recognize and protect the right of the individual to the honest search for knowledge, wherever knowledge is to be found, without fear of reprisals by the institution or by third parties. Academic freedom also implies the right to communicate freely acquired knowledge and the results of research. It implies the duty, however, to respect the rights of others, to exercise that freedom in a reasonable and responsible manner and to respect the academic objectives of the institution.

Where an institution meets all other requirements for admission to the AUCC but requires adherence to a statement of faith and/or a code of conduct that might constitute a constraint upon academic freedom as defined above, such an institution may nevertheless be admitted to the Association provided that the conditions of membership in that university community, including any sanctions that may be invoked, are made clear to staff and students prior to employment or admission as the case may be, and provided further that adequate procedures are in place to ensure natural justice in the event of alleged violations of any contractual arrangement touching such required statement of faith and/or code of conduct.

Approved by the AUCC Board of Directors 1983.10.12

Tyndale University College 39 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ACADEMIC HONESTY

The following policy pertaining to academic honesty and the procedures for its enforcement are stated on pages 54- 55 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Academic honesty 1. Honesty in written and verbal assignments requires a balance between using words and ideas that are part of the common domain and careful ascription of borrowed ideas and words. Ideas and words of others may be used only with acknowledgment. Failure to do so is plagiarism – the literary version of stealing.

2. The most obvious form of plagiarism is the direct quotation of words without quotations marks, parenthetical ascription, footnote, or endnote. Less obvious forms of plagiarism are paraphrases of another’s words and the use of an opinion with no reference to the source.

3. Academic dishonesty includes submitting work for which previous credit was given, submitting work under one’s own name that is largely the result of another person’s efforts, cheating on examinations, and giving false information for the purpose of gaining admission or credits. Knowingly aiding or abetting anyone in a breach of academic honesty shall be itself considered misconduct.

4. The submission of one paper for two courses is not permitted. In rare circumstances, an expanded paper or project common to two courses of study may be submitted with prior approval from both faculty members.

Consequences for academic dishonesty 1. If a student is suspected of academic dishonesty or admits to such, the following steps will be taken: a) The faculty member will meet with the student to discuss the situation. If academic dishonesty is determined, the faculty member will then inform the Dean of Students and may choose to speak with other appropriate faculty members. In all cases, the Dean of Students will notify the Academic Standards Committee (ASC) and the student’s faculty advisor of the situation. It will then be left to the discretion of the faculty member to determine, in consultation with the Dean of Students, and, if necessary, the ASC, the nature of the act committed. b) Inadequate documentation occurs when there is no deliberate intention to represent borrowed material as the student’s own, but where the student is careless in documentation. Students presenting papers in such form will be counselled by their faculty member, and at the discretion of the faculty member, the Writing Centre, and be required to rewrite the paper in acceptable form. A one-third letter grade penalty will be assessed on the resubmitted work. c) Substantial plagiarism occurs when the writer gives no acknowledgment of sources from which substantial material such as phrases, sentences, or even ideas are drawn. In such cases, regardless of number of previous offenses, the ASC will determine the penalty on the following scale: minimum penalty for this offense is failure of the assignment; maximum penalty is failure of the course and a written reprimand from the ASC, a copy of which will be kept in the student’s academic file.

Tyndale University College 40 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 d) Complete plagiarism occurs when an entire essay is copied from an author or composed by another person and is presented as original work. A failing grade for the course is automatically levied, and a reprimand will be written by the ASC, a copy of which will be kept in the student’s academic file. A repeat offense will result in suspension or expulsion from the College.

2. When deemed necessary, the ASC may send the student to the Writing Centre for a minimum of two sessions at the student’s expense.

3. If a student has been dishonest on more than one occasion within the same course, the student will fail the course, regardless of the level of plagiarism, an official notification will be placed in the student’s academic file, and the student will be expelled from Tyndale College.

4. Failure to make prior arrangements to write an expanded paper for two assignments will result in an automatic failure in one of the courses.

5. Cheating on an examination will result, at a minimum, in an automatic failure of the examination and an official notification being placed in the student’s academic file. At the ASC’s discretion, a maximum penalty of failure of the course is also possible.

6. If dishonesty is established in more than one course, the ASC will write an official reprimand to the student which will also be placed in the student’s academic file, and the student will be expelled from Tyndale College.

7. If it is determined that a student has knowingly aided or abetted anyone in an act of academic dishonesty, that student shall receive a written reprimand from the ASC, which will be placed in the student’s academic file, and may be expelled from the College.

8. An appeal may be made by following the procedures outlined in Academic Appeals section.

Tyndale University College 41 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ADMISSION REQUIREMENTS Effective for the Fall Semester 2003

The following policy pertaining to admission requirements is stated on pages 14-18 of the Academic Calendar (refer to Tab 5.5, Attachment B).

All students graduating from Ontario High Schools in June 2003 and thereafter will be graduating under the new secondary school curriculum. The following admission requirements apply to all those graduating under the new curriculum.

Admission Requirements for Canadian Students from Ontario These admission requirements for Canadian students from Ontario apply to the Bachelor of Religious Studies, the Bachelor of Religious Education except the Post-Diploma and Degree Completion programs), and the Certificates in Christian Studies (both Leading Edge and Transition tracks).

1. Basic Admission Requirements: The basic requirement for admission is the Ontario Secondary School Diploma with a minimum of a 65% average in ENG4U “English” plus five other Grade 12U or UC courses. If a student has more than five Grade 12U or UC courses other than ENG4U, then the five best of those marks are combined with ENG4U to calculate the admission average (with the exception noted in #3 below).

2. Admission on Probation: Students with an average of 60-64% on six Grade 12U or UC courses and students who have a 65% average on ENG4U plus three or four other Grade 12 U or UC courses may be admitted on probation. Students admitted on probation will be subject to such conditions as the Academic Standards Committee sees fit to specify in the interests of ensuring that they succeed academically.

3. Specific Course Requirements for Majors: 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 UC courses for the purpose of calculating the admission average. Recommended courses may be included, but do not need to be included if there are five other Grade 12U or UC courses that have higher marks. The majors that require and/or recommend specific courses are as follows:

Business Administration At least one Grade 12 Math course is required as one of the six Grade 12 U or UC courses. However, both MCB4U “Advanced Functions and Introductory Calculus” and MDM4U

Tyndale University College 42 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 “Mathematics of Data Management” are recommended. Students who meet the basic entrance requirement (as defined above in #1 and #2) 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 the Business Administration major beyond the first year, students must complete BUSI 1023 Business Math with a minimum grade of “C” during their first year.

Psychology MDM4U “Mathematics of Data Management” and SBI4U “Biology” are recommended.

4. Qualifying Students: Students who do not meet the basic admission requirements (as defined above in #1 and #2), but who do possess the Ontario Secondary School Diploma may be considered for admission as Qualifying Students if they have completed ten Grade 11 and/or 12U, UC, C, or O courses, six of which are Grade 12 courses, with a minimum average of 75%. Students may also be required to come to the college for a personal interview at the discretion of the Registrar. Students whose average is less than 75% will be assessed individually and may be admitted if the Academic Standards Committee is satisfied that the student has the potential to succeed in university level studies. No more than 10% of any year’s entering class may be admitted as qualifying students.

Regulations Governing Qualifying Students: Qualifying students may be admitted to the College for one academic year of study. In order to continue their studies at the College beyond this one academic year, they must be accepted into a degree or certificate program prior to their second year of study.

In their first semester they are required to take three credit courses, one non-credit (pre- university) English course, and various non-credit seminars and mini-courses relating to success in university level studies as required by the Academic Standards Committee.

Qualifying students can participate in no more than one varsity sport or other extra-curricular activity during the first semester.

If the student passes the non-credit English course and has a GPA of at least 2.00 in the credit courses, he or she is permitted to enroll in up to four credit courses in the second semester.

One of the courses taken in the second semester must be ENGL 1713 “Literature and Composition.” Qualifying students may not take this course until they have passed the non- credit English course.

Qualifying students can participate in no more than two varsity sports or other extra-curricular activities during their second semester.

Students may apply for admission to one of the college’s degree or certificate programs at the end of the 18 winter semester and may be admitted providing they have completed a minimum of seven credit courses during the academic year with a CGPA of 2.00 and with no more than one failure.

Qualifying students accepted into a degree or certificate program will receive credit toward that degree or certificate for all credit courses completed with a mark of C- or better.

Tyndale University College 43 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Special Program Admission Requirements

Bachelor of Religious Education - Post-Diploma Program: A two or three year Diploma from an Ontario college of applied arts and technology or the equivalent is required for admission.

Bachelor of Religious Education - Degree Completion Program: Applicants must be 25 years of age or older and must have served two or more years in a local church or parachurch ministry in some lay or professional ministry. Applicants must complete an additional one page supplement and have an interview with the program director. Applicants must be able to transfer one year (30 credit hours) of accredited university or college level work into their degree program at Tyndale.

Certificate in Teaching English to Speakers of Other Languages: Applicants must have a college or university degree or one year of study in a degree program at Tyndale with a GPA of 2.00 or higher. Included in the year of study at Tyndale must be the course ENGL 1713 “Literature and Composition” with a grade of B-or higher. A grade of 75% in ENG4U English is also required. Applicants must take a language awareness and competency test and have an interview with the TESOL instructor. Foreign students will need to have a minimum score of 600 (paper based) or 250 (computer-based) on TOFEL and 5.0 on TWE and will also be evaluated by their responses on the TESOL supplement.

Tyndale University College 44 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ASSIGNMENTS

The following expectations with respect to assignments are stated on page 56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Major assignments will be given, in most subjects, at the beginning of a term so that students can organize their time effectively.

Assignments must be turned in 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 week or part thereof late, the faculty member will reduce the assigned grade by 1/3 of a letter; e.g., A to A-, B+ to B. Saturdays, Sundays, and holidays are to excluded from the reckoning.

2. The above policy should be considered as being in effect unless the faculty member indicates otherwise at the beginning of the semester. Faculty members have the prerogative of implementing their own late assignment policies for individual courses.

3. Excessively late assignments could 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.

4. No faculty member can grant extensions on any assignments nor accept assignments after the final day of the fall or winter terms. Students requiring extension must follow the procedures as outlined in point 5 (below).

5. All assignments must be must completed in order to gain satisfactory standing in the subject. Exceptions to this rule will be communicated to the students at the beginning of the course. Penalties for late assignments and attendance expectations will be stipulated in each course syllabus. The following procedure will be followed for students requesting extensions:

a) The student must complete an Application for Extension, available from the Registration Office during the semester. An application is required, along with a $50 fee (cheque, money order, credit card, or invoiced on the student’s account), for each requested extension. All applications must be received by the Registration Office by 4:30 of the last day of term. Applications will not be accepted past this deadline. b) The Academic Standards Committee of Tyndale College (ASC) will review each application made and determine an applicable penalty, if necessary. There are two determinations the ASC can make:

i. extensions may be granted without penalty for reasons such as extended personal injury or illness, death in the immediate family, or other demonstrated emergencies. ii. extensions may be granted for other reasons (e.g. poor time management or planning). However the minimum penalty is a one-third letter grade for the cours e, i.e., A to A-; B+ to B; C- to D+ to a maximum penalty of a full letter grade for the cours e, i.e., A to B; C to D; D to F.

Tyndale University College 45 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 c) The student has a minimum of 21 calendar days from the last day of term to submit the outstanding work. A letter from the Tyndale College ASC will notify the student of the maximum length of the extension. All assignments must be received by the Registration Office by 4:30pm on the due date, along with the cover sheet (part of the application package). Assignments will then be forwarded to faculty members for grading. Assignments may be hand-delivered, faxed, emailed, or posted to the school, but they must be received no later than the deadline. Any problems with electronic, mechanical, and postal transmissions are the student’s responsibility. d) Failure to submit assignments by the deadline will result in a failing grade F for the course.

6. The above standards and requirements do not apply to students taking Degree Completion Program courses or courses offered during Intersession or Spring/Summer School.

7. Research papers for college courses should conform to the style requested by the professor. A summary of the three standard forms is found in Hacker, Diana. A Canadian Writer’s Referenc e, Second Edition. (Toronto: Nelson Thomson Learning, 2001). This text is available in the bookstore.

Return of Assignments Graded papers unclaimed in class are returned to students via their student mailboxes. Students are to write their mailbox number on the cover page of every assignment to speed up this process. If students desire to have an assignment returned by mail, they must provide the faculty member with a stamped, self-addressed envelope when the paper is handed in. Envelopes and $2.00 stamps are available in the bookstore for this purpose. Papers unclaimed from the student mailboxes will be held in the faculty secretary’s office for a period of six months, after which they will be destroyed.

Tyndale University College 46 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ATTENDANCE

The following expectations with respect to attendance are stated on page 56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. Faithful attendance at classes is an important indicator of student maturity and involvement.

2. Tyndale’s operational expenses reply on both student tuition fees and on generous donations for the community. Therefore, students have the responsibility of being good stewards of this money evidenced in their attendance and participation in classes.

3. Class attendance and participation are part of the evaluation of the student and may have a bearing on the final grade for the course. The college faculty have adopted the following guidelines to define student responsibilities in this matter and to assist the student in developing a disciplined life. Missing a three hour class counts as one absence; four lates will be considered as one absence.

a) 3 hour course: 2 absences Absence from class for any reason (including illness) will only be permitted twice. b) 3 hour course: 3-4 absences Students with three to 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. c) 3 hour course: 5 absences or more Absenteeism for any reason that exceeds five absences will automatically mean the student has chosen not to complete the subject and a grade of F will be assigned. Students whose excessive absenteeism is 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 this type of incomplete because of illness or injury extends into the following term, the student must have a reduced load in the following term.

When a student misses a significant number of classes because of illness, he/she should notify the Dean of Student’s Office in person or by phone. The student will need to bring a doctor’s certificate upon return. The Dean of Student’s Office will notify the student’s professors of the reason for the absence and suggest that they take this into consideration when grading assignments.

Tyndale University College 47 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON COURSE REGISTRATION, COURSE LOAD, COURSE SUBSTITUTIONS, REPEATING COURSES, CORRESPONDENCE COURSES, AND DIRECTED STUDIES COURSES

The following policies are stated on pages 58-59 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Course Registration 1. Registration a) Students must register for their courses. A $50 late fee will be charged for those registering for fall courses after August 24, 2002 and for winter courses after December 7, 2002. b) Students will not be allowed to enroll in a course after the second week of fall and winter classes or after the second class of an Intersession or Spring/Summer course.

2. Course Changes a) Students may add/drop a course until the end of the second week of each semester by completing the Add/Drop form available from the Registration Office. An administrative fee of $10.00 will be charged. b) Changing status from credit to audit must be made within the first two weeks of the term. c) No changes will be allowed after the second week of classes except to withdraw from a subject.

3. Course Withdrawal Students unable to continue their course must report to the Registrar before withdrawing. a) Any student desiring to withdraw from a course after the second week of the regular term or after the second day of an Intersession or Spring/Summer Session must obtain permission from the Registrar. b) If, in the opinion of the Registrar, there is sufficient cause to withdraw from the course, one of the following will be recorded on the student’s transcript: i. withdrawal during regular term: during weeks 1-2 = no grade during weeks 2-4 = W during weeks 5-8 = WP (withdrawal passing) or WF (withdrawal failing) at the discretion of the professor after week 8 = WF ii. withdrawal during all other sessions: during days 1-2 = no grade during days 3-4 = W during day 5 = WP or WF during days 7 and after = F c) Withdrawal without permission will result in an F grade. d) No withdrawals will be permitted in the two weeks prior to the beginning of final examinations within each semester.

Tyndale University College 48 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Course Load In order to complete academic programs in the time frame specified in the catalogue, College students need to take five courses and one unit of Field Education/ Community Service each semester. A student must be registered for a minimum of 12 credit hours per semester in order to be a full-time student. To qualify for an OSAP loan, a student must be taking at least 60% of a full course load, which is equivalent to a minimum of 10 credit hours at the college (3 courses plus Field Education). Permission for taking more than a normal course load must be secured from the Registrar and the program co-ordinator prior to registration.

Course Substitutions 1. Students are expected to complete all required courses. 2. Permission to substitute a required course should be obtained by using the designated form and is determined by the Associate Dean and the Registrar.

Repeating Courses 1. Students must repeat any core course that has been failed. Students may elect to repeat other courses in order to improve their GPA. 2. Students are expected to repeat the course in its entirety. However, upon petition in writing by the student the department may grant permission for the student to be excused from certain requirements. 3. If the course is successfully completed the lower grade will be changed to R (Repeat) and will no longer affect the GPA calculation.

Correspondence Courses A number of correspondence courses are available to students unable to register for regular courses. Anyone wishing to take one of these courses should contact the Distance Education Office. For further information on how correspondence courses fit into certificate or degree programs, contact the Registrar’s Office. For information on costs, contact the Distance Education Office.

Directed Studies Courses 1. Students must have completed at least one year in their program before they can request a directed research course. 2. No student on academic probation is eligible to take a directed research course. 3. Faculty reserve the right to accept or reject a request for a directed research course. 4. The desired course must not be offered as a classroom course in the academic year in which the directed research course will be taken. (Exception: a potential graduate who has a schedule conflict involving the course in his/her year of graduation.) 5. The desired course must be discussed with the professor of the course prior to registration for the course. 6. The student must provide the Registration Office with a copy of the course requirements at the time of registration. 7. Registration for such courses will take place during normal registration times and students are expected to complete such a course within the framework of a normal semester.

Tyndale University College 49 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON EXAMINATIONS

The following policy on examinations is stated on pages 57-58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Faculty members will assign the times for examinations and quizzes throughout the term.

Mid-term examinations Mid-term examinations will be held when scheduled and 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 not to exceed the number of school days missed. Example: If a student is ill for three days, and in that time missed a mid-term 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 calendar. The Registrar will determine the time and place of these examinations.

1. Students who are justifiably unable to write the final examination at the time scheduled may write a special examination within two weeks of the missed exam. If the illness or injury extends beyond this period, the student may be required to write the examination by a date agreed upon by the course professor and the Registrar. Aegrotat standing may be granted in exceptional cases for the subjects in which the student has a satisfactory average. The student should apply in writing to the Registrar. In case of illness or injury, a satisfactory doctor’s certificate must be produced giving evidence of inability to write.

2. The following rules are to be enforced in connection with every final examination: a) No student is permitted to take into the examination room any materials relating to the examination subject, including Bibles, unless otherwise indicated. b) No student may leave the room without permission from the exam security person. c) No student may leave his/her seat during the final fifteen minutes. d) Students must not linger in the halls outside the examination rooms while examinations are being written. e) No student will be permitted to write beyond the allotted time without special permission of the Registrar.

An exam conflict is defined as “two exams at the same time or three exams on the same day.” These are the only criteria for changing a scheduled exam. If there are unusual circumstances, scheduling arrangements within the regular exam period may be considered and approved only by the Office of the Registrar. Scheduling arrangements for exam changes outside of the regular exam period are the responsibility of the individual student and the course professor.

Tyndale University College 50 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON FIELD EDUCATION / COMMUNITY SERVICE

The following policy is stated on pages 52, 61 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Overview The educational philosophy of Tyndale requires that the education of students encompass and integrate the four areas of spiritual formation, leadership development, cognitive learning, and ministry skills. Field Education/Community Service provides the catalyst and the context for this integration of faith, knowledge, and practice. All students must fulfill the Field Education/ Community Service requirements outlined in the Academic Calendar. An overview of the Field Education Program is given at Orientation for new students.

The first unit at the College involves classroom teaching, group interaction, reflection assignments, self-awareness tools, and journalling. These units are designed to help students understand themselves biblically, develop tools to aid in spiritual growth, and identify difficulties early in their program. This then allows them to seek direction or counselling if appropriate. The focus is a deepening understanding of one’s own spirituality and giftedness for ministry, the integration of academic development into all of life, growth in leadership skills and mentoring and the developing of a learning contract for the following units.

The remaining units—two per year of full-time course work—take place in a setting determined by the student’s learning contract. The important factor here is the growth experience. The focus is the integration of spiritual formation, cognitive learning, and ministry/community service skills. Students are required to fulfill a minimum of four hours per week of ministry work or community service related to their learning goals. Details are given in the course syllabi.

Students are responsible for finding their own placements; however, throughout the year many churches and agencies contact Tyndale to request students for specific ministries. In addition, Tyndale receives a number of requests from pulpit committees, mission agencies, etc., who are seeking full-time and part-time paid staff. This information is posted on the bulletin board beside the Field Education/Community Service office. Graduates and current students are encouraged to search the school sponsored website www.ChristianCareersCanada.com for part-time and full-time employment opportunities.

Credits in Field Education from other colleges are assessed similar to any other credits being transferred. Transfer students and students wishing to complete their program in a shorter period of time than normal must consult their Faculty Advisor and the Field Education Office for any adjustments required.

Field Education Personnel The Field Education/Community Service program is co-ordinated by the Associate Dean of Professional Studies, in consultation with the various academic departments of the College. Appointments regarding Field Education/ Community Service can be made directly with the coordinator at extension 6707.

Tyndale University College 51 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Faculty Advisors - Field Education/Community Service Each student is assigned a Field Education/ Community Service Advisor according to the program in which the student is registered. The faculty member advises the student about placement. The Advisor approves the Field Education/Community Service placements. The reports are reviewed and grades assigned by the Field Education/Community Service Office. Field Education/Community Service advisors are the same as faculty advisors listed on page 58 of the Academic Calendar.

Placement Supervisors The Placement Supervisor will be available and accessible to the student for giving counsel and for observing his/her work in light of details and goals set out on the agreement form. Toward the end of the semester, the Placement Supervisor will evaluate of the student and forward this evaluation to the Field Education co-ordinator for consideration in the final evaluation of the student. The evaluation will be included in the student’s permanent record in the Field Education/ Community Service Office.

Policies The following policies guide participation in the first year field education program:

1. The Introduction to Field Education (FDED 1011) or Introduction to Community Service (CMSR 1010) is a required course for first-year students in every program (possible exceptions: Post-Diploma see #7; Independent Studies, see #9). 2. Participation in the course will fulfill the first field education/community service credit. 3. Students will not be able to register for a field education/community service placement (FDED 1021, 2011, 2021, 3011, 3021 or CMSR 1020, 2010, 2020, 3010, 3020, 4010) until they have completed the Field Education (FDED 1011) or Community Service (CMSR 1010) course. 4. Exemptions from the “Introduction to Field Education” (FDED 1011) or “Introduction to Community Service” (CMSR 1010) are rare and will only be considered with the recommendation of the student’s faculty advisor and the agreement of the Field Education Coordinator. Decisions on exemptions will be based on an assessment of the student’s life experience demonstrating a clear knowledge and practice of the course material. If exempted, students will register for a field placement (FDED 1011 or CMSR 1010) to fulfill their field education/community service credit requirements. 5. Students are not able to register for a placement (FDED 1021 or CMSR 1020) without completing the first term (FDED 1011 or CMSR 1010). 6. Students who enroll in the winter semester will have to wait until the following fall semester to register for Introduction to Field Education/Community Service (FDED 1011 or CMSR 1010). 7. Exemption for transfer students will be considered under the terms of #4 and/or if their acquired credits are compatible with the requirements of FDED 1011 or CMSR 1010. 8. Independent Studies students will not be required to take field education (FDED 1011) or community service (1010. Instead, they will register for field education (FDED 1011 - FDED 1021, FDED 2011, 2021, 3011, 3021) or community service (CMSR 1010 - CMSR 1020, 2010, 2020, 3010, 3020, 4010) placements to fulfill their respective certificate/degree requirements. 9. Those who are exempt from Introduction to Field Practice will be assigned a field education faculty advisor, corresponding to their program, through the field education office.

Tyndale University College 52 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON GRADING AND PROMOTION

The following is stated on page 60 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Academic Standing A, B - Excellent, Good These grades are earned only when evidence indicates that the student has consistently maintained above average progress in the subject. Sufficient evidence may involve such qualities as creativity, originality, thoroughness, responsibility, consistency.

C - Satisfactory The grade means that the student has fulfilled the requirements of the subject to the satisfaction of the instructor. These requirements include the understanding of subject matter, adequacy and promptness in the preparation of assignments, and participation in the work of the class.

D - Poor This grade indicates that the accuracy and content of work submitted meets only the minimal standards of the professor. Performance is considered inadequate for graduation.

F - Failing Work submitted is inadequate. Attitude, performance, and attendance are considered insufficient for a passing grade.

Non-Graded Standards AU - Audit (non-credit) P - Passing W - Withdrawal WP/WF - Withdrawal - Passing/Failing FI - Failure/Incomplete I - Incomplete extension granted AG - Aegrotat Standing see below

Aegrotat Standing Aegrotat standing in a subject may be granted on compassionate grounds as well as for extended illness and/or injury sustained by a student. The faculty member concerned may submit a recommendation to the Student Development Committee whenever he/she feels aegrotat standing is warranted. This action will be recorded as aegrotat on the student’s permanent record.

Aegrotat standing will be considered on the basis of grades achieved in the course(s) for which aegrotat standing is requested, accumulated grade point average, successful completion of three-quarters of semester in which course(s) taken, a minimum of 65% 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).

Tyndale University College 53 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Grading Scale

Letter Numerical Grade Grade Value Points A+ 95-100 4.00 A 86-94 4.00 A- 80-85 3.70 B+ 77-79 3.30 B 73-76 3.00 B- 70-72 2.70 C+ 67-69 2.30 C 63-66 2.00 C- 60-62 1.70 D 57-59 1.00 D+ 53-56 1.00 D- 50-52 1.00 F 0-49 0.00

Tyndale University College 54 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON GRADUATION

The following policy is stated on page 62 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Graduation Requirements 1. Christian Character Candidates for graduation must show evidence of mature Christian character and spiritual development. See section on Community Life and Standards.

2. Academic Achievement a) Graduating students are required to have a passing grade in all subjects as prescribed in the particular program in which they are enrolled. Examinations and assignments for graduates must be completed three days prior to the date set for graduation. Eligible graduates will be notified of their status by the Friday preceding the date of graduation.

b) Substitutions in a course are allowed only by special permission from the Registrar and the Department Chair.

c) The cumulative academic average must be at least 2.0 (C) in order to qualify for graduation.

d) Students must normally complete the last year of work at the College or the Seminary in order to graduate.

Tyndale University College 55 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON LIFESTYLE FOR FACULTY

The following policy is stated on page 73 of the Faculty Handbook (refer to Tab 5.5, Attachment A).

Faculty members at Tyndale College & Seminary agree to uphold the standards stated in this policy not out of a motivation of legalism, but because of a desire to serve the community as leaders. Faculty members voluntarily accept the responsibility of following these guidelines as a condition of continuing employment at Tyndale College & Seminary.

Singleness, Marriage and Divorce 1. Tyndale College & Seminary affirms both singleness and marriage as biblical lifestyle responses to the calling of God within the Christian community and, through its Faculty, seeks to model authentic patterns of discipleship, support and encouragement in each lifestyle as it prepares men and women for Christian leadership.

2. Through its teaching, both verbal and written, and through the personal example of its Faculty, Tyndale College & Seminary affirms that marriage is an exclusive life-long partnership of love and faithfulness between a man and a woman.

3. In a broken and fallen world, divorce represents a failure in relation to God’s intention for marriage and in the marital commitment.

4. Tyndale College & Seminary, in submission to the teaching of Scripture, accepts the appropriateness of specific qualifications in character and conduct for Christian leaders, including stability of marriage and family life. While recognizing the call of the Gospel to forgiveness in response to repentance, it is recognized that divorce in the life of a faculty member may significantly inhibit the school’s commitment to develop Christian leaders in a world that challenges Christian integrity, especially in relation to sexuality and marriage.

5. Before a divorced person will be considered for faculty appointment, a thorough review of the circumstances of the divorce will be investigated by the College/Seminary Vice- President and Academic Dean in consultation, where appropriate, with the College/Seminary Faculty and the President. The President shall be responsible for all relevant communication with the Academic and Student Affairs committee of the Board of Governors.

6. Where marital separation occurs or is pending in the life of a current faculty member, that faculty member is to immediately notify the College/Seminary Vice-President and Academic Dean by letter explaining the circumstances. The College/Seminary Vice-President and Academic Dean will then submit a report with recommendations regarding the faculty member’s continued employment at Tyndale College & Seminary to the President. Decisions regarding communications with the Faculty will be made at the discretion of the faculty member, the College/Seminary Vice-President and Academic Dean, and the President.

Tyndale University College 56 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 7. Where marital separation results in divorce in the life of a current faculty member, the decision in regards to the continued employment beyond the current academic year lies with the College/Seminary Vice-President and Academic Dean, the President, and the Academic and Student Affairs Committee of the Board of Governors.

Sexual Conduct 1. Faculty will adhere to and affirm the principle of sexual purity in their lifestyle and through their teaching, as it is expressed in the following statement: “Scripture teaches that sexual union is reserved for marriage between a man and a woman, that celibacy is required of the unmarried and that the Christian is called to a life of sexual purity in both thought and action.” 2. Faculty members shall not make sexual overtures to or engage in romantic relationships with current students.

Sexual Harassment 1. All faculty members must abide by the Tyndale College & Seminary policy on sexual harassment, which forms Appendix 3 hereto.

Use of Alcohol and/or Tobacco 1. Consumption and/or storage of alcohol or tobacco products in the buildings of Tyndale College & Seminary is prohibited and will not be in evidence at any event or program sponsored by Tyndale College & Seminary either on or off campus. 2. The use of alcohol or tobacco products, if any, by and faculty member in any situation shall only be in reasonable moderation and shall not be such as to bring any disrepute to Tyndale College & Seminary.

Other Prohibited Activity Faculty members at Tyndale College & Seminary are to refrain from: 1. Substance abuse 2. Viewing or use of pornographic material 3. Theft and fraud 4. Breach of trust or confidence 5. Physical or verbal abuse of others 6. Lying and deceit including academic dishonesty 7. Criminal activity, except civil disobedience warranted by biblical principles

Tyndale University College 57 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON LIFESTYLE FOR STAFF

The following policy is stated on page 7 of the Staff Policy Manual (refer to Tab 11.2, Attachment A).

The purpose of this conduct policy is to articulate for all employees the standards and principles of Tyndale that express loving faithfulness and service to Christ as a condition of employment with Tyndale. The objectives of Tyndale are included in its mission statement: To educate and equip Christians to serve the world with passion for Jesus Christ.

In all these endeavors, Tyndale seeks to glorify God in word and deed. As Christians, we are required to undertake this activity with an attitude of worship and thanksgiving, with the understanding that no task in which we are engaged, however simple or routine, is detached from, or unrelated to, our requirement and desire to serve and honor Jesus Christ.

The Employees of Tyndale are required to be fully supportive of the objectives of Tyndale and to conduct themselves in a manner consistent with principles of Scriptures.

Employees are encouraged to establish in their lives spiritual disciplines needed to maintain and promote a deep, intimate relationship with God which is essential to effective service to Christ, including prayer, Bible study, regular church attendance, and sharing their faith and beliefs with others.

The following requirements are based on principles of Scripture which is considered by Tyndale to be the final authority in guiding our faith and conduct. 1. Employees are required to agree to adhere to the Statement of Faith;

2. Consumption and/or storage of alcohol or tobacco products in the building of Tyndale College & Seminary is prohibited and will not be in evidence at any event or program sponsored by Tyndale either on or off campus;

3. The use of alcohol or tobacco products, if any, by any employee in any situation shall only be in reasonable moderation and shall not be such as to bring any disrepute to Tyndale College & Seminary.

Without limiting the generality of the above examples of inappropriate behaviour deemed by Tyndale to be contrary to the teaching of Jesus Christ and His followers as recorded in the New Testament, Tyndale does not accept conduct as follows: • extra-marital sexual relationships (adultery) • theft, fraud • pre-marital sexual relationships • breach of trust or confidence (fornication) • abusive behaviour • homosexual relationships • sexual assault/harassment • use of illegal substances • lying, deceit and dishonesty • viewing or use of pornographic material • criminal activity

This conduct may be just cause for disciplinary action up to and including termination of employment.

Tyndale University College 58 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON PROGRAM CHANGES

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. Students are accepted into the program indicated on their application form. Students deciding to change programs or the vocational focus within a program should apply through the Registrar’s Office using the form designed for this purpose.

2. Upon receipt of the application the Registrar will review it and come to a decision in conjunction with the student’s academic advisor.

3. Checking a different box on the registration form filled out at the beginning of each semester does not constitute an application for a program change.

4. The Academic Standards Committee reserves the right to request or require a student to change to the certificate program, to another degree program or to another major.

Tyndale University College 59 Bachelor of Education Organization Review Supplement April 8, 2005

POLICY ON REVIEW OF ACADEMIC PROGRAMS

The following policy was approved by Faculty, September 26, 2001.

The curriculum of Tyndale College shall be under continuous review in various ways at several different levels.

1. All new programs are approved by the Academic Planning Committee and the Faculty. (Strategic planning and budgetary approval by the Academic and Student Affairs Committee of Cabinet, the Cabinet, the Academic and Student Affairs Committee of the Board of Governors and the Board of Governors is also required.)

2. All syllabi for new courses are approved by the Academic Planning Committee. The learning objectives of each course are evaluated to ensure that they contribute sufficiently to the overall program objectives.

3. All syllabi are approved on an annual basis by the appropriate Associate Dean.

4. All changes to program objectives, degree requirements, major requirements or course descriptions are approved by the Academic Planning Committee and the Faculty.

5. Each course is evaluated by students and the results are discussed in the context of a meeting of the faculty member and the Academic Dean at the end of each academic year (in the case of full-time faculty members) or one of the Associate Deans at the end of each semester (in the case of part-time faculty members).

6. Each major or certificate is reviewed once every seven years by a Program Review Committee appointed by the Academic Dean, who is an ex officio member of the committee. The Program Review Committee consists of two or three Tyndale faculty members who teach in the area, the appropriate Associate Dean and an outside expert in the area of the program under review recruited from an accredited university. The Program Review Committee examines: the adequacy of the program objectives and how well those objectives are being achieved by graduates of the program, enrollment trends in the program, the adequacy of the faculty complement which delivers the program (both in terms of number of faculty and their qualifications), the adequacy of library resources, the program requirements, the results of student evaluation of instruction in the program, student achievement in the program, retention and graduation rates for the program and student placement after graduation. The report of the Program Review Committee, including its recommendations, goes to the Academic Planning Committee for its consideration.

The Academic Planning Committee, having considered the report, makes appropriate recommendations to the Faculty and/or the Academic Dean.

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POLICY ON STUDENT APPEALS

The following policy is stated on pages 55-56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Academic appeals , per Academic Calendar (refer to Appendix B, p 55-56): A student may contest a grade for an assignment by discussing it with the professor within fourteen days of receiving the grade. If this does not bring about satisfactory resolution, the student may bring the assignment to the attention of the Associate Dean who will then discuss the assignment with the professor. If the Associate Dean is the professor in question, the student will discuss the assignment with the Academic Dean. The decision of the Vice President and Academic Dean will be final.

1. The student will submit to the professor, in writing, the reasons for his/her contesting the grade.

2. The professor will respond in writing to the student within ten days.

3. If this does not bring about satisfactory resolution the student may take his/her grievance to the Academic Standards Committee which will rule on the matter. To do this the student must submit a written request for a review of the issue(s) to the chair of the committee and include a copy of the student’s statement to the professor and the professor’s response.

4. A final appeal, if deemed necessary, can be made to the Vice President and Academic Dean whose decision will be final.

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POLICY ON SYLLABI AVAILABILITY

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Binders of syllabi for the various courses are available in the library for students who wish to peruse them. Copies can be made on the library photocopier. If a student living outside of the metro area cannot come to the library, a request may be made to the Academic Dean’s Office to have a course syllabus mailed, provided that the student registers at least one month prior to the commencement of the course. Should the student request more than one syllabus, a nominal fee may be charged to cover the costs involved.

POLICY ON TAPING OF CLASSES

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. Students must request permission from the professor of the particular class that they would like to tape.

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 taped, it is the responsibility of the student to obtain the professor’s permission, find another student to tape the lecture, and to supply that student with tapes and a tape recorder.

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Appendix 16.1.1

Governance and Administrative Structure

The “Governance and Administrative Structure” as it appeared in the original Organization Review submission, dated August 15, 2002 (Appendix 6.2.1) has been revised to incorporate the Academic Council.

CORPORATION

BOARD OF GOVERNORS

RESOURCE ACADEMIC GOVERNANCE EXECUTIVE PLANNING COUNCIL COMMITTEE COMMITTEE COMMITTEE

PRESIDENT THE TYNDALE FOUNDATION

CABINET

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Appendix 16.1.2

Responsibilities of Governing Bodies

Changes to the “Responsibilities of Governing Bodies” as presented in the original Organization Review submission, dated August 15, 2002 (Appendix 6.2.2), relate to the introduction of the Academic Council as the body responsible for overseeing all academic matters of Tyndale (these changes are shaded in the following text). Accordingly, the Academic and Student Affairs Council of the Cabinet and the Academic and Student Affairs Committee of the Board of Governors were dissolved.

The governing structure of Tyndale comprises the Corporation, the Board of Governors, and the Tyndale Foundation.

The Corporation fulfils its role at the Annual Meeting, at which appropriate motions are passed, including election of Governors and the appointment of auditors. Members of the Corporation are individuals who support the mission and work of Tyndale University College & Seminary. Individuals apply for membership to the Corporation. They are approved by the Board of Governors and serve on annual terms.

The Board of Governors is composed of up to eighteen Governors , elected on a rotating basis, who meet four times a year. They in turn appoint the Executive Committee (Executive), which acts on their behalf between meetings. The Executive meets four times a year, receiving reports from the President of Tyndale University College & Seminary and providing counsel on an as- needed basis.

Within the Board are two standing committees that receive reports from designated members of the Cabinet and make recommendations to the Governors.

1. The Resource Planning Committee receives reports from the Vice President of Finance/Administration on matters with respect to finance, human resources, building and material resources.

2. The Governance Committee assists the Governors on matters pertaining to appointment of members, procedures and management accountability.

As planned and agreed to with the Postsecondary Education Quality Assessment Board, Tyndale University College & Seminary’s Academic Council has been instituted and is operative. Accordingly, the Academic and Student Affairs Committee, which was in place at the time of the Organization Review submission, dated August 15, 2002, has been dissolved.

The Governors appoint the President of Tyndale University College & Seminary, who serves as Chief Executive Officer. The President chairs the Cabinet, which is made up of the Provost, the Vice Presidents, the Academic Deans and the Dean of Student Life, who are appointed by the Board of Governors on recommendation by the President.

The Board of Governors follows the Carver model of governance (John Carver and Miriam Mayhew Carver, “Reinventing Your Board,” San Francisco, Jossey-Bass Publishers: 1997.)

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The Tyndale Foundation is responsible for all matters related to donations and monies given in trust. The Board of Directors of The Tyndale Foundation operates under its own Letters Patent and is linked to the Tyndale University College & Seminary by way of a special agreement outlined in the letters patent. The President of Tyndale University College & Seminary also serves as President of the Tyndale Foundation. Two-thirds of the membership is independent of the Board of Governors of Tyndale University College & Seminary. Further, cheques and other instruments require at least one signature of an independent director.

The Cabinet , as the senior management team, is charged with the responsibility of overseeing and managing the operation of the institution. The integration of administrative and academic management is coordinated by the Cabinet. All academic, financial and administrative policies are finalized at this level. It is chaired by the President and is comprised of the Provost, the Academic Dean of the University College, the Academic Dean of the Seminary, and the Dean of Student Life, the Vice President of Advancement, and the Vice President of Finance and Administration. The Cabinet meets once a month during the academic year.

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ACADEMIC COUNCIL Mandate

The “Mandate of Committees” of the Board of Governors is unchanged from the original Organization Review submission, dated August 15, 2002 (Appendix 6.2.2) with respect to the Resource Planning Committee and the Corporate Governance Committee.

Academic Council The mandate of the Academic Council is to oversee all academic matters at Tyndale University College & Seminary with a view to maintaining high academic standards.

Specifically, the Academic Council shall: 1. Approve the establishment of all new majors, degrees and diplomas offered by the University College and Seminary; 2. Approve the establishment of faculties, schools, departments, divisions, and endowed chairs, and recommend these to the Board. 3. Ensure that all academic programs are reviewed regularly and take appropriate action on the basis of the reviews; 4. Approve and recommend to the Board in respect of the affiliation with other institutions, academic bodies or organizations; 5. Consider all such matters as shall be reported to it by the University College and Seminary Faculty and to communicate its opinion or action thereon to the Faculty; 6. Set policy with regard to, ensure oversight of, or arrange for the successful management of: a. the conferring of degrees, diplomas or certificates on eligible students, and to act with a delegated authority of the Board; b. the cancellation, recall or suspension of a degree, whether heretofore or hereafter granted to or conferred on any graduate of the Tyndale University College & Seminary, when satisfied that the degree was obtained by fraudulent means; c. the establishment and criteria for the disbursement of bursaries, fellowships, scholarships, prizes, medals and other academic awards; d. the Tyndale University College & Seminary library; e. the preparation and publication of academic calendars; f. the conditions of entrance and matriculation to, probation, and suspension from Tyndale University College & Seminary; g. the dates for the commencement and ending of courses of instruction and for the commencement and ending of academic terms, semesters and sessions, inclusive of the summer session; h. the timetables for examinations and for lectures and other instruction and the conditions of exemption from and of the suspension of lectures and other instruction.

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Appendix 16.1.3

Organization’s Reporting Structure

The “Organization’s Reporting Structure” as it appeared in the original Organization Review submission, dated August 15, 2002 (Appendix 6.2.3) has been modified with respect to the introduction of the Academic Council and the Provost into the reporting structure.

CORPORATION

BOARD OF GOVERNORS ACADEMIC COUNCIL

RESOURCE GOVERNANCE EXECUTIVE PLANNING COMMITTEE COMMITTEE

PRESIDENT CABINET

PROVOST

ACADEMIC DIRECTOR, DEAN, REGISTRAR DEAN LIBRARY STUDENT LIFE

ENROLLMENT FACULTY LIBRARY

COMMITTEE COMMITTEE COMMITTEE

STUDENT DEVELOPMENT COMMITTEE ACADEMIC ACADEMIC PLANNING STANDARDS COMMITTEE COMMITTEE

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Appendix 16.1.4

Reporting Structures Consistent with Academic Purposes

The primary responsibility for ensuring that the mission and academic goals of the institution are achieved lies with the Board of Governors. However, the Board delegates this responsibility to the President and his/her administrative staff, who are responsible to confer with Faculty on all recommendations concerning academic policy and programs. The reporting structure of the various academic committees has been designed to ensure that academic input is secured for all academic decisions.

The Academic Planning Committee (APC) and Academic Standards Committee (ASC) are committees of Faculty and are appointed by the College Vice President and Academic Dean. Their role is to review, research and study academic programs and proposed changes to academic policy. Matters that arise in the normal course of the operation of the academic program which call for review are referred to one of these two committees.

Recommendations from APC and ASC go to Faculty for discussion and approval. The Faculty thus approves all changes to academic programs and policies before they go on to the next step. In the case of minor changes to policy or programs (such as the approval of a new course), which are internal to the College and do not affect Tyndale College & Seminary as a whole, the decision of Faculty is the final step.

In the case of major changes (such as the addition of a new major) the next stage in the process is for the recommendation to go to the Academic and Student Affairs Council of Cabinet (ASAC of Cabinet). This body serves to coordinate College and Seminary programs and curricular and co-curricular affairs. ASAC of Cabinet does not make decisions; rather, it makes recommendations to the Cabinet.

The Cabinet approves the minutes of ASAC of Cabinet and acts on its recommendations. In the case of major changes to academic policies and/or programs (such as the addition of a major), Cabinet approves a proposal for the Board of Governors. Proposals concerning academic programs and/or policies go from Cabinet to the Academic and Student Affairs Committee of the Board (ASAC of the Board) for review and discussion. The ASAC of the Board then brings these recommendations to the Board of Governors.

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Appendix 16.2.1

Senior Administration Job Descriptions

The “Senior Administration Job Descriptions” are essentially unchanged from the original Organization Review submission, dated August 15, 2002 (Appendix 6.3.1) other than incorporating the introduction of the Provost as Chief Academic Office, which follows on pages 35-37.

President, CEO

Provost, CAO

Academic Dean, Tyndale University College

Academic Dean, Tyndale Seminary

Dean, Student Life

Vice President, Advancement

Vice President, Finance and Administration, CFO

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Job Description

PROVOST, CHIEF ACADEMIC OFFICER

The Provost is responsible for the coordination of all academic and student affairs in the carrying out of the mission of the institution. As Chief Academic Officer, the Provost reports directly to the President and provides leadership in all matters related to Tyndale’s academic programs, including the University College, the Seminary, Life Long Learning, Distance Learning, and areas within the community that directly serve the academic mission, including the Library, the Office of the Registrar and Student Life. The Provost is appointed by the Board of Governors upon recommendation of the President.

It is expected that the Provost will possess a Ph.D. and be qualified for an appointment in a tenured or tenure track position. In certain circumstances, a professional doctorate may be considered. While the work of the Provost is primarily administrative, the experience of doing scholarly work and having continuing interest in that vein is considered an asset.

Internal This position is one of senior leadership: overseeing all aspects of academic work and the cultivation of spiritual growth as part of the Christian academic community. It is vital that the Provost embraces with enthusiasm the Tyndale vision, the mission of the University College and the Seminary, and supports the Statement of Faith and Lifestyle Policy .

While it is recognized that the Provost as leader implements and manages by way of delegation, the over all assignment involves the following:

1. Leadership This involves: Initiating strategic planning, overseeing of implementation of new programs, chairing the relevant committees, overseeing the recruiting of new faculty and staff, and ensuring that annual performance reviews are conducted.

Specifically, the Provost will oversee the Academic Dean of the University College, the Academic Dean of the Seminary, the Registrar, the Library Director, the Director of Spring and Summer School, the Dean of Life Long Learning, the Director of Educational Initiatives, the Dean of Student Life, and other academic departments, including the development of Distance Learning.

2. Faculty This involves: Overseeing the Academic Deans, reviewing their plans and progress, ensuring that high quality scholarship, teaching and mentoring are being undertaken that accomplish the mission of Tyndale. This includes such areas as overseeing the hiring of faculty through the Academic Deans, providing pastoral care to faculty, encouraging the development of academic research and scholarship of faculty, the supervision and annual evaluation of faculty and the chairing of joint Faculty meetings.

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3. Academic Committees This involves: Chairing the Academic Council, the joint Faculty meetings and the Promotion and Tenure Committee, overseeing the various faculty search committees, supervising academic accreditations and self-studies and functioning as the conduit to outside accrediting agencies.

4. Curriculum This involves: Working with the Academic Deans to ensure the reviewing of curriculum, the development of new programs and the interfacing of both the University College and the Seminary to ensure the maximizing of resources and mutual cooperation of the schools so as to fulfill the overall mission.

5. Teaching This involves: Preparing, organizing and teaching of at least one course per year.

6. Students This involves: Showing evidence of a strong commitment to students through both formal and informal interaction, and cultivating directly and through faculty and staff, a positive attitude toward both academic excellence, spiritual formation, and ministry formation.

7. Staff This involves: Having overall responsibility for the academic and administrative staff related to the areas of supervision.

8. Policy Development and Review This involves: Overseeing the maintenance and periodic review of all institutional policies.

9. Academic Events This involves: Planning and overseeing—in conjunction with the Academic Deans and the Registrar—the convocations, graduations, lectureships;

Planning and overseeing—in conjunction with the Academic Deans—the annual joint Faculty retreat.

10. Finances This involves: Overseeing the development of the budgets of the University College and the Seminary and all other academic departments;

Managing the budget of the Provost’s office;

Working with the Vice President of Finance and Administration to establish five-year business plans and to assign resources to areas so as to produce results that meet the overall mission and goals of the institution.

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External In addition to being an active member of a local church, the Provost is responsible for helping develop the visibility of Tyndale within its constituency, by consciously promoting the various offerings of the University College, the Seminary, Life Long Learning and other activities that are created to educate and equip Christians to serve the world with passion for Jesus Christ.

This involves: Liaising with denominational, parachurch and academic constituencies; Representing Tyndale to appropriate accrediting committees; Developing liaisons with other educational bodies; Representing and promoting Tyndale.

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Appendix 16.3.1

Academic Plan

The “Academic Plan” is unchanged from the original Organization Review submission, dated August 15, 2002 (Appendix 6.4.1), except for information specific to the Bachelor of Education program, as contained in Part B – Quality Assessment Review submission, dated April 8, 2005.

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Appendix 16.4

Participation in Academic Policies and Standards

Changes to the “Participation in Academic Policies and Standards” as presented in the original Organization Review submission, dated August 15, 2002 (Appendix 6.5), relate to the introduction of the Academic Council as the body responsible for overseeing all academic matters of Tyndale, including Quality Assurance, and the introduction of the Provost (these changes are shaded in the following text). Accordingly, the Academic and Student Affairs Council of the Cabinet and the Academic and Student Affairs Committee of the Board of Governors were dissolved.

Tyndale’s commitment to quality education and excellent, cutting-edge scholarship is ensured in two basic ways: through external recognition and accreditation and through internal processes. Tyndale University College is continuously striving to improve, constantly seeking ways to measure its progress so that students, employers, other universities, alumni and the public at large may be assured that the University College is taking all necessary steps to deliver the best possible education to its students.

Internal Quality Assurance Tyndale University College has three committees that have a role in academic quality assurance.

1. Academic Council The Academic Council, newly instituted in 2004, is responsible to approve all academic policies and programs and to ensure that the educational activity of the institution fits the overall mandate of the University College and meets the standards and requirements implicit in the mandate of providing postsecondary education (see p. 32, Academic Council Mandate).

2. The Academic Planning Committee The Academic Planning Committee (APC) has the mandate to be “responsible for ensuring the academic quality of the curriculum and the instruction and shall approve, evaluate and upgrade effective academic programs which facilitate the carrying out of the mission of the University College.”

3. The Academic Standards Committee The Academic Standards Committee (ASC) has the general responsibility of ensuring that stated academic policies and procedures are followed and that academic standards are maintained at the university level. The ASC also functions as the Admissions Committee and gives guidance to the Registrar on difficult admission decisions and approves any exceptions to stated admissions policies.

Tyndale University College has a policy on the review of academic programs, which ensures that all degrees and majors are reviewed and evaluated at least once every seven years. The purpose of this policy is to ensure that both continuous, short-term evaluation and also occasional, intensive evaluation are carried out.

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Policy on the review of academic programs The curriculum of Tyndale University College & Seminary shall be under continuous review in various ways at several different levels.

1. All new programs are approved by the Academic Planning Committee, the Faculty of the University College, and the Academic Council of Tyndale University College and Seminary. Strategic planning and budgetary approval by the Cabinet and the Board of Governors is also required.

2. All syllabi for new courses are approved by the Academic Planning Committee. The learning objectives of each course are evaluated to ensure they contribute sufficiently to the overall program objectives.

3. All syllabi are approved on an annual basis by the Academic Dean.

4. All changes to program objectives, degree requirements, major requirements or course descriptions are approved by the Academic Planning Committee and the Faculty.

5. Each course is evaluated by students and the results are discussed in the context of a meeting of the faculty member and the Academic Dean at the end of each academic year.

6. Each major or certificate is reviewed once every seven years by a Program Review Committee appointed by the Academic Dean, who is an ex officio member of the committee. The Program Review Committee consists of two or three Tyndale faculty members who teach in the area, and an outside expert in the area of the program under review recruited from an accredited university. The Program Review Committee examines: the adequacy of the program objectives and how well those objectives are being achieved by graduates of the program, enrolment trends in the program, the adequacy of the faculty complement which delivers the program (both in terms of number of faculty and their qualifications), the adequacy of library resources, the program requirements, the results of students evaluation of instruction in the program, student achievement in the program, retention and graduation rates for the program and student placement after graduation. The report of the Program Review Committee, including its recommendations, goes to the Academic Planning Committee for its consideration.

7. The Academic Planning Committee, having considered the report, makes appropriate recommendations to the Faculty and/or the Academic Dean.

8. The Academic Dean makes the final recommendation to the Provost.

9. The Provost presents the report to the Academic Council with a recommendation.

10. The Academic Council approves the program for a further seven-year period; approves the program and requires alterations to content, delivery, or other matters pertaining to the program; requires suspension or cancellation of the program.

Provost Policy Directive, March 15, 2005

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Student evaluation of instruction Students are part of the process of Tyndale’s commitment to quality assessment. Students are invited to fill out a course evaluation form in each course they take. A variety of standard evaluation forms has been used at Tyndale in recent years. Currently a committee representing the Faculty of the University College and the Seminary is working on a new objective and thorough student evaluation form. This form was introduced in Fall 2001 and evaluated and revised in Winter 2002.

Student advising The Faculty is committed to regular advising of students. Each student is assigned a faculty advisor and is required to meet with that advisor at least once a term. This allows students to have interaction with faculty regarding their program of study. At the end of a student’s period of study at Tyndale University College an exit interview is conducted. This allows students to provide their faculty advisors with anecdotal evaluation of their period of study, pointing out the strengths and weaknesses of their educational experience.

Faculty evaluation Not only is there an opportunity for students to contribute to the evaluation of faculty, but instructors also participate in a program of regular self and peer review. All faculty are expected to develop a three-year plan that will contribute to their career advancement. Each year they must submit a progress report to the Vice President and Academic Dean in regard to their three- year plan. This is taken into account in the faculty member’s annual review.

External Quality Assurance There are two basic ways in which the academic quality of Tyndale University College is recognized by other bodies: through articulation agreements and acceptance of transfer credit by other institutions and through membership in accrediting associations.

Because Canada has no accrediting body for universities, each institution (together with peers) establishes certain standards. Tyndale University College & Seminary has developed and is committed to rigorous standards. As a result, we have been able to develop articulation agreements and transfer credit agreements with many Canadian and American universities. Tyndale has formal articulation agreements with York University, Trinity Western University, Redeemer University College and Roberts Wesleyan University. The University of Toronto will grant Tyndale students transfer credits for up to one year of studies (i.e. 30 credit hours) toward a four-year Bachelor of Arts degree, on a course-by-course basis.

Furthermore, in terms of the professional, or specialized, programs, the institution is a member of two accrediting bodies. Tyndale University College is an accredited member of The Association for Biblical Higher Education (ABHE) and has been since 1967. The mission of the ABHE is “to provide accreditation for undergraduate institutions of Bible-centred higher education within Canada, the United States, and related territories.” The association seeks to fulfill its mission by: “(1) promoting excellence among Bible colleges through the process of accreditation; (2) promoting cooperation among member colleges and communicating the association’s distinctives to society; (3) providing services that will stimulate excellence among member college administrators, board members, faculty and students.”

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Tyndale Seminary is an accredited member of the Association of Theological Schools (ATS) and has been since 1989. ATS states the following about itself: “The mission of The Association of Theological Schools in the United States and Canada is to promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public. The Association seeks to fulfill this mission by engaging in four core functions of work: (1) accreditation; (2) leadership education for administrative officers and faculty; (3) development of theological education, which involves the study of critical issues in theological education, and (4) data and communications.”

New Program Development Ideas for new programs may emerge from various sources. Initial planning and development work is coordinated by the Dean’s office and the Academic Planning Committee. The following guidelines were approved by the Cabinet, November 9, 1999:

Proposals for new programs should address the following items: 1. Education Mission and Proposed Curriculum 1.1 A statement on how the program furthers the educational mission of Tyndale 1.1.1 Statement about how program embodies Tyndale’s philosophy of education 1.1.2 Statement on the distinctive contribution Tyndale can make through this program 1.2 A statement on program goals and objectives 1.2.1 Statement on institutional goals being met by this program 1.2.2 Statement of outcomes-based learning objectives for students 1.3 A list of courses that fulfill the program requirements 1.4 A statement of how individual courses serve the program goals and objectives 2. Resources Required 2.1 A statement on the program’s faculty requirements 2.2 A statement on the program’s staff/administrative requirements 2.2.1 Staffing needed by the program itself 2.2.2 Implications for student services provided by institutional staff (including library, bookstore, registrar’s office, and Dean of Students office) 2.3 An evaluation of and recommendation on preferred delivery systems 2.4 A statement on required physical space requirements needed to sustain the program (classrooms, offices, etc.) 2.5 An evaluation of and consequent action plan for adequate library resources needed to launch and sustain the program (undertaken in cooperation with the Library Director) 2.5.1 Assessment of resources currently in our collection, including electronic, monograph and periodical resources 2.5.2 Assessment of future needs based on course syllabi and FTE projections 2.5.3 Estimated start-up costs and long-term plans for providing adequate educational resources 3. Marketing and Promotion 3.1 A statement describing the proposed target audience for the program 3.2 A market study demonstrating the need for such a program 3.2.1 Similar programs being offered in other schools 3.2.2 Potential employment opportunities for grads 3.2.3 Statistics on potential student inquiries for similar program 3.2.4 Survey results of alumni and local church/marketplace opinions of need 3.2.5 Identify revenue potential (i.e., How much will people pay for the program) 3.2.6 Identify longevity of program need in marketplace (i.e., Is it cutting edge?)

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3.3 Required Elements for Marketing and Promotion of the Program 3.3.1 Identify target audiences for program including key members 3.3.2 Determine communication objectives and design appropriate messages (i.e., building awareness, providing information, creating preference, etc.) 3.3.3 Determine the components of an appropriate promotional package (i.e., launch brochure, advertisements, field work, etc.) 3.3.4 Select communication channels (i.e., mailings, advertising media, personal, etc.) 3.3.5 Establish a promotional budget 3.3.6 Determine evaluation and feedback mechanisms and timelines 3.4 A statement giving rationale for projected enrollment figures 4. Implementation Plan 4.1 A projected financial/business plan for up to five years (to be specified) 4.2 A timeline action plan containing all elements required to launch the program 4.3 In the case of programs involving other institutions, a statement outlining the nature of the relationship and the nature of any agreement required between the institutions required to launch and sustain the program

Proposals should proceed through the following review and approval path: 1. APC of the University College 2. Faculty of the University College 3. Provost 4. Academic Council 5. Cabinet 6. Board of Governors

Among the issues to be discussed in program evaluation at these levels: • Assessment of relative priority of proposed program in relation to other programs at each institution • Evaluation of impact on institutional budgets • Strategic value of proposed program for advancing the institution’s long-term institutional goals

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Appendix 17.1

Ethical Standards

The Board of Governors follows the Carver model with respect to ethical standards relating to fair and honest business practices to guide its conduct:

“The board commits itself and its members to ethical, businesslike, and lawful conduct, including proper use of authority and appropriate decorum when acting as board members.

“Accordingly, 1. Members must represent unconflicted loyalty to the interests of the ownership. This accountability supersedes any conflicting loyalty such as that to advocacy or interest groups and membership on other boards or staffs. It also supersedes the personal interest of any board member acting as a consumer of the organization’s services.

2. Members must avoid conflict of interest with respect to their fiduciary responsibility. a) There must be no self-dealing or any conduct of private business or personal services between any board member and the organization except as procedurally controlled to assure openness, competitive opportunity, and equal access to inside information. b) When the board is to decide upon an issue about which a member has an unavoidable conflict of interest, that member shall absent herself or himself without comment from not only the vote but also from the deliberation. c) Board members must not use their positions to obtain employment for themselves, family members, or close associates. Should a member desire employment, he or she must first resign. d) Members will annually disclose their involvements with other organizations, with vendors, or any other associations that might produce a conflict.

3. Board members may not attempt to exercise individual authority over the organization except as explicitly set forth in board policies. a) Members’ interaction with CEO or with staff must recognize the lack of authority vested in the individuals except when explicitly board-authorized. b) Members’ interactions with public, press, or other entities must recognize the same limitation and the inability of any board member to speak for the board except to repeat explicitly stated board decisions. c) Members will give no consequence or voice to individual judgments of CEO or staff performance.

4. Members will respect the confidentiality appropriate to issues of a sensitive nature.”

John Carver and Miriam Mayhew Carver, “Reinventing Your Board,” (San Francisco, Jossey-Bass Publishers: 1997), pp. 202-03.

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The Board of Governors is guided by the following policy with respect to any transaction with a related party of Tyndale College & Seminary:

1. Related Party A related party of Tyndale College & Seminary is defined to include, among others, such parties as: Directors of the Board of Governors. Officer of Tyndale College & Seminary - President, Vice President, Dean and any other member of the Cabinet. Spouses or children of those directors and officers. An entity in which a director or an officer, or the spouse or child of a director or officer who has a substantial investment (i.e., 10% of voting rights or 25% of shareholders’ equity).

2. Types of Transactions Below threshold: If the value of the transaction is nominal or minimal to Tyndale College & Seminary, when measured by criteria that have been established by the Corporate Governance Committee of the Board.

With threshold: Transaction in the ordinary course if the term is at least as favourable to Tyndale College & Seminary as market terms and conditions and if the aggregate amount is less than $50,000. If a number or series of transactions of a similar type with the same related party is expected to exceed $50,000 during the term of such an agreement, approval should be obtained from the Corporate Governance Committee prior to entering into such a transaction.

Above threshold: The transaction must be on terms and conditions that are at least as favourable to Tyndale College & Seminary as market terms and conditions. The Corporate Governance Committee is satisfied that the market terms and conditions have been met for that transaction and the Committee has approved the specific transaction. A major transaction which has been approved by the majority of the full Board or the majority of those attending a meeting of the Corporation. If the related party is a director, he must declare his interest, refrain from voting and be absent during discussions.

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Appendix 18.1

Student Recruitment Policies

It is the commitment of Tyndale College that all marketing and communication pieces accurately represent its offerings. If there is a dispute, the College Calendar is the final word. As a member of the National Association of Christian College Admissions Personnel, Tyndale adheres to the NACCAP Statement of Principles of Good Practice (refer to attached).

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Appendix 19.1

Academic Freedom Policy

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 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, their own 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 positions of the faculty members not be at variance with the core theological convictions of the community as set forth in the Statement of Faith (refer to p. 147) and in the Lifestyle Policy (refer to pp. 79-80).

The College is interested in all knowledge—scientific, artistic, literary, philosophical and applied—and this interest flows directly from its mission. The mission to advance knowledge specifically means that challenging old paradigms, proposing new theories and entering into spirited debate with conventional thinking are part and parcel of the mission of the College. The educational mission of educating students also implies that they will learn to think critically and independently. Thus, we view academic freedom as essential in educating our students and in fulfilling our mission.

Tyndale’s statement on academic freedom is consistent with the Association of Universities and Colleges’ “Statement on Academic Freedom and Institutional Autonomy” in which it affirms both the freedom of faculty to pursue research and teaching wherever truth leads and also the freedom of the institution to define itself as having a distinctive character and ethos without undue interference from outside authorities (refer to pp. 60-61). Tyndale College’s “distinctive character and ethos” are noted in its statement on academic freedom (refer to p. 62)

Like some AUCC member institutions, Tyndale College has a Statement of Faith, which all faculty are required to affirm as a condition of employment much as at Trinity Western University, The King’s University College and Redeemer University College who, as members of the AUCC, have Statements of Faith. The AUCC recognizes these institutions as members in good standing and accepts their claim that the individual institution should be free to define its own ethos and character by having a Statement of Faith. At Tyndale, agreement with the Statement of Faith is made a condition of employment at the point of hiring and has procedures in keeping with principles of natural justice and due process so as to adjudicate possible conflicts between a faculty member and the institution.

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Appendix 19.2

Academic Freedom Constraints

Will students or staff be asked to sign or adhere to a statement of faith and/or a code of conduct that might constitute a constraint upon academic freedom? No Yes (Attach as Appendix 9.2 a copy of the polic(ies) where the applicant: (a) notifies staff and students prior to employment or admission; and (b) has adequate procedures in place to ensure that the principles of natural justice are followed in the event of allegations related to any violation of any contractual arrangement between

the organization and its staff and/or students in which the required statement of faith and/or code of conduct is implicated.

Tyndale College seeks to maintain a Christian ethos as an institution committed to developing and educating students in a holistic manner. Therefore, each faculty and staff member is asked to sign an employment agreement that has the Statement of Faith and the Lifestyle Policy as appendices (refer to attached samples). In signing the employment agreement they are indicating their willingness to abide by these two documents. Thus, employees know prior to beginning employment what their responsibilities are in this regard.

Students are not asked to sign the Statement of Faith. They are, however, asked on the application for admission (refer to Tab 8.3, Attachment A) to sign agreement to abide by the Lifestyle Policy.

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STATEMENT OF FAITH

1. We believe that the Bible alone, and the Bible in its entirety, is the written Word of God, inspired by the Holy Spirit, inerrant in all that it teaches and therefore absolutely authoritative as the only infallible rule for faith and life. We believe that through the power of the Holy Spirit, God speaks to us in the Scriptures today to accomplish His purpose of salvation in Jesus Christ.

2. We believe that there is but one living and true God, the Creator, Preserver and Governor of all things, who is Spirit infinite in being and in all perfections. We further believe that the one God exists externally in Three Persons--the Father, the Son, and the Holy Spirit—all three having the same nature, attributes and perfections but each executing distinct but harmonious operations in the work of creation and redemption.

3. We believe that Jesus Christ, the eternal Son of God, in His incarnation, united to His divine nature a true human nature and so continues to be both God and man, in two distinct natures, but one Person, forever. He was conceived by the Holy Spirit, born of the Virgin Mary, perfectly obeyed the law of God, died on the cross as a vicarious and victorious atonement for sin and rose again bodily on the third day for our justification. He ascended to the Father’s right hand where He now reigns and intercedes for His redeemed.

4. We believe that human beings are created in the image of God as male and female and possess dignity. All people are called to glorify God, to live in relationship with God and one another, and to be stewards of the creation. We further believe that our first parents, in disobedience to God, sinned and consequently incurred physical death and spiritual separation from God, bringing sin, guilt, depravity and misery upon all humanity.

5. We believe that 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 Savior and giving them new life by the Holy Spirit. God further wills that Christians grow in grace and in knowledge of our Lord and Savior, Jesus Christ. Believers are kept by the power of God unto eternal salvation and are called to a life of discipleship and holiness in joyful obedience to Jesus Christ.

6. We believe that the church is the people of God, the body of Christ and a fellowship in the Spirit of all those saved by the grace of God. We further believe that this one, Holy, catholic and apostolic church expresses itself in a local body of believers and encompasses and transcends the various local, denominational and transdenominational expressions of the life of the believing community. The church is called and sent into the world by the Triune God to declare and demonstrate the Good News of Jesus Christ in the power of the Holy Spirit.

7. We believe that at a day and hour known only to God, our Lord Jesus Christ shall come again personally, bodily, visibly, gloriously, to consummate His Kingdom of righteousness and peace. We believe in resurrection of the unrighteous unto eternal punishment and the resurrection of the righteous unto eternal glory in the new heaven and the new earth. Come, Lord Jesus, come.

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Appendix 19.3

Intellectual Property Policy

1. Introduction The objectives of this Intellectual Property (hereafter IP) Policy (hereafter Policy) are: a. To encourage any member of Tyndale College and Seminary (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.

2. Definitions The meaning of the following terms pertain specifically to this Policy.

Author means any member of Tyndale's faculty staff, or administration and any student of Tyndale (student) who creates, writes or discovers 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 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: (i) patent law; (ii) copyright law; (iii) trademark law; (iv) design patent or industrial law; or (v) any other statutory provision or common law principle applicable to the Policy or the IP which may provide a right in: (a) ideas, designs, formulae, algorithms, concepts, processes, materials, trade secrets, discoveries, inventions; or (b) 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.

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3. Responsibility for this Policy The responsibility for the administering the Policy lies with the Provost of Tyndale. The Provost may find it necessary to form an IP Committee to oversee the implementation of the Policy.

The IP Committee shall consist of the following members: a. The Provost (who shall serve as the Chair); b. The Academic Deans of the College and Seminary; c. One voting College Faculty member elected by the College Faculty; d. One voting Seminary Faculty member elected by the Seminary Faculty; e. The Vice President Finance/Administration of Tyndale. 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 Provost of the manner in which income earned by Tyndale from IP should be allocated.

4. Persons Covered by the Intellectual Property Policy All Authors are subject to the Policy; acceptance of the terms and conditions of this policy is a condition of employment and enrollment at Tyndale.

5. Ownership of IP 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 non traditional learning). At such time, the faculty member will be contracted for this work. The provisions of such agreements shall supersede this Policy. e. There may be situations in which the outcome of academic research may have significant commercial value or that Tyndale has supported that research to an unusual extent. In such cases, the IP committee shall be consulted in terms of the ownership of the IP.

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f. 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.

6. Review Three years after the date fixed for implementation of the Policy, the College and Seminary Academic Deans shall appoint a committee to review the Policy and its implementation, and if appropriate, to recommend revisions to this Policy. Implementation Date:

7. Acknowledgements This policy is adapted from policies in effect at the University of Toronto, McMaster University, Nipissing University and the University of Waterloo. Materials from Trinity Western University and Redeemer University College also were consulted.

Approved by the Board of Governors, February 28, 2003

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Appendix 19.4

Research Policies

Tyndale University College & Seminary’s Research Ethics Policy (Appendix 19.4, Attachment A) was approved by the Board of Governors, February 18, 2005.

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Appendix 19.5

POLICY ON ACADEMIC HONESTY

The following policy pertaining to academic honesty and the procedures for its enforcement are stated on pages 54- 55 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Academic honesty 5. Honesty in written and verbal assignments requires a balance between using words and ideas that are part of the common domain and careful ascription of borrowed ideas and words. Ideas and words of others may be used only with acknowledgment. Failure to do so is plagiarism – the literary version of stealing.

6. The most obvious form of plagiarism is the direct quotation of words without quotations marks, parenthetical ascription, footnote, or endnote. Less obvious forms of plagiarism are paraphrases of another’s words and the use of an opinion with no reference to the source.

7. Academic dishonesty includes submitting work for which previous credit was given, submitting work under one’s own name that is largely the result of another person’s efforts, cheating on examinations, and giving false information for the purpose of gaining admission or credits. Knowingly aiding or abetting anyone in a breach of academic honesty shall be itself considered misconduct.

8. The submission of one paper for two courses is not permitted. In rare circumstances, an expanded paper or project common to two courses of study may be submitted with prior approval from both faculty members.

Consequences for academic dishonesty 2. If a student is suspected of academic dishonesty or admits to such, the following steps will be taken: e) The faculty member will meet with the student to discuss the situation. If academic dishonesty is determined, the faculty member will then inform the Dean of Students and may choose to speak with other appropriate faculty members. In all cases, the Dean of Students will notify the Academic Standards Committee (ASC) and the student’s faculty advisor of the situation. It will then be left to the discretion of the faculty member to determine, in consultation with the Dean of Students, and, if necessary, the ASC, the nature of the act committed. f) Inadequate documentation occurs when there is no deliberate intention to represent borrowed material as the student’s own, but where the student is careless in documentation. Students presenting papers in such form will be counselled by their faculty member, and at the discretion of the faculty member, the Writing Centre, and be required to rewrite the paper in acceptable form. A one-third letter grade penalty will be assessed on the resubmitted work. g) Substantial plagiarism occurs when the writer gives no acknowledgment of sources from which substantial material such as phrases, sentences, or even ideas are drawn. In such cases, regardless of number of previous offenses, the ASC will determine the penalty on the following scale: minimum penalty for this offense is failure of the assignment;

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maximum penalty is failure of the course and a written reprimand from the ASC, a copy of which will be kept in the student’s academic file. h) Complete plagiarism occurs when an entire essay is copied from an author or composed by another person and is presented as original work. A failing grade for the course is automatically levied, and a reprimand will be written by the ASC, a copy of which will be kept in the student’s academic file. A repeat offense will result in suspension or expulsion from the College.

9. When deemed necessary, the ASC may send the student to the Writing Centre for a minimum of two sessions at the student’s expense.

10. If a student has been dishonest on more than one occasion within the same course, the student will fail the course, regardless of the level of plagiarism, an official notification will be placed in the student’s academic file, and the student will be expelled from Tyndale College.

11. Failure to make prior arrangements to write an expanded paper for two assignments will result in an automatic failure in one of the courses.

12. Cheating on an examination will result, at a minimum, in an automatic failure of the examination and an official notification being placed in the student’s academic file. At the ASC’s discretion, a maximum penalty of failure of the course is also possible.

13. If dishonesty is established in more than one course, the ASC will write an official reprimand to the student which will also be placed in the student’s academic file, and the student will be expelled from Tyndale College.

14. If it is determined that a student has knowingly aided or abetted anyone in an act of academic dishonesty, that student shall receive a written reprimand from the ASC, which will be placed in the student’s academic file, and may be expelled from the College.

15. An appeal may be made by following the procedures outlined in Academic Appeals section.

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Appendix 19.6

Plan for Informing Faculty and Students

Policies and procedures concerning academic honesty are stated clearly on page 54 of the Academic Calendar (refer to Tab 5.5, Attachment B). Students are told during orientation that they are responsible to read and understand the academic policies contained in the Academic Calendar. These policies are reviewed during student orientation and by faculty at the beginning of courses.

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Appendix 21.1

Student Appeals, Complaints and Grievances

Academic appeals , per pages 55-56 of the Academic Calendar (refer to Tab 5.5, Attachment B): A student may contest a grade for an assignment by discussing it with the professor within fourteen days of receiving the grade. If this does not bring about satisfactory resolution, the student may bring the assignment to the attention of the Associate Dean who will then discuss the assignment with the professor. If the Associate Dean is the professor in question, the student will discuss the assignment with the Academic Dean. The decision of the Vice President and Academic Dean will be final.

A student may informally contest a final grade in a course by discussing it with the professor upon receipt of the grade. If this does not bring about satisfactory resolution, a student may formally contest a final grade within fourteen days from the date the report was issued. The procedure is as follows: 1. The student will submit to the professor, in writing, the reasons for his/her contesting the grade. 2. The professor will respond in writing to the student within ten days. 3. If this does not bring about satisfactory resolution the student may take his/her grievance to the Academic Standards Committee which will rule on the matter. To do this the student must submit a written request for a review of the issue(s) to the chair of the committee and include a copy of the student’s statement to the professor and the professor’s response. 4. A final appeal, if deemed necessary, can be made to the Vice President and Academic Dean whose decision will be final.

Non-academic appeals , per page 32 of the Student Handbook (refer to Tab 5.4, Attachment C): A student may appeal non-academic decisions made by the faculty, staff or the Student Development Committee (SDC) to the Appeal Committee of the College or Seminary. The grounds of the appeal must be stated in writing, to the Vice President of Student Development. If the appeal is in response to a disciplinary decision, it must be submitted within three days of having been informed of the disciplinary decision. One non-voting advocate (i.e., a pastor or a denominational leader) may be chosen by the student to be present at the meeting. A majority vote decision of the committee is final.

1. The Appeal Committee is made up of the following members: a) the Vice President of Student Development (chair), b) the Dean of Students, c) one Faculty member selected by the student, d) one Faculty member selected by the SDC, e) the President of the Student Council.

It is recommended that one faculty member be the student’s faculty advisor. If the Vice President of Student Development or the student being reviewed believes any chosen member to be unfairly prejudiced against the student, a second selection may be requested. Only one such substitution will be allowed. If the student requests it, the Student Council President can be asked to withdraw while the case is under consideration.

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2. The Appeal Committee is required to make every effort to follow the timeline outlined below: a) meet within five business days after receiving the application for appealing an administrative dismissal. b) meet within fifteen business days after receiving the application for appealing all other decisions.

3. If the student chooses to waive any of the steps outlined above, the decision of the Vice President of Student Development will be final.

4. The Appeal Committee will appoint one member of the committee to act as the secretary to document the proceedings. The minutes are to include the names of the committee members present, the date of the appeal meeting and the decision reached. Copies of the minutes will be distributed to the Student Development Committee, the Vice President of Student Development’s office and placed in the student's permanent file.

5. All correspondence regarding an appeal procedure will be added as documentation along with the minutes.

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Appendix 21.2

Policy Implementation and Awareness

Students and employees are informed about the policies and procedures for dispute resolution, which are: a) stated in the Faculty Handbook (Tab 5.5, Attachment A), Staff Policy Manual (Tab 11.2, Attachment A) and Student Handbook (Tab 5.4, Attachment C); b) dealt with by appropriate administrative persons as specified in the respective handbooks; c) reviewed by committees, as specified in the respective handbooks; d) mediated by third party or arbitration when internal institutional procedures fail to resolve a dispute.

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Appendix 21.4

Records Management

Records Tyndale requires/maintains the following student records: a) We require official transcripts from high school and all other institutions the student has attended after high school. b) Transfer credits are first documented in a student’s paper file. The credits then are input into the student’s computer file and appear on the student’s transcript at the time specified in our transfer credit policy. Prior learning assessments, instruments to test English facility, as well as other assessment information are kept in the student’s paper file. c) All financial information relating to payment of tuition and fees, withdrawal calculations, etc. is kept on the student record database, POISE. d) Chronological student records including dates of enrollment, withdrawals, leaves of absence (if reported) are kept in the student’s paper file. e) Copies of student complaints and appeals of the academic nature, probation letters, warning or advisory notices are kept in the student’s academic file. Other issues dealing with behavioural issues are kept in a separate file in the Dean of Students’ office. f) i. Transcripts showing the student’s name, contact information and student number are kept in POISE. ii. The courses in which the student was enrolled, dates enrolled and final grades are recorded in POISE. iii. In the case where the student successfully completed the program, the courses and the grades that were awarded as a result of credit transfers, the date the degree was conferred and the degree conferred are recorded in POISE. Prior learning assessment is kept in the student’s paper file. iv. Any awards or honours are kept on record in the student’s paper file.

A sample transcript is attached.

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Appendix 22.1

Electronic Student Records

Information on “Electronic Student Records” is unchanged from the original Organization Review submission, dated August 15, 2002 (Appendix13.1) other than to state that the electronic document library has been installed.

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Appendix 24.1

Minister’s Requirement Acknowledgement and Agreement Form

Signed form is attached for:

Bachelor of Education

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Applicant Acknowledgement and Agreement (To accompany every application for ministerial consent under the Post-secondary Education Choice and Excellence Act, 2000 )

This form must be completed by a representative of the applicant who is authorized to bind the applicant, and must be included with the materials accompanying an application to the minister for a consent under the Post-secondary Education Choice and Excellence Act, 2000 .

Name of applicant: Tyndale University College & Seminary Insert name of applicant organization

Purpose of application: Bachelor of Education Insert name of degree and title of program (e.g., Bachelor of Science in physics)

□ Please indicate if this application relates to use of the term ‘university’.

1. The applicant hereby acknowledges that, in 1.7 A Minister’s consent is not transferable, making this application, it understands that: directly or indirectly, to a third party. 1.1 granting of a consent by the Minister of 1.8 If the applicant fails to comply with any Training, Colleges and Universities under legislative requirements or with the terms the act is a privilege, not a right. and conditions of the consent, the Minister 1.2 A consent by the Minister of Training, may amend or change the terms and Colleges and Universities under the act is conditions of the consent or suspend or normally granted for a specified period of revoke the consent. time and remains in force only during that 1.9 A Minister’s consent does not make the specified period. consent holder’s students eligible to apply 1.3 A Minister’s consent does not include any for government financial assistance, grants, express or implied entitlement to: or awards that are provided directly to • a renewal of such consent; or students (e.g., assistance under the Ontario • a consent for additional or different Student Assistance Program). Approval of activities regulated by the act. organizations and programs for the 1.4 A Minister’s consent does not entitle the purposes of Ontario student loans is consent holder to any funding from the established pursuant to the Ministry of Government of Ontario, including but not Training, Colleges and Universities Act limited to operating, capital, or research and regulations thereunder, as amended funding. from time to time. 1.5 A private organization from outside Ontario 1.10 The Minister’s criteria and policy will be treated no less favourably, in like statements related to the review of circumstances, than a private organization applications for a ministerial consent may from Ontario. change from time to time. 1.6 A private organization, whether from 1.11 All information provided to the Minister or Ontario or from outside the province, is not the Postsecondary Education Quality entitled to treatment that is no less Assessment Board in applications and favourable, in like circumstances, than the related documentation may be subject to treatment accorded by the Minister to a disclosure under the Freedom of public institution. Information and Protection of Privacy Act.

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1.12 No consent shall take effect until the terms and conditions of a consent may applicant provides confirmation, in a written be met. form approved by the Minister, that the 2. The applicant hereby agrees to provide the applicant understands and agrees to comply Minister or the Postsecondary Education with all of the terms and conditions attached Quality Assessment Board with any to the consent. additional material required by the 1.13 Should the Minister grant a consent, the Minister or the board to assess the consent holder will be required to ensure application. that the following statement appears on 3. The applicant hereby confirms and promotional and other materials, in any warrants that: media, that relate to the program offered 3.1 All information and representations under the consent: provide by the applicant as part of this 1.14 This program is offered under the written application, including information given in consent of the Minister of Training, the Organization Review Submission and Colleges and Universities for the period the Quality Assessment Review from (day/month/year) to (day/month/year). Submission, are true. Prospective students are responsible for 3.2 This application was duly approved by the satisfying themselves that the program and applicant’s governing body or by another the degree will be appropriate to their needs representative duly authorized to bind the (e.g., acceptable to potential employers, applicant on professional licensing bodies, or other educational institutions). ______1.15 The consent holder has a positive obligation (date of approval) under the Post-secondary Education Choice at and Excellence Act, 2000 , to notify the Minister of Training, Colleges and ______Universities promptly if the consent holder (place of approval). has reason to believe that not all of the

Name of authorized representative: ______

Position in applicant organization: ______

Signature: ______Date: ______

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CONFIRMATION OF MATERIALS RECEIVED Organization Review -- Private Organizations --

This page is re-submitted in the April 8, 2005 Organization Review supplement (p. 1).

Tyndale University College 1 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 1.1

Title Page

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 1.1).

Tyndale University College 2 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 1.2

List of Proposed Programs

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 1.2).

Tyndale University College 3 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 1.3

Table of Contents

Confirmation of Materials Received ...... 1

1.0 Organization Review 1.1 Title Page ...... 2 1.2 List of Proposed Programs...... 3 1.3 Table of Contents...... 4

2.0 Organization Information 2.1 Information about the Organization and Its Operations...... 7 2.2 Information about Owners...... 8 2.3 Information about Owners/Officers of this Organization and and any Related Postsecondary Education Organizations ...... 9

3.0 Executive Summary 3.1 Executive Summary...... 10

4.0 Program Synopsis 4.1 Synopsis of Proposed Program(s)...... 19

5.0 Mission Statement and Academic Goals 5.1 History, Mission and Goals...... 21 5.2 Current Degree Programs...... 23 5.3 Proposed Program(s) and Mission/Goals...... 24 5.4 Five-Year Business Plan...... 27 5.5 Academic Policies ...... 57

6.0 Administrative Capacity 6.1 Legal Characteristics...... 86 6.2.1 Governance and Administrative Structure...... 87 6.2.2 Responsibilities of Governing Bodies...... 88 6.2.3 Organization’s Reporting Structure ...... 95 6.2.4 Reporting Structures Consistent with Academic Purpose ...... 96 6.3.1 Senior Administration Job Descriptions...... 97 6.3.2 Curriculum Vitae of Administrators...... 110 6.4.1 Academic Plan...... 124 6.4.2 Coordinated Business and Academic Plans...... 128 6.5 Participation in Academic Policies and Standards ...... 130

7.0 Ethical Conduct 7.1 Explanation of Past Fraud or Misrepresentation ...... 137 7.2 Explanation of Pending Legal or Administrative Actions ...... 138 7.3 Ethical Standards ...... 139

8.0 Student Protection 8.1 Student Recruitment Policies ...... 141 8.2 Academic Calendar Information...... 142 8.3 Policy Awareness...... 144

Tyndale University College 4 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 9.0 Academic Freedom and Integrity 9.1 Academic Freedom Policy...... 145 9.2 Academic Freedom Constraints...... 146 9.3 Intellectual Property Policy...... 148 9.4 Research Policies...... 149 9.5 Academic Honesty Policy...... 150 9.6 Plan for Informing Faculty and Students ...... 152

10.0 Financial Stability 10.1 Financial Viability...... 153 10.2 Financial Audit Policy ...... 155 10.3 Sufficient Capital for Start-Up...... 157 10.4 Table: Projection: Tuition Fee Collection...... 158

11.0 Dispute Resolution 11.1 Student Appeals, Complaints and Grievances...... 159 11.2 Policy Implementation and Awareness...... 161

12.0 Other Relevant Information 12.1 Quality Leadership Process...... 162

13.0 Ministry Criteria: Student Transcript Protection 13.1 Student Transcript Protection...... 163 13.2.1 Plan for Records Management...... 164 13.2.2 Plan for 75-Year Accessibility...... 165 13.2.3 Plan for Weekly Off-Site Back-Up ...... 166 13.2.4 Plan to Verify Accuracy of E-Records ...... 167 13.3.1 Third-Party Record Keeper...... 168 13.3.2 Verification of Agreement ...... 169

14.0 Ministry Criteria: Financial Security 14.1 Contract Period Policy...... 170 14.2 Delivery of Goods and Services Policy...... 171 14.3 Collection of Tuition and Fees Policy ...... 172 14.4 Trust Fund Accessibility to Students ...... 173 14.5 Trust Fund Arrangements...... 174 14.6 Financial Security Information ...... 175

15.0 Ministry Criteria: Tuition Refund 15.1 Withdrawal and Refund of Fees and Charges Policy...... 176

16.0 Ministry Criteria: Contracts with Each Student 16.1 Enrollment Contract...... 177

17.0 Ministry Criteria: Awareness of Policies 17.1 Student Awareness of Policies...... 178

18.0 Ministry Criteria: Credit Transfer 18.1 Notification of Credit Transfer...... 180

19.0 Minister’s Requirement: Acknowledgement and Agreement Form 19.1 Minister’s Applicant Acknowledgement and Agreement...... 184

Tyndale University College 5 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 List of Attachments

Agreement with Redeemer University College ...... Attachment A, Tab 13.3.2 Capital Campaign Brochure...... Attachment A, Tab 10.1 Combined Audited Statements ...... Attachment A, Tab 10.3 Counselling Services Brochure...... Attachment A, Tab 5.4 Course and Instructor Evaluation Questionnaire ...... Attachment A, Tab 6.5 Curricula Vitae of Faculty...... Attachment B, Tab 5.4 Endeavor Information Systems Brochure ...... Attachment D, Tab 5.4 Faculty Handbook ...... Attachment A, Tab 5.5 NACCAP Statement of Principles of Good Practice ...... Attachment A, Tab 8.1 Prospective Student Application Guide and Checklist ...... Attachment A, Tab 8.3 Sample Acceptance Letters ...... Attachment A, Tab 16.1 Sample Student Transcript ...... Attachment A, Tab 13.2.1 Staff Policy Manual ...... Attachment A, Tab 11.2 Student Handbook ...... Attachment C, Tab 5.4

Tyndale University College 6 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 2.1

Information about the Organization and Its Operations

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 2.1).

Tyndale University College 7 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 2.2

Information about Owners

Because Tyndale is a Corporation without shared capital, this appendix is not applicable.

Tyndale University College 8 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 2.3

Information about Owners/Officers of this Organization and any Related Postsecondary Education Organizations

Tyndale College & Seminary has on file signed statements from members of the Board of Governors and officers affirming that they are free of convictions and have no disclosures to make according to Benchmarks 1-6 under section 7.3 Ethical Conduct as stated in the Handbook for Applicants: Private Organizations, issued May 8, 2002, and released June 14, 2002.

Not Applicable Right to Contact and Permission to Release (Attach documentation) Not

Applicable Instances of Noncompliance with RegulatoryLegislative or Requirements Ontarioin and/or Other Jurisdictions (indicate clearly therewhere are instances of noncompliancewith OntarioOSAPor PVS legislation)

Not Applicable Name and Address of Approval Body

Not Applicable Dates of Operation

Not Applicable Name and Address of Postsecondary Organization(s) Owned/ Controlled

Not Applicable Name of Individual

Tyndale University College 9 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 3.1

Executive Summary

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 3.1) with respect to changes that reflect permission received to change the school’s name to Tyndale University College & Seminary and to offer the Bachelor of Arts and the Bachelor of Arts, Honours degrees in the humanities, the social sciences and business.

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Tyndale University College 18 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 4.1

Synopsis of Proposed Program(s)

This appendix is revised in the April 8, 2005 Organization Review supplement (see Appendix 4.1).

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Tyndale University College 20 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 5.1

History, Mission and Goals

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 15.1, as per Appendix 3.1).

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Tyndale University College 22 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 5.2

Current Degree Programs

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 15.2).

Tyndale University College 23 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 5.3

Proposed Program(s) and Mission/Goals

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 15.3).

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Tyndale University College 26 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 5.4

Five-Year Business Plan

Five-Year Business Plan The five-year business plan, which was approved by the Board of Governors on May 31, 2002, follows on pages 29-36.

Financial Stability Since 1997 the revenue of Tyndale has grown from $6.4 million to $7.8 million. In the five-year plan, the budget projects that in 2006/07, the annual operating revenue will be $10.4 million.

The five-year plan is designed to: 1. Expand the capacity of the College so as to broaden the majors offered from the current number of eight to twelve. 2. Expand the library holdings and facilities and provide automation. 3. Increase the number of full-time students from 347 to 525. 4. Increase full-time faculty by one per program. 5. Move towards a full-resident campus for the College. 6. Fully equip classrooms and labs with state-of-the-art technology. 7. Provide for a Student Career Centre so as to assist students in making good vocational and academic choices. 8. Increase endowment by $10 million so as to provide for a capital base and income stream.

Administrative Capacity The integration of administrative and academic management is coordinated by the Cabinet. This senior management group, chaired by the President, is comprised of the CFO/Vice President of Finance and Administration, the Vice President and Academic Dean of the College, the Vice President and Academic Dean of the Seminary, the Vice President of Student Development, and the Vice President of Marketing and Enrollment. All academic, financial and administrative policies are finalized at this level.

Resources The leadership of Tyndale College is committed to providing excellent resources to facilitate the educational experience of its students. College courses are designed so that students have opportunity to develop relationships with professors and other students. We see this as a distinct advantage for undergraduate students. As well, students can broaden their studies by taking courses at nearby universities or colleges. The library systems of the University of Toronto and York University make honours thesis research quite feasible, and nearby art museums and other cultural centres make it possible for faculty to introduce students to the arts firsthand.

Tyndale College does have the required resources to offer an excellent undergraduate education. In addition to quality academic programs, the faculty, library, student services, facilities, information technology and human resources link together to make this a place where

Tyndale University College 27 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 students can count on a high quality educational experience. These resources are expanded on as follows: Qualified Faculty...... pp. 37-39 List of Full-Time College Faculty ...... 40-43 List of Full-Time Seminary Faculty ...... 44-46 The Library ...... 47-49 Student Services ...... 50-52 Facilities...... 53-54 Information Technology...... 55 Human Resources...... 55 Organizational Chart...... 56

For more than one hundred years, the sacrificial giving of dedicated donors has provided these resources. We are now in the early stages of a $20 million to upgrade these resources (refer to the Capital Campaign presentation folder, Tab 10.1, Attachment A).

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Tyndale University College 36 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

QUALIFIED FACULTY

Tyndale College has a very well-qualified group of faculty members, most of whom hold a Doctor of Philosophy degree from a major university such as the University of Toronto, Queen’s University, the University of Western Ontario, York University or the University of Aberdeen (a list of the College faculty and a summary of their academic qualifications and areas of expertise is included on pp. 40-43; for their CVs, refer to Tab 5.4, Attachment B).

Most faculty members are active in research programs as well as teaching. For example, Richard Davis, Ph.D., Philosophy professor, recently published a revised version of his doctoral thesis with Peter Lang Publishing, New York. It is entitled The Metaphysics of Theism and Modality . Vice President and Academic Dean Craig Carter, Ph.D., recently published The Politics of the Cross: The Theology and Social Ethics of John Howard Yoder with Brazos Press of Grand Rapids, Michigan. Four College faculty members (Keith Bodner, Ph.D., Richard Davis, Ph.D., Gordon Heath, Ph.D. Cand., and Gary Miedema, Ph.D.) presented papers at various learned societies at the Congress of the Social Sciences and Humanities, which met in June 2001 at the University of Laval. Articles by Tyndale College faculty recently have been published (or accepted for publication) in such scholarly journals as The Journal of Clinical and Consulting Psychology , Heythrop Journal and the Journal for the Study of the Old Testament.

Linkage to the Seminary The College also benefits from the presence of Tyndale Seminary on its campus. The Seminary faculty is well qualified, able to supplement the breadth of course offerings at the College in areas such as History, Philosophy and Religious Studies (a list of the Seminary faculty and a summary of their academic qualifications and areas of expertise is included on pages 38-40). For example, the College benefits from having Timothy Larsen, Ph.D., of the Seminary teach a 4000 level History seminar in his area of expertise, Victorian Britain, in alternate years. Greek and Hebrew language courses are taught cooperatively with the Seminary, which means that several sections of introductory-level courses are available each year and that the second-year courses are available annually.

A sufficient “critical mass” of faculty Although Tyndale College is a small institution compared with most Canadian universities, there is at least one full-time faculty member with a Ph.D. in each major (except Business Administration, in which the professor has an M.B.A. and plans to pursue a Ph.D.). There also is at least one other full-time faculty member or administrative faculty member regularly in each major, as well as various adjunct and part-time instructors in each major. Students are required to take one course at another university in their major in order to broaden their awareness of different approaches to the discipline. This means that despite the size of the College, students have the opportunity to be exposed to at least three or four different faculty members in each major while studying at Tyndale. For example, in History students are able to take courses from Gary Miedema, Ph.D., a full-time History professor; Gordon Heath, Ph.D. (Cand.), whose area of expertise is the church and issues of war; and Wafik Wahba, Ph.D., a Religious Studies professor who offers a course in modern Middle Eastern history.

Tyndale University College 37 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The total number of full-time teaching faculty at the College is currently 12, plus four half-time faculty members and approximately 15-18 part-time instructors (which varies from semester to semester). In addition, we have five administrative faculty members. We plan to expand our full- time teaching complement to approximately 18-20 faculty members during the next four years as we anticipate the implementation of the B.A. degree. We have two or more full-time faculty members in three of our six B.R.S. majors (English, History and Religious Studies) and one full- time faculty member in each of the other three majors (Business Administration, Philosophy and Psychology). We expect to have a minimum of two full-time faculty members in each major by the time the four-year degree is fully implemented in 2005.

The ratio of full-time faculty to full-time students is approximately 1:20, which allows us to deliver a quality program in which students receive personal attention from faculty. With this number of faculty, a variety of perspectives are available to the student. Other accredited university colleges in Canada have smaller faculty complements (e.g., Nazarene University College in Calgary and Taylor University College in Edmonton). Redeemer University College (Ancaster) has approximately 33 full-time faculty for a student body that is considerably larger than our student body. Whereas we offer only six B.R.S. majors, Redeemer offers more than 20 B.A. and B.Sc. majors and areas of concentration.

Commitment to teaching and research Tyndale faculty members are entrusted with teaching students at the undergraduate level. All courses are taught by faculty members. (While we have some marking and research assistants, only faculty members actually teach classes.) Tyndale faculty members know students by name and interact with students outside of the classroom. They also are encouraged as role models to serve both within the College and the wider community. Tyndale faculty members also involve students in their research programs from time to time. For example, Wanda Malcolm, Ph.D., Psychology professor, is project director and co-investigator in a three-year research project funded by the Templeton Foundation, along with Les Greenberg, Ph.D., of York University. Some of our Psychology students are gaining valuable experience by working in this research project as student assistants.

Although the primary focus of Tyndale faculty members is teaching, there is also a strong emphasis on scholarly research. The average teaching workload for Tyndale College faculty members, six semester courses per year, is low for liberal arts colleges. The average faculty member spends about 25 percent of his or her time on advancing scholarship in his or her field through research, publication and other means. Faculty have access to professional development funds on an annual basis, a generous sabbatical program and the possibility for research leaves. Our location in Toronto means that world-class research libraries are close at hand.

Evaluation and professional development Tyndale faculty members undergo an annual evaluation, conducted by the Vice President and Academic Dean, plus a more extensive evaluation by the Promotion and Tenure Committee when application is made for promotion or tenure. The principle of peer review is enshrined in the process and there are outside academics on the committee to ensure that Tyndale applies standards that are consistent with those in the academic world at large. Promotion and tenure are granted on the basis of increasing accomplishment in the areas of teaching, scholarship and service, with teaching weighted most heavily (refer to pp. 38-39 of the Faculty Handbook, Tab 5.5, Attachment A).

Tyndale University College 38 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Each faculty member has a rolling three-year plan for professional development, with specific goals and strategies for achieving these goals in the areas of teaching, scholarship and service. This plan is updated annually in consultation with the Vice President and Academic Dean. Each faculty member reviews, together with the Vice President and Academic Dean, his or her goals for the previous year and sets new goals for the coming three years.

Tyndale University College 39 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Full-Time Tyndale College Faculty

Teaching Faculty KEITH BODNER , P H.D. Religious Studies Education: B.A., University of Manitoba, 1990; M.C.S., Regent College, 1993; Ph.D., University of Aberdeen, 1996 Expertise: Literary Art and Biblical Narrative; Intertextuality and Renaissance Drama; Old Testament

NICOLE CAMPBELL , P H.D. English Education: B.A. (Honours), University of Ottawa, 1992; M.A., University of Western Ontario, 1993; Ph.D., University of Western Ontario Expertise: Early Modern Literature and Culture, Shakespeare and Drama; Textual Criticism; Manuscript Study

CRAIG A. C ARTER , P H.D. Vice President and Academic Dean Religious Studies Education: B.A. (Honours), Mount Allison University, 1979; M.Div., Acadia University, 1983; Ph.D., University of St. Michael’s College (Toronto), 1999 Expertise: Christian Theology; Contemporary Religious Thought; Theological and Philosophical Ethics

ELIZABETH DAVEY , M.A. Associate Dean of Arts and Science English Education: B.A., Seattle Pacific University, 1971; M.A., University of Washington, 1973; M.A., York University, 1990; 2002, commenced Ph.D. studies, Oxford Centre for Missions Expertise: English Literature; Milton; 17th-Century Literature; C.S. Lewis; 19th- Century Fiction; Canadian Literature (1920-1950)

RICHARD B. D AVIS , P H.D. Director of the Leading Edge Program Philosophy Education: B.Sc., University of Alberta, 1986; M.A., University of Toronto, 1993; Ph.D., University of Toronto, 1998 Expertise: Metaphysics; Ethics; Philosophy of Religion; Logic; History of Modern Philosophy; Epistemology

ROBERT DUEZ , P H.D. Religious Studies Education: B.A., Wheaton College, 1960; M.A., Wheaton College Graduate School, 1964; M.Div., Westminster Theological Seminary, 1964; Ph.D., University of St. Michael’s College (Toronto), 1985 Expertise: New Testament; Old Testament; Systematic and Contemporary Theology; Philosophy

Tyndale University College 40 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 GORDON HEATH , P H.D. (C AND .) Director of the Degree Completion Program History Education: B.Th., Tyndale College, 1989; M.Div., Acadia Divinity College, 1994; Ph.D. (cand.), University of St. Michael’s College (Toronto) Expertise: History of Christianity; Imperialism; Pacifism; Just War Theory; Church- State Relations; Medieval Crusades; Late 19th - and Early 20th-Century Canadian Nationalism; Canada and the Boer War

MICHAEL LINDSAY , M.B.A. Director of the Business Administration Program Professor of Business Education: B.A.Sc., University of Toronto, 1973; M.B.A., University of Toronto, 1980; C.M.A. (completed fifth year) Expertise: Strategic Planning; Charitable and Non-profit Organizations and the Importance of Social Capital in Improving Organizational Effectiveness

WANDA MALCOLM , P H.D. Psychology Education: B.A., Lakehead University, 1978; B.A., York University, 1985; M.A., O.I.S.E., 1987; Ph.D., York University, 1999 Expertise: Forgiveness and Reconciliation in Interpersonal Relationships; Clinical Psychology; Emotionally Focused Psychotherapy for the Treatment of Unfinished Business

GARY MIEDEMA , P H.D. History Education: B.C.S., Redeemer College, 1993; M.A., Queen’s University, 1995; Ph.D., Queen’s University, 2000 Expertise: Religion and Culture in Canada; Canadian History; 19th-Century United States

ERWIN PENNER , P H.D. Religious Studies Education: B.A., University of Manitoba, 1963; B.D., Westminster Theological Seminary, 1968; M.Div., Westminster Theological Seminary, 1968; Th.M., Westminster Theological Seminary, 1969; Ph.D., Fuller Theological Seminary, 1983 Expertise: Greek Language; Pauline Studies

BETH POSTERSKI , E D.D. Program Director of Conjoint Programs Christian Education Education: B.Sc., Olivet Nazarene College, 1965; M.Ed., O.I.S.E., University of Toronto, 1984; Ed.D., O.I.S.E., University of Toronto, 1994 Expertise: Early Childhood Education; Child Development; Exceptional Children; Foundations of Teaching; Qualitative Research Methods

Tyndale University College 41 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 DANIEL SCOTT , D.M IN . Associate Dean of Professional Studies Intercultural Studies Education: B.A., Trinity Western University, 1984; M.C.S., Regent College, 1987; M.Div., Regent College, 1987; D.Min., Westminster Theological Seminary, 1995 Expertise: Cultural Anthropology; Comparative Religions and Contemporary Religious Movements; Urban Mission; Intercultural Communication

STEPHEN THOMSON , T H.M. Religious Studies Education: B.Sc., Sir George Williams University, 1972; B.A., Florida Bible College, 1974; B.Th., Florida Bible College, 1975; M.Div., Tyndale Seminary, 1987; Th.M., Wycliffe College, University of Toronto, 1990 Expertise: Pauline Studies; Jesus and Synoptic Tradition Studies

WAFIK WAHBA , P H.D. Religious Studies Education: B.A., Ain Shams University (Cairo, Egypt), 1980; B.Div., Evangelical Theological Seminary (Cairo, Egypt), 1980; M.A.T.S., McCormick Theological Seminary (Chicago, Illinois), 1985; Th.M., Princeton Theological Seminary, 1987; Ph.D., Northwestern University, 1998 Expertise: Contemporary Issues in Christian Theology; Christian Spirituality; Christianity and Islam; Middle East

DANIEL WONG , D.M IN ., T H.D. (C AND .) Pastoral Studies Education: B.A., Moody Bible Institute, 1977; Th.M., Dallas Theological Seminary, 1981; D.Min., Trinity Evangelical Divinity School, 1989; Th.D. (cand.), Knox College, University of Toronto Expertise: Pastoral Theology and Practice; Preaching Theory; Multicultural Preaching; English Ministry in the Canadian Chinese Church

Tyndale University College 42 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Administrative Faculty CRAIG A. C ARTER , P H.D. Vice President and Academic Dean Religious Studies Education: B.A. (Honours), Mount Allison University, 1979; M.Div., Acadia University, 1983; Ph.D., University of St. Michael’s College (Toronto), 1999

ROSS BAILEY , D.M IN . Director, Educational Initiatives Education: B.A., Sir George Williams University, 1960; M.Div., McGill University, 1963; Th.M., Asbury Theological Seminary, 1968; D.Min., Carey Theological College, 1999.

GLADYS CHAN , M.D IV . Registrar Education: B.A., University of Toronto, 1990; M.Div., Tyndale Seminary, 1998; Ph.D. in Educational Studies, Current Faculty Track, Biola University, commenced 2002.

HUG RENDLE , M.L.S. Interim Library Director Education: B.Th., Central Baptist Seminary, 1982; B.A. (Honours History), University of Waterloo, 1985; M.L.S., University of Toronto, 1987; M.T.S., Tyndale Seminary, in progress.

GEORGE SWEETMAN , M.C.S. (C AND .) Dean of Students Education: B.A., Roberts Wesleyan College, 1987; M.C.S. (cand.), Regent College

Tyndale University College 43 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Full-Time Tyndale Seminary Faculty

JAMES BEVERLEY , P H.D. Theology and Ethics Education: B.A. (Honours), Philosophy, Acadia University, 1975; M.Div., Acadia University, 1977; M.Th., University of Toronto, 1983; Ph.D., University of St. Michael’s College (Toronto), 1994 Expertise: Apologetics; World and New Religions; Charismatic Christianity; Roman Catholic Theology; Ethics

NANCY CALVERT -KOYZIS , P H.D. Director of M.T.S. Biblical/Theological Studies Focus New Testament Education: B.A., Wheaton College, 1982; M.Div., Gordon-Conwell Theological Seminary, 1986; Ph.D., University of Sheffield, 1993 Expertise: Second Temple Jewish Literature; Pauline Literature; Women in Early Christianity

BRIAN D. C UNNINGTON , E D.D. Coordinator of Counselling Major Counselling Education: B.P.H.E., University of Toronto, 1968; M.Ed., University of Ottawa, 1972; M.Div., Gordon-Conwell Theological Seminary, 1980; Th.M., Trinity Evangelical Divinity School, 1981; Ed.D., University of Toronto, 1991 Expertise: Marriage and Family Therapy; Narrative Therapy; Meaning-Centred Therapy; Postmodern Influences in Therapy

ROBERT A. D ERRENBACKER , J R., P H.D. Associate Dean New Testament Education: B. A., Wheaton College, 1987; M.A.T.S., Gordon-Conwell Theological Seminary, 1989; Ph.D., University of St. Michael’s College (Toronto), 2001 Expertise: Gospels; Sayings Gospel Q; Pauline Literature; Historical Jesus; Social World of the New Testament

DONALD GOERTZ , P H.D. (C AND .) Director of Master of Theological Studies, Modular Program Director of Diploma in Spiritual Formation, M.T.S. Stream Church History and Christian Spirituality Education: B.R.S., Concord College, 1975; B.A., University of Alberta, 1976; M.C.S., Regent College, 1980; M.Div., Carey Theological College/Regent College, 1981; M.A., University of St. Michael’s College; Ph.D. (cand.), University of St. Michael’s College (Toronto) Expertise: Canadian Church History; Baptist History

Tyndale University College 44 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 JEFFREY P. G REENMAN , P H.D. Vice President & Academic Dean Christian Ethics Education: B.A., Albion College, 1981; B.A., University of Oxford, 1986; M.A., 1990; M.Div., Regent College, 1988; Ph.D., University of Virginia, 1998 Expertise: History of Christian Ethics; Contemporary Theological Ethics; Virtue Theory; Issues of Work and Vocation; Relationship between Spirituality and Ethics

ALAN W. G RILLS , M.E D. Co-Director Supervised Ministries Education: Shaftsbury College, Ireland; B.A. (Honours), York University, 1974; M.Ed., University of Toronto, 1978; Dip. in Christian Studies, Regent College and Ontario Theological Seminary, 1996 Expertise: Mentorship; Personal Formation and Leadership Development for Individuals and Organizations

JANET E. G RILLS , R.N. Co-Director Supervised Ministries Education: R.N. Wellesley Hospital (Ryerson University), Toronto, 1971; Post- graduate nursing studies, University of Ottawa, 1972 Expertise: One-on-One Mentoring; Personal/Vocational Development

REBECCA G. S. I DESTROM , P H.D. Old Testament Education: B.Th., Central Pentecostal College, 1985; B.A., University of Toronto, 1987; M.Rel., Wycliffe College, Toronto School of Theology, 1990; Ph.D., University of Sheffield, 1996. Additional studies at University of Saskatchewan (1983-84), the Hebrew University of Jerusalem, (1985-86), and research at Uppsala University in Sweden (1992-94) Expertise: Old Testament; History of Biblical Interpretation

JOHN KESSLER , D OCTEUR DE L ’U NIVERSITÉ , S ORBONNE Old Testament Education: B.Th., Ontario Bible College, 1978; B.A., University of Waterloo, 1980; M.A., Trinity Evangelical Divinity School, 1982; Conjoint Doctorate: Docteur de l’Université, Sorbonne-Paris IV, 1995 and Docteur en Théologie, Institut Catholique de Paris, 1995; Senior Resident, Massey College, University of Toronto, 2000-2001 Expertise: The Book of Haggai; History and Literature of the Early Second Temple Period; Old Testament Theology; Hebrew

BARBARA M. L EUNG LAI , P H.D. Director of Chinese Ministry Old Testament Education: B.Th., Alliance Bible Seminary, 1972; M.Div., Fuller Theological Seminary, 1976; Th.M., Wycliffe College, University of Toronto, 1979; Ph.D., University of Sheffield, England, 1997 Expertise: Wisdom Literature; Social Sciences and the Interpretation of the Hebrew Bible; Biblical Interpretation in the Postmodern Times; Gender-Culture Studies

Tyndale University College 45 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 ROY R. M ATHESON , T H.D. New Testament Education: B.Th., Tyndale College, 1954; Th.M., Dallas Theological Seminary, 1962; Th.D., Dallas Theological Seminary, 1965; post-graduate studies at the University of Alabama (1965-1968), the Toronto School of Theology (1983) and Tyndale House, Cambridge (1988) Expertise: Gospel of Mark; Parables; Romans

VICTOR A. S HEPHERD , T H.D. Historical Theology and Chair of Wesley Studies Education: B.A., University of Toronto, 1965; M.A., University of Toronto, 1969; B.D., Emmanuel College, University of Toronto, 1970; post-graduate studies in New Testament, University of Aberdeen, 1973-1974; Th.D., Emmanuel College, University of Toronto, 1978; S.T.D., ( honoris causa) , Roberts Wesleyan College, 1995 Expertise: John Wesley; Reformation Studies; Puritanism; Historical Theology; Philosophy; Jewish-Christian Relations

DAVID SHERBINO , D.M IN . Pastoral Ministries Education: B.A., University of Ottawa, 1970; B.Th., Tyndale College, 1971; M.P.S., St. Paul University, 1975; S.T.M., McGill University, 1976; Diploma, Presbyterian College McGill University, 1976; D.Min., Fuller Seminary, 1986; Diploma in Spiritual Direction, Pecos Benedictine Abbey, 1994; C.S.D., Canadian Council of Professional Certification, 1999 Expertise: Pastoral Counselling; Worship; Spiritual Formation; Leadership

YAU MAN SIEW , P H.D. Educational Ministries Education: B.Pharm. (Honours), University of Wales College of Cardiff, 1979; Dip.Th., Discipleship Training Centre, Singapore, 1985; M.Div., Regent College, 1990; Ph.D., Trinity Evangelical Divinity School, 1994 Expertise: Teaching/Learning Theory; Human Development and Learning; Curriculum Design; Qualitative Research Methods in Education

Tyndale University College 46 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

LIBRARY

The primary objective of Tyndale’s J. William Horsey Library is to provide a collection that serves as the main source of information required by Tyndale faculty and students, and to serve its alumni and church community by making available its resources.

Historically the library served as a theological library, although it supported the College’s wide range of courses in the humanities and the social sciences. The library is in process of expansion of its collection, especially in the areas of the College curriculum, through the capital campaign (for further details, refer to p. 49 and Tab 10.1, Attachment A, insert 1.1).

The greater Toronto area is rich in library resources through the university and public library systems. Students are directed to these as a supplement to the resources available at Tyndale. Students may access an inter-library loan service for libraries outside the Toronto area.

Library facilities The library currently occupies approximately 9,400 square feet of floor space. With the growth of the student body over the past decade, more shelf space and study space are urgently needed. The capital campaign makes the expansion of the library a high priority.

Library collections As of April 30, 2001 the library’s total collection numbered 94,780 volumes.

DETAIL OF HOLDINGS

Foci Volumes Held Biblical Studies ...... 16,665 Bibliographies & Library Science...... 944 Business Administration ...... 189 Church History...... 11,447 Computer & Maths ...... 22 Economics...... 421 Education ...... 1,350 English (exc. Linguistics)...... 2,964 Ethics...... 537 Fine Arts...... 202 History ...... 4,021 Linguistics & Languages other than English...... 985 Medical...... 783 Music...... 1,682 Philosophy...... 2,550 Physical Education & Recreation ...... 600 Political Science ...... 500 Psychology...... 1,600 Religions other than Christianity...... 2,896 Sociology...... 3,066 Theology...... 21,770 Total Monographs ...... 75,194

Periodical Volumes...... 8,092 AV, Curriculum Resource Centre, Micro & VF...... 11,494 Total Collection ...... 94,780

Tyndale University College 47 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The library currently subscribes to 668 print periodicals and to several electronic databases. The number of periodical subscriptions is an area of strength for the library. The electronic databases include the OCLC FirstSearch Service, the Canadian Periodical Index and the Wilson Select Database, all of which include the full text of some periodical titles.

DETAIL OF PERIODICALS

Foci Subscriptions Biblical Studies 39 Bibliographies & Library Science 18 Business Administration 13 Church History/Denominational 53 Communications 5 Computer & Maths 3 Education 38 English 9 Ethics 14 Fine Arts 4 General Studies/News 18 Geography 1 History 7 Ministry Studies 47 Missions 132 Music 12 Philosophy 6 Physical Education & Recreation 8 Political Science & Law 7 Psychology 17 Religions other than Christianity 9 Sociology 18 Theology 190

Total Subscriptions 668

Note: The Library has access to other periodicals in electronic format through its subscription to the Canadian Periodical Index, OCLC FirstSearch and the ProQuest Religion Database.

As the following table indicates, monograph purchases have been increasing in recent years. The expansion of the collection in the areas of the new majors at the College is a major focus of the capital campaign.

MONOGRAPHS 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 Monographs 663 944 1,205 1,199 1,208 1,159 1,589 purchased

Expenditures $ 27,792 $ 36,489 $ 50,398 $ 55,360 $ 58,794 $ 64,296 $ 86,251

Average $ 41.92 $ 38.65 $ 41.82 $ 46.17 $ 48.67 $ 55.48 $ 54.28 price

Tyndale University College 48 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Capital campaign The Board of Governors unanimously approved the launch of a $20 million capital campaign, which began October 2001. The administration of Tyndale recognizes the central importance of the library in the delivery of an excellent education and acknowledges the need to undergird the new majors in the College with an expanded collection of up-to-date holdings. The construction of a new library, therefore, is a central priority for this campaign. The completion of the library automation project and a significant investment in the building of the collection are also high priorities.

The goals of this capital campaign for library development may be summarized as follows:

Space requirements An expanded library will be built to meet the needs of the anticipated enrollment growth during the next five to seven years. We are working presently with an outside library consultant, architects and our own library staff to determine the space needed to accomplish this goal.

Collection growth 1. It is proposed that for a period of three years the library purchase 3,500 monographs per year from campaign funds (while maintaining normal acquisitions from the operating budget). These purchases would be targeted primarily to the following areas: B.A. Majors: English Psychology History Business Administration and Economics Philosophy B.R.E. Major: Recreation Leadership Th.M. Program: Biblical Studies Evangelical History and Theology 2. A core of basic music CDs to support a future music program at the College is needed. This will replace the outdated LP collection, which has been withdrawn. 3. With respect to periodicals, we intend to acquire approximately 20 to 25 new subscriptions in the following areas: English Psychology History Business Administration and Economics Philosophy Recreation Leadership 4. In addition, we intend to purchase the electronic version of the PsychLit database to support the growing Psychology program at the College.

Automation Funds for library automation have become available through the capital campaign. Installation of the Endeavour Voyager System will begin Summer 2002 and be completed May 2003. The system will automate the library’s public catalogue, circulation, acquisitions, serials and cataloguing functions.

Much of the work of automating the library collection management function has already been done as part of the conversion of the library from the Dewey Decimal system to the Library of Congress system.

Staffing In order to purchase an extra 10,500 books over a three-year period, the library will require additional staff in acquisitions/cataloguing and a concerted effort from faculty to prioritize acquisitions. The administration is committed to providing the staffing level needed to accomplish this task.

Tyndale University College 49 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

STUDENT SERVICES

Mandate and philosophy Tyndale’s mandate calls for the provision of the best of educational experiences to the community we serve. Thus student-centred programs are designed so that students learn beyond the classroom. Given that our philosophy of education is based on our understanding of the person, including academic, social and spiritual aspects, the development of personal skills and growth of character are foundational alongside the academic pursuit. In short, we believe that character is built by both study and relationships so that self-discipline and intellectual skills become partners in the long-term growth and success of the graduate.

As a Christian college we expect that students, by virtue of their application, are open to learning within this community of faith, respecting the standards and expectations, which are both explicit and implicit.

Structure Student Services are under the jurisdiction of the Vice President of Student Development, who oversees the Department of Student Services, manages academic discipline, and supervises probation (to see the Student Handbook, refer to Tab 5.4, Attachment C).

Student Services include the Office of the Dean of Students, student government, student residence, sports and recreation, counselling services, religious activities and international student services.

Orientation Each fall and winter semester, Student Services coordinates orientation, an important moment in the life of a new student. In the fall session, all new full-time students attend an orientation conference at Muskoka Woods. Included in their registration fees, this conference is vital to the building of esprit de corps and providing new students with a better understanding of what they might expect. Faculty and staff from the Student Development Department attend this orientation.

Academic support The Academic Calendar details the expectations, guidelines and policies for academic achievement and academic appeals (refer to pp. 54-62 of the Academic Calendar , Tab 5.5, Attachment B). To help students achieve academic success, Tyndale College provides student support in a number of areas. For example, the library conducts tours and tutorials at the beginning of each fall and winter term to familiarize students with library resources and tools for research. Students who require assistance with writing skills may meet with a tutor from the Writing Centre. Counselling services provide academic support through various topical workshops and one-on-one meetings with counsellors (refer to Counselling Services brochure, Tab 5.4, Attachment A). An educational consultant on staff carries out learning disability testing and is available for tutoring.

Tyndale University College 50 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Writing Centre Through a combination of tutorials, workshops and resources, the Writing Centre offers a comprehensive program of writing support. This service, at no charge to students, is available by appointment and drop-in. Nicole Campbell, Ph.D., is the Centre’s Director.

Special lectureships As part of our commitment to provide resources for students to learn beyond the classroom, the College hosts special lectureships. These include the Bernardo Leadership Lecture Series, the John Honeyman Lectures, and the Staley Lecture Series.

Student Council Each year students elect their own Student Council. The council organizes activities and manages its own funds, as derived from student fees. We consider this experience for the members of the council to be critical to their own leadership development. They have regular access to the Cabinet through the Vice President of Student Services. They meet with the President at least once a semester.

Sports and recreation The sports program includes both varsity and intramural competition. Organized sports include basketball, volleyball and floor hockey. Resident and non-resident students, faculty and staff participate in the various sports activities and utilize the workout centre, housed in the gymnasium.

Chapel In a worshiping community the chapel service is a vital part of our commitment to fostering spiritual growth within our students. The weekly Community Chapel (Tuesdays, 11:45-12:45) is attended by all students, faculty and staff on campus at that time. Shorter chapel services are offered on Sunday evenings and Wednesdays and Thursdays at midday to accommodate various student schedules. Student/faculty teams plan and lead these times of corporate worship. As well, special guests are invited from the community, including visitors to the city. The chapel services reflect the ethnic and denominational diversity of our community and incorporate a variety of formats, including exposition, the visual arts, dance, debate, drama and music.

Residence Tyndale offers residence for students from out of town and under twenty years of age. This facility, along with full food services, reassures parents that the transition from local high school to urban college experience will be positive. We believe that a residential experience is central to maturation and personal growth. Living in residence provides opportunities to learn more about oneself, build relationships, foster leadership abilities and develop spiritually. Within the residence there is quality programming, which includes leadership provided by two Residence Directors and fourteen Residence Advisors. Each week a residential program is posted, including dorm sessions on various topics and social activities. As well, the student leaders have weekly leadership training programs; this includes a credited course taught by the Vice President of Student Development .

Tyndale University College 51 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 International students The Tyndale community is strengthened by the multiculturalism that is brought to us through our international students who come from around the world. As a member of the Department of Student Development, the International Student Coordinator strives to assist international students in adjusting to life and studies in Toronto. This involves providing information about academic, cultural and relational differences found in Toronto as well as facilitating a supportive environment through group events. It is our desire to see international students embraced by and fully integrated into the Tyndale community.

Counselling services A full range of counselling services is provided for our students at no charge. This service provides emotional, psychological and spiritual support to help facilitate growth and healing in students’ lives. This includes a proactive developmental approach as well as on-site service. Bi- weekly workshops are held, covering a wide range of student concerns. They include personal development seminars, issues such as co-dependency, self-esteem, sexuality, career planning, job search, abuse and power, grief, shame and guilt, forgiveness and marriage preparation (refer to Counselling Services brochure, Tab 5.4, Attachment A). The College benefits from the graduate counselling program at the Seminary as the graduate students are available to assist by means of their practicum requirements.

Freedom from harassment Tyndale is committed to an environment free from all forms of discrimination and harassment. No student or employee may be discriminated against because of race, ancestry, colour, ethnic origin, gender, citizenship, denomination, creed, age, marital status, family status, disability or pregnancy.

Goal Our desire at Tyndale is to encourage students, as they prepare for vocation and/or further studies, to take opportunity to grow in a balanced life so as to foster social, spiritual, intellectual and physical growth. Varsity and intramural sports, residence activities and other events sponsored by the Student Council are all geared to enhance the educational experience at Tyndale.

Tyndale University College 52 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

FACILITIES

The Tyndale campus sits on approximately 7.2 acres of land in a quiet residential area of north Toronto. All facilities are housed in a six-storey building with a two-storey extended wing, surrounding a central courtyard. The total floor area of 153,000 square feet consists of classrooms, library, student lounges, gymnasium, administration and faculty offices, residence and dining hall. There is also an attractive, landscaped courtyard and parking space for 450 vehicles.

Our location in north Toronto, near Bayview and Steeles Avenues, provides students with the opportunity to experience the cultural richness of the city along with quick and easy access to the picturesque hiking trails, quiet lakes and scenic fields of neighbouring Toronto parks and suburbs.

The facilities allow access for the physically challenged, and special parking areas are reserved for the disabled. Elevators provide access to all levels of the facilities.

Classrooms Twelve classrooms provide a total seating capacity of 555. In addition, the chapel/lecture theatre seats 325.

Computer lab Tyndale’s computer lab has ten computers with printing facility, all with web access, available to students.

Recreational facilities Tyndale’s gymnasium has full-court facilities for volleyball, basketball and badminton, and an area equipped with weight-training and cardiovascular workout equipment. The student lounge has pool tables and other games.

Residence The residence has 130 fully furnished rooms, which can accommodate 260 students. The residence includes lounges, kitchenettes, guest and commuter rooms, as well as eight full- service apartments (one-, two- and three-bedroom).

Food services A full range of food services is available to students, staff and faculty in the dining hall and coffee shop.

Tyndale University College 53 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Bookstore The Tyndale bookstore’s area of 1,800 square feet is equally divided between display/sales area and storage/receiving. The inventory of books is about $250,000. We use a software program called Bookmanager for sales, purchases and inventory management.

Common areas Tyndale’s common usage areas include the following:

Coffee Shop: Serves limited meals and snacks (immediate seating capacity outside the coffee shop is 50 people).

Dining Hall: Serves breakfast, lunch, and dinner. Seating capacity 275.

Student Lounge (Katimavik): Pool tables and other games tables, with a seating capacity of 100.

Quad (courtyard): An outdoor area (approximately 5,000 square feet) with trees, garden and benches, surrounded by walkways and school buildings. Students, staff and faculty primarily use this park- like area for relaxation and occasionally hold classes there.

Offices There are 73 offices throughout the campus. The Offices for Enrollment, Registrar, Financial Aid, and Student Services are clustered on the first floor of the main building. Faculty offices are located in close proximity to classrooms and the Dean’s Office.

Expansion of facilities The current facilities provide for present needs, and much has been done over the past few years to bring about necessary improvements and modifications. The school has engaged an architectural firm to develop a long-term facilities plan to accommodate projected growth. The school is confident that with the campaign improvements will continue to meet the demands of students, faculty and staff as an up-to-date facility providing a safe, comfortable and pleasant learning and work environment (refer to Capital Campaign presentation folder, Tab 10.1, Attachment A, insert 4.4).

Security Uniformed security personnel are responsible for internal and external security and are available in pairs to escort students to the nearest bus stop.

Parking lot In the summer of 1997 the parking lot was rebuilt and paved, expanding the number of parking spaces to 450. The lot is well lit and students feel safe when they leave after evening classes. The reasonable user fee helps to maintain the lot.

Tyndale University College 54 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

INFORMATION TECHNOLOGY

The IT Department supports 150 workstations in a Novell Netware environment and is responsible for installation, training, maintenance and troubleshooting services throughout the institution. It strives to augment the education process by fostering, facilitating, enabling, and supporting the appropriate use of methodologies and resources available through technology to students and faculty, both within and outside the classroom.

IT is working toward expanding its services in the following areas: 1. Increasing services to students: In addition to services provided in the computer lab, it provides email services to all students, access to student information and technical support services.

2. Improving access to IT resources: The plan is to provide all students with access to the Tyndale College & Seminary network and to the Internet.

3. Increasing IT resources in the classroom: IT has begun to make resources available in all classrooms and expects to complete this project within the next five years (refer to Capital Campaign presentation folder, Tab 10.1, Attachment A, insert 4.2).

4. Offering Distance Learning opportunities: The Task Force on Distance Learning is working on a plan to initiate online courses, commencing September 2003 (refer to Capital Campaign presentation folder, Tab 10.1, Attachment A, insert 3.4).

HUMAN RESOURCES

Tyndale’s full-time Director of Human Resources recruits staff and volunteers, supervises the hiring process, helps develop work-related policies and promotes staff development. The Director is actively involved in staff relations, employee benefits, and workplace health and safety. The Director is a non-voting member of all faculty hiring committees. As well, the Director is a member of the Human Resources Committee and the Health and Safety Committee, and reports directly to the Vice President of Finance and Administration.

Tyndale University College 55 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

ORGANIZATIONAL CHART

Tyndale University College 56 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 5.5

Academic Policies

Tyndale University College 57 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ACADEMIC FREEDOM

Tyndale University College 58 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 6. 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. 7. Students shall not be penalized merely for holding a reasoned viewpoint on a particular issue that varies from the position of Tyndale College & Seminary, or of a faculty member.

Tyndale University College 59 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 AUCC STATEMENT ON ACADEMIC FREEDOM AND INSTITUTIONAL AUTONOMY

Tyndale University College 60 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Principles 1. The AUCC believes that the principles of academic freedom and institutional autonomy are essential to the fulfillment of the role of universities in the context of a democratic society.

May 5, 1988

Tyndale University College 61 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 INTERPRETATION: COLLEGIALITY AND ACADEMIC FREEDOM This interpretation is intended to supplement the “Notes on the Organization and Procedures of Visiting Committees”.

Approved by the AUCC Board of Directors 1983.10.12

Tyndale University College 62 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ACADEMIC HONESTY

The following policy pertaining to academic honesty and the procedures for its enforcement are stated on pages 54- 55 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Tyndale University College 63 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 d) Complete plagiarism occurs when an entire essay is copied from an author or composed by another person and is presented as original work. A failing grade for the course is automatically levied, and a reprimand will be written by the ASC, a copy of which will be kept in the student’s academic file. A repeat offense will result in suspension or expulsion from the College.

2. When deemed necessary, the ASC may send the student to the Writing Centre for a minimum of two sessions at the student’s expense.

4. Failure to make prior arrangements to write an expanded paper for two assignments will result in an automatic failure in one of the courses.

8. An appeal may be made by following the procedures outlined in Academic Appeals section.

Tyndale University College 64 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ADMISSION REQUIREMENTS Effective for the Fall Semester 2003

The following policy pertaining to admission requirements is stated on pages 14-18 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Business Administration At least one Grade 12 Math course is required as one of the six Grade 12 U or UC courses. However, both MCB4U “Advanced Functions and Introductory Calculus” and MDM4U

Tyndale University College 65 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 “Mathematics of Data Management” are recommended. Students who meet the basic entrance requirement (as defined above in #1 and #2) 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 the Business Administration major beyond the first year, students must complete BUSI 1023 Business Math with a minimum grade of “C” during their first year.

Psychology MDM4U “Mathematics of Data Management” and SBI4U “Biology” are recommended.

Qualifying students can participate in no more than one varsity sport or other extra-curricular activity during the first semester.

If the student passes the non-credit English course and has a GPA of at least 2.00 in the credit courses, he or she is permitted to enroll in up to four credit courses in the second semester.

One of the courses taken in the second semester must be ENGL 1713 “Literature and Composition.” Qualifying students may not take this course until they have passed the non- credit English course.

Qualifying students can participate in no more than two varsity sports or other extra-curricular activities during their second semester.

Qualifying students accepted into a degree or certificate program will receive credit toward that degree or certificate for all credit courses completed with a mark of C- or better.

Tyndale University College 66 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Special Program Admission Requirements

Bachelor of Religious Education - Post-Diploma Program: A two or three year Diploma from an Ontario college of applied arts and technology or the equivalent is required for admission.

Tyndale University College 67 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ASSIGNMENTS

The following expectations with respect to assignments are stated on page 56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Major assignments will be given, in most subjects, at the beginning of a term so that students can organize their time effectively.

Tyndale University College 68 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 c) The student has a minimum of 21 calendar days from the last day of term to submit the outstanding work. A letter from the Tyndale College ASC will notify the student of the maximum length of the extension. All assignments must be received by the Registration Office by 4:30pm on the due date, along with the cover sheet (part of the application package). Assignments will then be forwarded to faculty members for grading. Assignments may be hand-delivered, faxed, emailed, or posted to the school, but they must be received no later than the deadline. Any problems with electronic, mechanical, and postal transmissions are the student’s responsibility. d) Failure to submit assignments by the deadline will result in a failing grade F for the course.

6. The above standards and requirements do not apply to students taking Degree Completion Program courses or courses offered during Intersession or Spring/Summer School.

Tyndale University College 69 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON ATTENDANCE

The following expectations with respect to attendance are stated on page 56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. Faithful attendance at classes is an important indicator of student maturity and involvement.

Tyndale University College 70 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON COURSE REGISTRATION, COURSE LOAD, COURSE SUBSTITUTIONS, REPEATING COURSES, CORRESPONDENCE COURSES, AND DIRECTED STUDIES COURSES

The following policies are stated on pages 58-59 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Tyndale University College 71 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Course Load In order to complete academic programs in the time frame specified in the catalogue, College students need to take five courses and one unit of Field Education/ Community Service each semester. A student must be registered for a minimum of 12 credit hours per semester in order to be a full-time student. To qualify for an OSAP loan, a student must be taking at least 60% of a full course load, which is equivalent to a minimum of 10 credit hours at the college (3 courses plus Field Education). Permission for taking more than a normal course load must be secured from the Registrar and the program co-ordinator prior to registration.

Tyndale University College 72 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON EXAMINATIONS

The following policy on examinations is stated on pages 57-58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Faculty members will assign the times for examinations and quizzes throughout the term.

Final examinations Final examinations will be held during the times stated in the calendar. The Registrar will determine the time and place of these examinations.

Tyndale University College 73 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON FIELD EDUCATION / COMMUNITY SERVICE

The following policy is stated on pages 52, 61 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Tyndale University College 74 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Faculty Advisors - Field Education/Community Service Each student is assigned a Field Education/ Community Service Advisor according to the program in which the student is registered. The faculty member advises the student about placement. The Advisor approves the Field Education/Community Service placements. The reports are reviewed and grades assigned by the Field Education/Community Service Office. Field Education/Community Service advisors are the same as faculty advisors listed on page 58 of the Academic Calendar.

Policies The following policies guide participation in the first year field education program:

Tyndale University College 75 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON GRADING AND PROMOTION

The following is stated on page 60 of the Academic Calendar (refer to Tab 5.5, Attachment B).

D - Poor This grade indicates that the accuracy and content of work submitted meets only the minimal standards of the professor. Performance is considered inadequate for graduation.

F - Failing Work submitted is inadequate. Attitude, performance, and attendance are considered insufficient for a passing grade.

Non-Graded Standards AU - Audit (non-credit) P - Passing W - Withdrawal WP/WF - Withdrawal - Passing/Failing FI - Failure/Incomplete I - Incomplete extension granted AG - Aegrotat Standing see below

Tyndale University College 76 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Grading Scale

Tyndale University College 77 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON GRADUATION

The following policy is stated on page 62 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Graduation Requirements 1. Christian Character Candidates for graduation must show evidence of mature Christian character and spiritual development. See section on Community Life and Standards.

b) Substitutions in a course are allowed only by special permission from the Registrar and the Department Chair.

c) The cumulative academic average must be at least 2.0 (C) in order to qualify for graduation.

d) Students must normally complete the last year of work at the College or the Seminary in order to graduate.

Tyndale University College 78 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON LIFESTYLE FOR FACULTY

The following policy is stated on page 73 of the Faculty Handbook (refer to Tab 5.5, Attachment A).

3. In a broken and fallen world, divorce represents a failure in relation to God’s intention for marriage and in the marital commitment.

Tyndale University College 79 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 7. Where marital separation results in divorce in the life of a current faculty member, the decision in regards to the continued employment beyond the current academic year lies with the College/Seminary Vice-President and Academic Dean, the President, and the Academic and Student Affairs Committee of the Board of Governors.

Sexual Harassment 1. All faculty members must abide by the Tyndale College & Seminary policy on sexual harassment, which forms Appendix 3 hereto.

Tyndale University College 80 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON LIFESTYLE FOR STAFF

The following policy is stated on page 7 of the Staff Policy Manual (refer to Tab 11.2, Attachment A).

The Employees of Tyndale are required to be fully supportive of the objectives of Tyndale and to conduct themselves in a manner consistent with principles of Scriptures.

This conduct may be just cause for disciplinary action up to and including termination of employment.

Tyndale University College 81 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON PROGRAM CHANGES

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

2. Upon receipt of the application the Registrar will review it and come to a decision in conjunction with the student’s academic advisor.

3. Checking a different box on the registration form filled out at the beginning of each semester does not constitute an application for a program change.

4. The Academic Standards Committee reserves the right to request or require a student to change to the certificate program, to another degree program or to another major.

Tyndale University College 82 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON REVIEW OF ACADEMIC PROGRAMS

The following policy was approved by Faculty, September 26, 2001.

The curriculum of Tyndale College shall be under continuous review in various ways at several different levels.

3. All syllabi are approved on an annual basis by the appropriate Associate Dean.

4. All changes to program objectives, degree requirements, major requirements or course descriptions are approved by the Academic Planning Committee and the Faculty.

The Academic Planning Committee, having considered the report, makes appropriate recommendations to the Faculty and/or the Academic Dean.

Tyndale University College 83 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON STUDENT APPEALS

The following policy is stated on pages 55-56 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. The student will submit to the professor, in writing, the reasons for his/her contesting the grade.

2. The professor will respond in writing to the student within ten days.

4. A final appeal, if deemed necessary, can be made to the Vice President and Academic Dean whose decision will be final.

Tyndale University College 84 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

POLICY ON SYLLABI AVAILABILITY

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

POLICY ON TAPING OF CLASSES

The following policy is stated on page 58 of the Academic Calendar (refer to Tab 5.5, Attachment B).

1. Students must request permission from the professor of the particular class that they would like to tape.

2. Where permission is granted, students are expected to supply their own equipment.

Tyndale University College 85 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.1

Legal Characteristics

The most recent bill under which Tyndale University College & Seminary is organized is Bill Pr21 and is provided in the April 8, 2005 Organization Review supplement (see Appendix 5.1).

Tyndale University College 86 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.2.1

Governance and Administrative Structure

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 16.1.1).

Tyndale University College 87 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.2.2

Responsibilities of Governing Bodies

Changes to his appendix are highlighted in the April 8, 2005 Organization Review supplement (see Appendix 16.1.2).

The governing structure of Tyndale comprises the Corporation, the Board of Governors, and the Tyndale Foundation.

The Corporation fulfils its role at the Annual Meeting, at which appropriate motions are passed, including election of governors and the appointment of auditors.

The Board of Governors is composed of up to 25 Governors , elected on a rotating basis, who meet four times a year (refer to p. 90, Board of Governors, Profile of Members). They in turn elect the Executive Committee (Executive), which acts on their behalf between meetings. The Executive meets four times a year, receiving reports from the President of Tyndale College & Seminary and providing counsel on an as-needed basis.

Within the Board are three standing committees that receive reports from designated members of Cabinet and make recommendations to the Governors (refer to pp. 91-92, Board of Governors, Mandates of Committees). 1. The Academic and Student Affairs Committee receives recommendations from the Vice President and Academic Dean of the College, the Vice President and Academic Dean of the Seminary, the Vice President of Student Development, the Vice President of Marketing and Enrollment, on matters relating to academic and student issues.

2. The Resource Planning Committee receives reports from the Vice President of Finance and Administration on matters with respect to finance, building and material resources.

3. The Governance Committee assists the Governors on matters pertaining to appointment of members, procedures and management accountability.

The Governors elect the President of Tyndale College & Seminary, who serves as chief executive officer. The President chairs the Cabinet, which is made up of Vice Presidents and Deans, who are appointed by the Board of Governors on recommendation by the President.

The Board of Governors follows the Carver model of governance (John Carver and Miriam Mayhew Carver, “Reinventing Your Board,” San Francisco, Jossey-Bass Publishers: 1997.)

The Tyndale Foundation is responsible for all matters related to donations and monies given in trust. The Board of Directors of the Tyndale Foundation operates under its own Letters Patent and is linked to the Tyndale College & Seminary by way of a special agreement outlined in the letters patent. The President of Tyndale College & Seminary also serves as President of the Tyndale Foundation. Two-thirds of the membership is independent of the Board of Governors and officers. Further, cheques and other instruments require at least one signature of an independent director (refer to p. 90, The Tyndale Foundation, Profile of Members).

Tyndale University College 88 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The Cabinet , as the senior management team, is charged with the responsibility of operating the institution. The integration of administrative and academic management is coordinated by the Cabinet. All academic, financial and administrative policies are finalized at this level. It is chaired by the President/CEO and is comprised of the Vice President of Finance and Administration/CFO, the Vice President and Academic Dean of the College, the Vice President and Academic Dean of the Seminary, the Vice President of Student Development, and the Vice President of Marketing and Enrollment. Cabinet meets twice a month during the academic year. (refer to p. 94, Cabinet, Mandate and List of Members).

Tyndale University College 89 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

BOARD OF GOVERNORS Profile of Members

Mr. Miller Alloway, secretary Secretary, Maranatha Foundation

Rev. Jacob Birch Senior Minister, Alliance Church

Mr. Mark Boehmer Owner, CEO, Chartwell Electronics

Dr. Michael Ho, vice chair Physician, Workers Compensation Board of Ontario

Dr. David Humphreys Faculty Emeritus, McMaster University

Mr. Norman Kerr Retired, Principal-Administrator, Etobicoke Board of Education

Ms. Laurie Lowe Director, Research and Product Development, Clarica

Mr. William McKechnie Barrister & Solicitor, McKechnie, Jurgeit & MacKenzie

Mr. Douglas McKenzie CEO, Advanced Media Group

Mr. Archie McLean, chair Former CEO and Vice-Chairman, Maple Leaf Foods Inc.

Mr. Geoffrey Moore President and CEO, Geoffrey Moore & Associates

Mrs. Beverley Muir Principal, Glen Park Public School

Ms. Sharon Ramsay Family Practice Counsellor

Mr. Stephen Sham President, MedMira

Mrs. Louise Sinclair Vice President, Maypole Dairy Products

Mr. J.D. Smith President & CEO, JDS Insurers

Dr. Brian C. Stiller President & CEO, Tyndale College & Seminary

Mr. David Stiller Consultant, International Development

Tyndale University College 90 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

BOARD OF GOVERNORS Mandate of Committees

Academic and Student Affairs Committee The mandate of the Academic and Student Affairs Committee is to be the stewards of the educational climate of the institution by 1. Recommending policy regarding • academic mission and programs; • student recruitment, admission and retention; • community life and student development; • graduation requirements; • appointments, professional development, and evaluation of faculty; and • educational resources (library, bookstore, A/V communications and technology). 2. Working in consultation with the Resource Planning Committee relative to job description, compensation, and expectations and issues regarding potential conflicts of interest of faculty. 3. Evaluating compliance with established policies and the achievement of the educational mission. 4. Reviewing the policies as requested or needed.

Resource Planning Committee The Resource Planning Committee shall 1. Advise the Board of Governors on the financial, human resource, physical plant and working environment implications of the school’s strategic plan; 2. Recommend to the Board of Governors financial policies and other parameters related to the development of annual and multi-year operating plans and major capital projects, including building renovations and information system plans; 3. Review and recommend the annual operating plan and the related operating and capital budgets to the Board of Governors for approval; 4. Study the detailed quarterly financial statements and advise the Board of Governors accordingly; 5. Make recommendations on major expenditures not foreseen in the approved annual budget and approve such expenditures in accordance with established Board of Governors policy; 6. Review and recommend for approval major contractual arrangements as may be required, such as banking, insurance, architects and engineers; 7. Review and recommend for approval proposals regarding employee benefit programs, ensuring that policies are fair and equitable; 8. Recommend for approval policies related to facilities planning and property management and receive progress reports on the status of major construction and renovation projects; 9. Serve as the Audit Committee of the Board of Governors.

Tyndale University College 91 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Corporate Governance Committee Nature and Scope of the Committee 1. To assist the Board of Governors in matters pertaining to a) the Corporation’s approach to governance issues; b) the organization and staffing of the Board of Governors; c) the organization and conduct of Board meetings, and d) the effectiveness of the Board of Governors in performing and fulfilling its responsibilities. 2. To assist the Board of Governors in matters pertaining to the delegation of responsibility to Board committees by reviewing annually terms of reference for Board committees and making recommendations to the Board of Governors for any amendments deemed necessary or advisable. 3. To assess the effectiveness of the Board and Board committees.

Except as set out below, the Committee does not have decision-making authority but rather conveys its findings and recommendations to the Board of Governors for consideration and decision by the Board of Governors.

Roles and responsibilities of the committee The Committee, with respect to Board policy and governance, as and when required, will: 1. Assess and recommend timely changes in the role, composition and structure of the Board of Governors. 2. Assess the needs of and make recommendations to the Board of Governors in terms of frequency and location of Board meetings, meeting agenda and conduct of meetings; and 3. Be responsible for developing the Corporation’s approach to governance issues including the Corporation’s response to any applicable regulatory guidelines.

The Committee, with respect to Board committees, will: 1. Recommend and maintain a process of establishing committees, constituting their membership and chairs; 2. Formulate a process for the review and evaluation of individual members of the Committees; 3. Review the terms of reference of the Board committees and recommend to the Board such amendments as may be necessary or advisable; and 4. Evaluate and recommend timely changes in the role, size, composition and structure of any Board committees.

The Committee, with respect to evaluation of Governors, will: 1. Formulate a process for assessing the effectiveness of the Board of Governors as a whole: 2. Formulate a process for evaluating the performance and contribution of individual members of the Board of Governors in their capacity as Governors; 3. Recommend to the Board of Governors rules and guidelines governing and regulating the affairs of the Board of Governors such as tenure and retirement; 4. Be responsible for the orientation of new Governors and continuing education of the Governors.

Tyndale University College 92 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

THE TYNDALE FOUNDATION Profile of Members

Mr. Robert Bernardo President, Charis Foundation

Mr. Don Greenham President, Lansing Residence

Mr. John Harlton President, Urban Animal Management Inc.

Mr. Jack Kiervin Managing General Partner, Jefferson Partners

Mr. Leslie McFarlane, secretary Director, I.T. XChange; Vice President, Maxium Financial

Mr. Geoffrey Moore, chair President and CEO, Geoffrey Moore & Associates

Mrs. Laurine Schmelzle Manager, Willowdale Chiropractic Centre

Dr. Brian C. Stiller President & CEO, Tyndale College & Seminary

Mr. Winston Ling, treasurer Vice President, Finance and Administration, & CFO, Tyndale College & Seminary

Tyndale University College 93 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

CABINET Mandate and List of Members

Mandate The Cabinet represents the major departments of the institution. Its function is to • make major decisions for the institution; • encourage and facilitate effective interaction of departments as they work together; and • advise the President regarding institutional goals and issues.

While the President has final responsibility for decisions, the objective is to find agreement within the Cabinet either by consensus or majority vote.

Members Members are appointed by the Board upon recommendation of the President.

President and CEO Brian C. Stiller, chair Vice President and Academic Dean of the College Craig Carter Vice President and Academic Dean of the Seminary Jeffrey Greenman Vice President of Student Development Barbara Haycraft Vice President of Marketing & Enrollment Jon Ohlhauser Vice President of Finance and Administration Winston Ling

Tyndale University College 94 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.2.3

Organization’s Reporting Structure

This appendix is updated in the April 8, 2005 Organization Review supplement (see Appendix 16.1.3).

Tyndale University College 95 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.2.4

Reporting Structures Consistent with Academic Purposes

Tyndale University College 96 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.3.1

Senior Administration Job Descriptions

President and CEO

Vice President and Academic Dean, The College

Vice President and Academic Dean, The Seminary

Vice President, Student Development

Vice President, Marketing and Enrollment

Vice President, Finance and Administration

Vice President, The Tyndale Foundation

Tyndale University College 97 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

PRESIDENT AND CEO

The President, as chief executive officer of Tyndale College & Seminary, is appointed by and reports to the Board of Governors and is responsible for overseeing all operations of Tyndale College & Seminary.

These responsibilities include:

Internal The President is the person to whom the Governors look to oversee all aspects of the institution. This person embodies the values and vision of the schools and is counted on to both articulate its heart and soul and oversee the administration of all aspects of Tyndale so as to achieve and fulfill that mission.

While it is recognized that the President as leader implements and manages by way of delegation, the over all assignment involves overseeing the following:

1. Leadership While leadership in Tyndale is defined in ways which respect the nature of a Christian community and seeks to acknowledge the unique role of faculty, nevertheless there is an expectation that the President provide strong and effective leadership as CEO, senior pastor and visionary, ensuring that the vision, strategies and policies determined by the Board of Governors are implemented.

2. Cabinet The President oversees the operation by way of the Cabinet. It is made up of the Vice Presidents of the College, the Seminary, Finance and Administration, Student Development, Marketing and Enrollment and the President (chair). While members of the Cabinet are appointed (upon advice by the President) by the Board of Governors, they report to and are evaluated by the President.

3. Finances The Vice President of Finance is responsible for both developing the budget and overseeing all aspects related to money management. However given the significant nature of the school’s finances as related to its vision, policies and well being, the President has particular responsibility to ensure to the Governors its fiscal processes position.

4. Board of Governors / Corporation Within the corporate structure, the President reports to the Corporation and Board of Governors upon request of the Chair, giving reports on the activities of the various departments, providing analysis and recommendations on matters affecting the enterprise.

Tyndale University College 98 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 5. Foundation The President is responsible also for the role and work of the Tyndale Foundation. While staff (including a Vice President) do the actual work related to the Foundation, the President serves as CEO.

External In addition to overseeing the operation of Tyndale College & Seminary, the President is the voice of the schools to the supporting constituency and other publics. While there are many within the institution who will give voice to its nature and aspirations, the President has a unique role as senior staff. It is within the responsibility of the President to ensure that the image and activities of the enterprise are described for its ongoing well being.

Such bodies include: 1. The Government of Ontario; 2. The Public Guardian and Trustee; 3. Accrediting bodies, i.e., Accrediting Association of Bible Colleges and Association of Theological Schools; 4. Denominational, parachurch and ministries within the evangelical community; 5. The academic community.

Tyndale University College 99 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT AND ACADEMIC DEAN, THE COLLEGE

The Vice President and Academic Dean, as chief academic officer of the College, provides leadership to the College within the context of the larger educational community of Tyndale College & Seminary. The task is to provide organizational, academic, spiritual and strategic leadership for faculty, students and staff so that the College along with the larger Tyndale community fulfills its mission and reaches its goals.

The Vice President and Academic Dean is appointed by the Board upon recommendation by the President and reports to the President. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

Responsibilities include:

Internal This position is one of leadership: overseeing all aspects of academic work at the College and the cultivation of its spiritual growth as part of a larger Christian academic community. It is vital that the Vice President and Academic Dean embrace with enthusiasm the Tyndale vision, the core values of the College and affirm and support the Seminary.

While it is recognized that the Dean as leader implements and manages by way of delegation, the over all assignment involves overseeing the following:

1. Leadership This position involves leading the College into a new paradigm of education so as to serve the community including, overseeing faculty, developing new programs and forms of delivery, modeling spiritual life among students and faculty and positioning of the College in the community.

2. Faculty This position involves hiring faculty in conjunction with the faculty and its Academic Divisions, providing pastoral care and overseeing the faculty, encouraging the development of academic research and scholarship of the faculty, the supervising and evaluating the faculty, and chairing of faculty meetings.

3. Faculty Committees This position involves appointing all faculty committees and serving on all of them either as an active member (e.g. chair of all Faculty search committees and member of the Academic Planning Committee) or as an ex officio member (all other committees).

Tyndale University College 100 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 4. Curriculum This position involves overseeing the curriculum development and scheduling of courses in conjunction with the various Divisions and the Academic Planning Committee (APC), and, liaisoning with outside groups in the planning of specific courses and special events.

5. Teaching This position involves preparing, organizing and teaching of at least one course per year.

6. Students This position involves showing evidence of a strong commitment to students through both formal and informal interaction, and cultivating directly and through the faculty and staff, a positive attitude toward both academic excellence, spiritual formation, and ministry formation.

7. Staff This position involves taking overall responsibility for the College office staff in conjunction with Administration.

8. Finances This position involves developing, managing and administering the College budget.

9. Cabinet This position involves working within an administrative team which oversees the operation of both College and Seminary and their various departments, representing the interests of the College in general and its academic issues in particular on Cabinet, working in conjunction with Cabinet in the development of an annual budget, serving on the Academic and Student Affairs Council of the Cabinet and, committing to the well-being of the entire institution.

10. Board of Governors / Corporation This position involves reporting to the Corporation and Board of Governors upon request of the President, representing the interests of the College in general and academic issues in particular, and being a member of the Academic and Student Affairs Committee of the Board (ASAC).

External In addition to being a member of a local church, the Dean is responsible for developing visibility within the Tyndale constituency, by promoting the College, Seminary and Life Long Learning as important centres for Christian training.

This involves: 1. Liaisoning with denominational, para-church and academic constituencies; 2. Representing the College within the AABC (Accrediting Association of Bible Colleges) and serving on appropriate accrediting committees; 3. Developing liaisons with other educational bodies; 4. Representing and promoting the College.

Tyndale University College 101 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT AND CHIEF ACADEMIC OFFICER, THE SEMINARY

The Academic Dean, as chief academic officer of the Seminary, provides leadership to the Seminary within the context of the larger educational community of Tyndale College & Seminary. The task is to provide organizational, academic, spiritual and strategic leadership for faculty, students and staff so that the Seminary along with the larger Tyndale community fulfills its mission and reaches its goals.

The Vice President and Academic Dean is appointed by the Board upon recommendation by the President. The Dean reports to the President. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

These responsibilities include:

Internal This position is one of leadership: overseeing all aspects of academic work at the Seminary and the cultivation of its spiritual growth as part of a larger Christian academic community. It is vital that the Vice President and Academic Dean embrace with enthusiasm the Tyndale vision, the core values of the Seminary and affirm and support the College.

While it is recognized that the Dean as leader implements and manages by way of delegation, the over all assignment involves overseeing the following:

1. Leadership This position involves leading the Seminary into new and creative ways so as to serve the community including, overseeing faculty, developing new programs and forms of delivery, modeling spiritual life among students and faculty and positioning of the Seminary in the community.

3. Faculty Committees This position involves being actively involved on the Academic Planning Committee (APC) as member, and on other faculty committees on an ex officio basis.

4. Curriculum This position involves overseeing the curriculum development and scheduling of courses in conjunction with the various Divisions and the Academic Planning Committee (APC), and, liaisoning with outside groups in the planning of specific courses and special events.

Tyndale University College 102 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 5. Teaching This position involves preparing, organizing and teaching of at least one course per year.

7. Staff This position involves taking overall responsibility for the Seminary office staff in conjunction with Administration.

8. Finances This position involves developing, managing and administering the Seminary budget.

9. Cabinet This position involves working within an administrative team which oversees the operation of both College and Seminary and their various departments, representing the interests of the Seminary in general and its academic issues in particular on Cabinet, working in conjunction with Cabinet in the development of an annual budget, serving on the Academic and Student Affairs Council of the Cabinet and, committing to the well-being of the entire institution.

10. Board of Governors / Corporation This position involves reporting to the Corporation and Board of Governors upon request of the President, representing the interests of the Seminary in general and academic issues in particular, and being a member of the Academic and Student Affairs Committee of the Board (ASAC).

This involves: 1. liaisoning with denominational, para-church and academic constituencies; 2. representing the Seminary within the ATS and serving on appropriate accrediting committees; 3. developing liaisons with other educational bodies; 4. representing and promoting the Seminary.

Tyndale University College 103 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT, STUDENT DEVELOPMENT

The Vice President, Student Development is responsible for overseeing all aspects of student life at the College and Seminary.

The Vice President of Student Development is appointed by the Board of Governors upon recommendation of the President and reports to the President. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

Responsibilities include:

1. Leadership This position administers and provides leadership for the Department of Student Development. It is vital that the vision, core values, and goals for both the College and Seminary be supported and communicated with enthusiasm to the students. Student Development works creatively and cooperatively with all departments to ensure the students have a positive educational experience.

2. Finances This position of leadership includes budget development and oversight for the department.

3. Staff This position hires and supervises all staff including the part-time student workers and volunteers. These personnel currently include: The Dean of Students, Administrative Assistant, Director of Counselling Services, Counselling Services staff and interns, Chapel Coordinator, Sports Coordinator, International Student Coordinator, Resident Advisors, and Resident Directors.

4. Committee Participation This position oversees the integration of ministry, academic and spiritual formation. Integration needs are often addressed on the various committees. These currently include the Academic and Student Affairs Committee, and the Enrollment and Retention Committee. The Department is additionally represented by the Dean of Students on the Student Development Committee of the College, the Student Development Committee of the Seminary and the Financial Aid Committee.

5. Student Oversight This position oversees the spiritual, emotional and social well being of students through counseling, mentoring, and spiritual formation programs.

Tyndale University College 104 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 6. Chapels This position oversees the chapel ministry, including developing themes, selecting speakers, encouraging student development through leadership roles (i.e. music team, drama, speaking, etc.)

7. Academic Support This position provides academic support, including addressing identified learning needs, advocacy and communication with faculty regarding special student or crisis needs, and supporting student volunteer programs to tutor internationals with their assignments

8. Student Discipline This position has primary responsibility for student discipline. Our redemptive approach is in line with our core values and goals.

9. Orientation This position develops a comprehensive orientation program and oversees delivery of it.

10. Student Activities This position ensures availability of quality social activities and athletic programs.

11. Assessment This position designs ways for assessing and meeting student needs.

12. Student Government This position advises the Student Council of the College and the Student Council of the Seminary.

13. Handbook This position writes and annually revises and produces the Student Life Handbook.

14. Development This position ensures on going education and personal development of all department personnel.

Tyndale University College 105 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT, MARKETING AND ENROLLMENT

The Vice President, Marketing and Enrollment, is responsible for overseeing two major areas: marketing/communications and enrollment management. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

Responsibilities include: 1. Enrollment Management This involves overseeing the relationship of Tyndale with each student from the point of first contact through to his or her association with the alumni department. It includes the departments of recruitment, admissions, financial aid and the registrar. To implement and review an enrollment management strategy that focuses on the recruitment, admissions and retention of suitability qualified students: To provide strategic leadership in developing an integrated approach to all Tyndale operations to insure the best possible vehicle for the recruitment and retention of students. To advise the administration at Tyndale on possible enrollment opportunities and threats in the strategic planning process that arise from, or provide the context for, enrollment management.

2. Marketing and Communication To oversee all matters pertaining to the public presentation of Tyndale by way of public media. To develop strategies which tell the story of Tyndale to the public, for the purposes of public understanding of the role of the Tyndale and for the recruitment of students. To organize the long term and annual strategy for the marketing side of student recruitment. To create a regular publication (“Connection”) for news and information to the Tyndale public.

3. Leadership To develop, administer and control the budget for all activities related to enrollment management and marketing. To provide direct supervision, encouragement, motivation for department leaders to insure growth in performance. To provide for appropriate in-service education and personnel development activities in the division. To advise the President and other senior leaders on divisional matters, through reports and Cabinet meetings, and when requested to provide reports to the Board of Governors. To perform such other duties as requested by the President.

Tyndale University College 106 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT, FINANCE AND ADMINISTRATION, AND CFO

The Vice President, as chief financial officer of Tyndale College & Seminary, reports to the President and is responsible for overseeing the financial, human resources, information technology and support services of Tyndale College & Seminary.

The Vice President, Finance and Administration is appointed by the Board upon recommendation by the President and reports to the President. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

Responsibilities include:

1. Finance Ensure fiscal accountability and responsibility Work with all departments and the Board of Governors to gain agreement on the primary financial objectives of the organization Operate annually with a surplus and manage a target level for liquidity for the organization (Cash and short-term investments and unused short-term bank borrowing capacity Prepare customized financial reports that are accurate, timely, useful and understandable Educate administrators and budget heads regarding the importance of monthly financial analyses of his/her department Develop formal controls, polices and procedures for management and financial reporting Work with all levels of management to oversee the annual budgeting and long term business planning process Manage cashflow (treasury and investment) Act as chief contact for banks, lawyers, auditors, etc. Manage risk through insurance Oversee Information Technology department Prepare IT strategy Ensure appropriate IT equipment and systems are available for use Ensure that the school has up-to-date technology for communication such as websites and email

2. Human Resources Ensure human resource policies for staff and faculty fulfill Tyndale’s mission and comply with relevant labour standards Produce and administer salary and benefits plan for all employees Ensure open door communication with employees and exit interviews

Tyndale University College 107 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 3. Support Services, oversee Custodial and maintenance of campus Security Food service Bookstore Parking lot management Office services—supplies, mail, etc.

Tyndale University College 108 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Job Description

VICE PRESIDENT, TYNDALE FOUNDATION

The Vice President of the Tyndale Foundation is responsible for overseeing all matters related to the Foundation.

The Vice President of the Tyndale Foundation is appointed by the Board upon recommendation by the President and reports to the President. As a member of the senior management team of the Cabinet, this person, along with colleagues on the Cabinet, is responsible to provide guidance and management so that Tyndale College & Seminary will fulfill its mission and goals.

The Vice President is responsible for building and implementing fund development strategies, facilitating institution planning functions, preparing requests for external and internal funding, developing and implementing strategies, overseeing staff dedicated to the role of the Foundation, and guiding the Foundation Board.

Responsibilities include: 1. Annual Fund overseeing production of direct mail organizing the annual President’s dinner administering the annual golf tournament overseeing the annual pledge-month campaign servicing donors

2. Capital Campaign administering the Capital Cabinet organizing meetings with the president and senior donors overseeing follow up conducting research to identify potential donors initiating and implementing effective solicitation of prospective donors in cooperation with the president and other key parties

3. Stewardship preparing marketing materials for the community on planned giving providing administrative oversight to serve requests for advice on bequests, etc.

4. Foundation initiatives developing long and short-term strategies conducting research to identify potential corporate, foundation and individual donors initiating and implementing effective solicitation of prospective donors in cooperation with the president and other key parties developing and maintaining database records writing proposals to foundations

5. Foundation Board organizing board meetings overseeing all matters related to board activities communicating updates to members

Tyndale University College 109 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.3.2

Curriculum Vitae of Administrators

Brian C. Stiller, President and CEO

Craig Carter, Vice President and Academic Dean, The College

Jeffrey Greenman, Vice President and Academic Dean, The Seminary

Barbara Haycraft, Vice President, Student Development

Winston Ling, Vice President, Finance and Administration

Jon Ohlhauser, Vice President, Marketing and Enrollment

To be filled, Vice President, The Tyndale Foundation

Tyndale University College 110 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

BRIAN C. STILLER

Education D.Min. Gordon-Conwell Theological Seminary 2002 M.Rel. Wycliffe College, University of Toronto 1975 B.A. University of Toronto 1966

Honourary degrees D.Hum. Trinity Western University 1995 D.H.L. Briercrest College 1987

Professional experience President and CEO Tyndale College & Seminary June 1995 - present President The Evangelical Fellowship of Canada 1983-97 Founder / Editor-in-Chief “Faith Today” 1983-97 President Youth for Christ Canada 1975-83 Director Youth for Christ (Montreal & Toronto) 1967-75

Publications Columnist, Understanding Our Times, “Faith Today”

Books • What Happens When I Die? , HarperCollins 2001 • When Life Hurts: A Three-Fold Path to Healing , HarperCollins 1999 • From the Tower of Babel to Parliament Hill , HarperCollins 1997 • Was Canada Ever Christian? , FT Publishing 1996 • Don’t Let Canada Die by Neglect , FT Publishing 1994 • Critical Options for Evangelicals , FT Publishing 1991 • Lifegifts (co-author), Stoddart Publishing 1990 • A Generation under Siege , Victor Books 1983

Television Host, Cross Currents , weekly national program, on Vision Television 1989-97 Understanding Our Times , a weekly commentary, 100 Huntley Street

Boards of Reference (current) Advisory Council for Center for Innovation in Theological Education June 2002 - present In Trust Board of Directors January 2001 – present Chair, Finance Committee January 2002 - present Muskoka Woods Sports Resort October 2000 – present The Pregnancy Care Centre 1998 - present Toronto Reconciliation Mission and Counseling Centre June 1999 – present World Compassion Society June 1998 - present Fellowship of Evangelical Presidents September 1995 – present

Tyndale University College 111 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

CRAIG ALAN CARTER

Education University of St. Michael's College Ph.D. 1999 (Toronto School of Theology)

Acadia University M.Div. 1983

Mount Allison University B.A. (Honours - Philosophy) 1979

Atlantic Baptist College Associate of Arts Diploma 1976

Professional experience Vice President, Academic Dean and Professor of Religious Studies, June 1, 2000–to present Tyndale College, Toronto, Ontario

Vice President for Academic Affairs, Academic Dean 1995-2000 and Instructor in Philosophy and Religious Studies, Atlantic Baptist University, Moncton, New Brunswick

Development Officer and Part-time Instructor in Religious Studies, 1992-95 Atlantic Baptist University, Moncton, New Brunswick

Interim pastoral work and pulpit supply at various churches 1990-92 in the Toronto area while doing full-time doctoral residency at the Toronto School of Theology, Toronto, Ontario

Adjunct Lecturer in Philosophy, 1987-90 Atlantic Baptist University, Moncton, New Brunswick

Pastor, Sunny Brae United Baptist Church, 1986-90 Moncton, New Brunswick

Pastor, Bedeque and Belmont United Baptist Churches, 1983-86 Prince County, Prince Edward Island

Courses taught Introduction to Christian Theology Biblical Ethics

Contemporary Religious Thought Introduction to Ethics

Romans Introduction to Philosophy I, II

Tyndale University College 112 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Publications Books: The Politics of the Cross: The Theology and Social Ethics of John Howard Yoder (Grand Rapids: Brazos Press, 2001).

Other: 1. Review of Barth by John Webster (London: Continuum, 2000), Canadian Evangelical Review, (Number 21, Spring 2001). 2. “Scriptural Eyeglasses for a Christian Worldview” Connections (vol. 6, no. 3, Fall, 2000). 3. “Education as Conversation” The New Apocrypha (November, 2000). 4. “How Many Ministers Does Your Church Have?” Atlantic Baptist (June, 2000). 5. "Karl Barth's Revision of Protestant Ecclesiology," Perspectives in Religious Studies, vol. 22, no. 1 (Spring, 1995): 35-44. 6. Review of Foundation of Karl Barth's Doctrine of Reconciliation: Jesus Christ Crucified and Risen by David L. Mueller (Edwin Mellon Press, 1990), Toronto Journal of Theology, 9/2, (Fall, 1993). 7. "The Lordship of Jesus Christ and the Mission of the Liberal Arts College," Atlantic Baptist, (November, 1993). 8. "Liberal Education and the Lordship of Christ," Christian Week, (October 6, 1992). 9. "Human Life in Christian Perspective" and "Abortion: A Christian Response" in Life and Death Issues: Canadian Baptist Perspectives on the Moral Dilemmas of Human Life Issues (Canadian Baptist Federation, 1991).

Presentations at scholarly conferences 1. "Yoder's Disavowal of Constantine: Sectarian Temptation or Evangelical Imperative?" a paper presented to the Annual Meeting of the Canadian Evangelical Theological Association, June 5, 1999. 2. “Barth and Yoder on War: Toward a Christological - Canonical Approach to Christian Ethics” a paper presented at Wheaton Theology Conference, April 6-8, 2000. 3. “Breakfast With an Author” on The Politics of the Cross: The Theology and Social Ethics of John Howard Yoder at the Society of Christian Ethics Annual Conference, January 12, 2002. 4. “The Significance of Yoder’s Use of Barth’s Theology For the Development of a Believers’ Church Theology” a paper accepted to be presented to the Fourteenth Believers’ Church Conference, to be held at the University of Notre Dame, March 7-9, 2002.

Scholarly association memberships Canadian Evangelical Theological Association Karl Barth Society of North America Society of Christian Ethics

Tyndale University College 113 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

JEFFREY P. GREENMAN

Education Ph.D. University of Virginia, 1998 (Religious Ethics) Dissertation : “Conscience and Contentment: A Reassessment of Seventeenth-Century Anglican Practical Divinity.” Supervisor: James F. Childress

M.A. University of Oxford, 1990; B.A., 1986 (Philosophy, Politics & Economics)

M.Div. Regent College, Vancouver, B.C., 1988 (Divinity)

B.A. Albion College, Michigan, 1981 (Philosophy, summa cum laude)

Employment Vice-President, Academic Dean and Professor of Christian Ethics Tyndale Seminary, August 1998-present. Responsible for senior academic leadership and administrative management of Tyndale Seminary, as well teaching in the areas of Christian ethics and spiritual formation.

R.J. Bernardo Family Chair of Leadership Tyndale Seminary, appointed March 1, 2002, to commence no later than July 2003.

Director, M.T.S. Modular Program, Tyndale Seminary, August 1996-August 1998. Responsible for development, implementation and overall administrative leadership associated with modular delivery system for Masters of Theological Studies degree, as well as teaching in the areas of Christian ethics and spiritual formation.

Director, Doctor of Ministry Program Tyndale Seminary, March 1997-August 1998. Responsible for overall administrative leadership and ongoing liaison with Fuller Theological Seminary in establishing Tyndale as an extension site in Fuller’s Doctor of Ministry program.

Executive Director, African Enterprise (Canada), July 1988-July 1991. Established a support office for the ministry of African Enterprise, a transdenominational Christian mission organization, and provided organizational leadership in building its constituency through fundraising, publication of regular newsletters and other promotional documents, public speaking and preaching.

Assistant to the Principal, Regent College, September 1986-May 1988. Provided administrative support to the Principal, including involvement with organizational strategy, student recruitment, fundraising, and faculty recruitment. Participated in academic planning, curriculum revision and program development as student delegate to Academic Senate.

Tyndale University College 114 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Lay Assistant, St. John's (Shaughnessy) Anglican Church, Vancouver, BC, September 1986-June 1991. Served as pastor leader for a ministry team in a growing congregation involved with an evening worship service. Provided overall organizational direction, planning, worship leadership, pastoral care and regular preaching.

Juvenile Justice Specialist, Aspen Systems Corporation, Rockville, MD, September 1984-June 1985. Managed expert consultant resources for Aspen's contract with the U.S. Department of Justice. Supervised the development of an automated computer file for project support. Principal author of "Eighth Analysis and Evaluation of Federal Juvenile Delinquency Programs" and other documents for the Office of Juvenile Justice.

Program Specialist, Washington Consulting Group, Washington, DC, July 1984-August 1984. Managed a pool of consulting resources of national experts in juvenile justice. Assisted in writing and editing program documents for use by U.S. Department of Justice.

Expert Consultant, U.S. Department of Education, Washington, DC, February-July 1984. Served as expert consultant for the design and implementation of a national framework for data collection for the Department and White House during the national year of private sector initiatives in education. As required by ranking Department officials, wrote articles and speeches on educational issues. Acted as liaison to major education associations.

Research Analyst, Public Sector Consultants, Lansing, MI, June-September 1981. Served as health education consultant to the New England College of Osteopathic Medicine. Prepared $1 million grant proposal to the U.S. Department of Health and Human Services for postgraduate medical training at five hospitals in New England.

Michigan Fundraising Coordinator, National Unity Campaign for John B. Anderson, Lansing, MI, May-November 1980. Developed and implemented comprehensive fundraising strategy for Anderson's Presidential campaign. Responsible for statewide compliance with federal election laws and coordination of national projects in Michigan.

Research Assistant, Center for Philosophy & Public Policy, University of Maryland, January-June 1980. Assisted with ongoing research on moral aspects of U.S. immigration and energy policies. Edited manuscripts for publication by economists and philosophers.

Courses taught Tyndale Seminary Elements of Christian Spirituality Fall 1996, Winter 1997, Fall 1997, Winter 1998 in MTS Modular Program

Integrative Seminar Winter 1999 in MTS Modular Program

Work, Vocation & Ministry Winter 1997, Summer 1999, Summer 2000, Summer 2001 in MTS Modular Program

Tyndale University College 115 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Christian Ethics Winter 1999, Fall 1999

Protestant Spiritual Traditions (coordinator) Winter 2001

Contemporary Theology (coordinator) Fall 2001

Reading Romans (coordinator) Spring 2002

Wycliffe College (Toronto School of Theology) Anglican Moral Theology Winter 2002

Other Teaching Experience Lecturer, Center for Christian Study September 1994-June 1996. Charlottesville, VA Responsible for teaching the following courses: "The Christian Mind and Character," "Christian Ethics and Contemporary Culture," "Christian Vocation and Professional Ethics," "Old Testament History and Literature," and "New Testament History and Literature."

Instructor, University of Virginia June-July 1994. Responsible for designing a summer session course, lecturing, leading discussions, developing and grading exams for "Religious Ethics and Moral Problems."

Teaching Assistant, University of Virginia September 1992-May 1994. Responsible for leading discussion and review sections, evaluating essays, preparing and grading exams in "Theology, Ethics and Medicine" and "Religious Ethics and Moral Problems.”

Teaching Assistant, Regent College September 1986-May 1988. Responsible for classroom presentations, tutorial groups, exam preparation and grading in Old Testament studies.

Teaching Assistant, Albion College August-December 1980. Responsible for leading discussion sections and providing occasional classroom lectures for introductory course in philosophical ethics.

Publications Edited books 1. Timothy Larsen & Jeffrey P. Greenman, eds. Reading Romans: Encounters with the Epistle to the Romans through the Centuries . [In preparation; to be submitted to Oxford University Press, New York] 2. John Kessler & Jeffrey P. Greenman, eds., Teach Me Your Paths: Studies in Old Testament Literature and Theology (Toronto: Clements Publishing, 2001).

Scholarly articles or chapters in books 1. “Packer, James Innell,” and “Stott, John R.W.” in Biographical Dictionary of Evangelicals , ed. Timothy Larsen (Leicester: Inter-Varsity Press, forthcoming). 2. “Spirituality and Public Character: A Qualitative Cross-Sectional Study of Master of Divinity Students in Toronto,” (with Yau Man Siew), Theological Education 38/1 (2001): 1-20. 3. “An Approach to Workplace Ministry for Christian Physicians,” Crux 37/2 (2001): 13-21. 4. “The Significance of Scripture in Christian Formation” in Teach Me Your Paths: Studies in Old Testament Literature and Theology , eds. John Kessler & Jeffrey P. Greenman (Toronto: Clements Publishing, 2001): 193-217.

Tyndale University College 116 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 5. “The Public Character of Theological Education: An Evangelical Perspective” (with David Jones & Christine Pohl), Theological Education 37/1 (Autumn 2000): 1-15. 6. "What is Medical Ethics? The Inadequacies of a Common Approach and A Promising Alternative" BioLaw , vol. II, no. 5 (June 1995): S41-47. 7. "Recent Work on Religion and Bioethics: A Review Article" (with Scott A. Giles) BioLaw, vol. II, no. 7-8 (July-August 1994): S151-160. 8. "Veritatis Splendor And/As Evangelical Ethics" Crux 30/2 (June 1994): 17-26.

Book Reviews in scholarly publications 1. Review of Leonard Sweet, Soul Tsunami (Zondervan, 1999), Crux 35/3 (September 1999): 42- 44. 2. Review of Margaret Mohrmann, Medicine as Ministry (Pilgrim Press, 1995), Crux 32/3 (September 1996): 46-47. 3. Review of David J. Atkinson, David F. Field, Arthur Holmes and Oliver O'Donovan, eds., The New Dictionary of Christian Ethics and Pastoral Theology (Inter-Varsity Press, 1995), Crux 31/2 (June 1995): 55-56. 4. Review of Alvin F. Kimel, ed., Speaking the Christian God (Eerdmans, 1992), Crux 29/4 (December 1993): 44-45. 5. Review of Richard Mouw, The God Who Commands (University of Notre Dame Press, 1990), Crux 29/1 (March 1993): 45-46. 6. Review of Carl F.H. Henry, Christian Countermoves in a Decadent Culture (Multnomah Press, 1986), Crux 25/1 (March 1989): 30-31.

Bibliography “Christian Ethics and Spirituality” published in The Infography by Fields of Knowledge, Inc., available through www.infograhy.com.

Semi-popular article "The Good News about Marriage: Neglected Dimensions of Christian Orthodoxy" Regeneration Quarterly 1/3 (Summer 1995): 11-13.

Scholarly activities and awards Scholarly Presentations 1. “The Centrality of Romans in the Theology of William Tyndale,” Reading Romans conference, University of Toronto, May 29, 2002. 2. “Marriage and Friendship,” Society of Christian Ethics, Washington, DC, January 8, 2000. 3. “Reassessing Caroline Moral Theology: A Fresh Look at Sanderson, Hall and Taylor,” Anglican Theological Ethics Interest Group, Society of Christian Ethics, San Francisco, California, January 8, 1999. 4. “Jeremy Taylor’s View of Friendship.” Annual meeting of Scholarly Engagement with Anglican Doctrine (SEAD), Alexandria, Virginia, April 9, 1994. 5. “Veritatis Splendor: A Protestant Appreciation and Critique.” Symposium on Papal Encyclical Veritatis Splendor, University of Virginia, Department of Religious Studies, Charlottesville, Virginia, February 11, 1994. Invited Lectures 1. “Where do you live? Engaging our Culture,” ‘New Frontiers, Claiming the Vision’ conference, Wycliffe College, Toronto, May 18, 2002. 2. “Shifting Values? Christian Perspectives on the New Economy’s Work Ethic,” Work in Technological Times conference, Tyndale College & Seminary, November 3, 2001. 3. “Spirituality and Ethics: Making the Connection,” Second International Spiritual Formation Conference, Dallas, Texas, May 2001.

Tyndale University College 117 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 4. “Seven Theses on Spiritual Formation in Colleges and Seminaries,” Tyndale College & Seminary Conference, “Exploring a Great Tradition”, Toronto, Ontario, November 11, 2000. 5. “The Ethics of Everyday Life: Medical Practice as Christian Ministry.” Christian Medical & Dental Society, “A Day in Ethics,” Toronto, Ontario, September 20, 1997.

Memberships in Professional Affiliations American Academy of Religion Society of Christian Ethics Co-Convener, Anglican Theological Ethics Interest Group, Society of Christian Ethics, January 1997-present.

Professional/Scholarly Meetings and Conferences Attended American Academy of Religion 1994-1999, 2001

Society of Christian Ethics, 1995, 1997-2002

Delegate, “The Future of Anglicanism” consultation, June 28-July 5, 2002, Oxford, England (one of 75 chosen delegates worldwide).

Professional Service 1. Co-Convener, “Reading Romans: Encounters with the Epistle to the Romans through the Centuries,” May 28-29, 2002, at the University of Toronto, a special meeting at the Congress of the Social Sciences and Humanities 2002. 2. Consultant, Resource Session on Draft Legislation on Assisted Human Reproduction, Evangelical Fellowship of Canada, Ottawa, June 1, 2001. 3. Member, Evangelical Study Group, “The Public Character of Theological Education Project,” Association of Theological Schools in the United States and Canada, September 1998-October 2000 (one of six members chosen from evangelicals across the ATS). 4. Co-Director (with Dr. Yau-Man Siew), “Spiritual Formation and Public Character” research project, Association of Theological Schools in the United States and Canada, January 2001- January 2002. 5. Signatory, “The Word Made Fresh: A Call for a Renewal of the Evangelical Spirit,” March 2002.

Awards & Honours Listed in Canadian Who’s Who , 2001 edition (University of Toronto Press)

University of Virginia Davidge Fellowship of the Graduate School of Arts and Sciences, 1994-1996.

Regent College Prize for student making most significant contribution to the Regent College community, 1987.

Albion College Phi Beta Kappa, 1981. Senior Writing Prize, 1981. Lomas Project 250 Leadership Award, 1980. Mortar Board, Leadership Honorary (Chapter President).

Tyndale University College 118 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

BARBARA LEE HAYCRAFT

Education D.Min. in progress Fuller Theological Seminary

M.T.S. Tyndale Seminary, 1993

M.A. University of Colorado, 1977

B.A. University of Northern Colorado, 1967 (Teaching Certification) & Masters equivalency in course work, 1968

Overseas Studies International Christian University, Mitaka, Japan

International Exchange Student 1963-64

Professional experience Vice President, Student Development 1998-Present Tyndale College & Seminary

Adjunct Faculty, Tyndale College & Seminary (1993-1996) Tyndale College & Seminary

Navigator Staff, Canada 1985-1998 (VP, National Leadership Team)

Navigator Staff, Student Ministry 1980-1985 Staff Development & Training Seattle, Washington

Navigator Staff, Student Ministry 1977-1980 Tucson, Arizona

Navigator Staff, Student Ministry 1973-1977 Boulder, Colorado

Junior High School Teacher 1968-1973 Colorado Springs, Colorado

Tyndale University College 119 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Career skills Evangelism, Follow-up/ Discipleship Counseling, Conflict Management Recruiting and training of leadership/ staff Leading & training leaders for Bible Studies Leading workshops Public Speaking (teach in this arena) Fundraising Public Relations for The Navigators Writing articles for The Navigators (Discipleship Journal & organizational pubs) Planning and supervision of people and projects Conference Directing and Planning Large and Small Group Leadership (teach in this arena) Leadership Training in University-Student Ministries/ Teams Variety of Church responsibilities Staff Development Resource Team for The Navigators of Canada Building the Missions Department for The Navigators of Canada Serving on the Cabinet and Board for Tyndale College and Seminary

Specialized service opportunities have included: Leadership with 15 Summer Training Programs for University Students 3 years on NavPress Editorial Approval Committee Overseas Summer Missions Experiences: Mexico, Yugoslavia Serving on Women’s Advisory Committee for US Navigators National Leadership Team for Women Alive (Canada) Vision 2000 Committee Work (Canada) Canadian Leadership Team of The Navigators Elder for Oakridge Presbyterian Church Adjunct Teaching for Tyndale College and Seminary Distinguished Alumni for Tyndale Seminary, 1998 Association for Christians in Student Development (ACSD)/ member

Tyndale University College 120 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

WINSTON LING

Education and professional certifications Society of Financial Analysts CFA 1975

Institute of Chartered Accountants CA 1968

University of Toronto B.Comm 1965

Professional experience Vice President November 1995 - present Finance and Administration Tyndale College & Seminary

Founder and President January 1995 - present First Connection Inc.

Vice President 1992-95 Crown Life Insurance Company

Executive Vice President 1978-1994 Extendicare Inc.

Shareholder, Investment Banking 1969-1978 RBC Dominion Securities (formerly Dominion Securities Corporation)

Affiliations CompCorp Board Member

Children’s Primary Centre and Cornerstone Founding Member 1988 Preparatory School, Toronto Board Member and Treasurer (Private School)

Toronto Rehabilitation Institute Board Member Chair of Finance Committee and Treasurer

The Mustard Seed, Inc. (USA) Volunteer President and International Director Executive Committee Member

Tyndale University College 121 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

Curriculum Vitae

JON BOYD OHLHAUSER

Education Regent University Ph.D. in Communication 1996 Virginia Beach, VA

Wake Forest University M.A. in Communication 1992 Winston-Salem, NC

Liberty University B.S. in Communication 1988 Lynchburg, VA Minor in Mathematics

Professional experience Vice President July 2000 - Present Marketing & Enrollment Tyndale College & Seminary

Assistant Professor August 1996 - 2000 Communication Studies Atlantic Baptist University

Instructor: Faculty of Nursing 2000 Statistics University of New Brunswick, Moncton

Instructor: Faculty of General Studies September 1995 - June 1996 University of Calgary

Instructor: Department of Communication August 1993 - June 1995 Regent University

Instructor: Faculty Workshop/Desktop Publishing Fall 1993 Norfolk Academy

Research/Speech Writer: Government of Alberta July 1990-June 1993 Legislative Assembly Edmonton

I have also taught as an instructor for the New Brunswick Community College.

Tyndale University College 122 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Scholarly presentations 1. "The Environmental Pursuit of Redemption," Southern States Communication Association Annual Convention, Norfolk, 1994. 2. "Human Communication: Accounting for Spiritual Intervention," Speech Communication Association Annual Convention, New Orleans, 1994. 3. "Communicating the Constitution: Recent Strategies aimed at Resolving Canada's Constitutional Dilemma," Southwest Association for Canadian Studies, University of North Texas, Denton, 1995. 4. "Twice Dead: The Constitutional Eulogies of Canadian Prime Minister Brian Mulroney," SCA Annual Convention, San Antonio, 1995. 5. “Pedagogical Challenges in Identifying Penultimate Rhetorical Expressions,” NCA Annual Convention, Chicago, 1997. 6. “Canadian Prime Ministerial Discourse: Facing Rhetorical Situations while Constrained by Constitutional Convention,” Canadian Society for the Study of Rhetoric, Sherbrooke, PQ, 1999. 7. “The Rhetoric of Religious Music” a panel prepared for the 2000 NCA Annual Convention in Seattle, WA.

Publications 1. "Human Communication: Accounting for Spiritual Intervention," The Howard Journal of Communications, Oct-Dec, 1996. 2. “The Recordable Situation,” Submitted to ERIC, 1999. 3. “Penultimate Communication,” submitted to Quarterly Journal of Speech.

Academic study awards Regent University two-year doctoral student fellowship Wake Forest University full tuition scholarship and assistantship

Tyndale University College 123 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.4.1

Five Year Academic Plan 2002-07

Part I - Programs and Faculty: September 2002 The Division of Arts and Science A. Programs Bachelor of Religious Studies (4 year degree) with majors in: English History Philosophy Psychology Religious Studies (Note: An Honours degree is also available in Religious Studies.) Certificate in Christian Studies Leading Edge Track Transitions Track

B. Faculty English 2. History 1. Philosophy 1. Psychology 1. Religious Studies 4. Sociology/Social Work .5 Total 9.5 FTE

The Division of Professional Studies A. Programs Bachelor of Religious Studies (4 year degree) with a major in: Business Administration Bachelor of Religious Studies in Human Services and Diploma in Early Childhood Education (4 year program offered conjointly with Seneca College) Bachelor of Religious Studies in Human Services and Diploma in Social Service Work (4 year program offered conjointly with Seneca College) Bachelor of Religious Education (3 year degree) with foci in: General Ministries Pastoral Studies Recreation Leadership Youth Ministries Certificate in Teaching English as a Second Language

B. Faculty Business Administration 1. Christian Ministries 3.5 Total 4.5 FTE

Total Faculty = 14 FTE

Tyndale University College 124 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Part II - Programs and Faculty Development: 2002-07 The Bachelor of Arts The key change in the college during the next five years will be obtaining permission to change the name of our “Bachelor of Religious Studies” degree to “Bachelor of Arts” degree. We hope to receive permission from the Minister of Training, Colleges and Universities to make this change in the Fall of 2002 and we plan to change the name of all current “Bachelor of Religious Studies” degrees to “Bachelor of Arts” as soon as possible. We plan to focus most of our energies and resources during the next five years on strengthening the current Bachelor of Arts majors.

New Faculty One major priority for strengthening the Bachelor of Arts majors is the hiring of new, full-time faculty members in each of the majors which currently only have one full-time faculty member, namely: Business Administration, History, Philosophy and Psychology. This will increase our total full-time faculty complement from 14 to 18 FTE and will mean that we have a minimum of two full-time faculty teaching regularly in every major. Since there will be at least one or two adjunct professors or part-time instructors in each major, this means that students will be exposed to a minimum of three to four professors in their major.

Each of these four new faculty members will have a Ph.D. degree. Two of our current full-time faculty members who have Masters degrees will be pursuing their Ph.D. degrees during this period as well. By the end of this period, we expect that over 90% of our full-time faculty will hold an earned doctoral degree.

Library Resources Our capital campaign is currently raising money for a major addition to our library and we have already secured a gift of $250,000 for the library automation project and a further $820,000 for library collection development. These improvements to the library will support the growth and development of the new majors, as well as the older programs.

Computer Resources Our capital campaign is also raising $1 million dollars for upgrades to our computer network, a computer lab and new software. We are also installing LCD projectors in all classrooms over the next five years.

New Majors Toward the end of the five-year period, however, we plan to introduce new majors in Music and Political Science. This will require the hiring of two full-time faculty members in each of these areas over a four-year period and will give us our first major in the Fine Arts and a second major in the social sciences. Our full-time faculty complement will then be 22 FTE.

Enrollment Growth We expect student enrollment to grow by 29% (433 - 560 FTE) between 2002 and 2007. This increase will occur despite sharply increasing tuition fees and the gradual implementation of higher admission standards. The teaching faculty is projected to increase by 57% (14 - 22 FTE) between 2002 and 2007. During this time we expect to maintain the FT faculty to FT student ratio at approximately 1:20.

Tyndale University College 125 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Part III - Program and Faculty Summary: 2000-07

Student FTE FT Fac/FT Year New Majors Teaching Faculty (as of Oct. 1) Student Ratio 2000-01 BRE – Social Service Work and Add FT: Wong, Heath, Wahba, 457 Headcount 10:206 Recreation Leadership Miedema, Davis, Scott 206 FT 1:21 Add Assoc: Duez, Malcolm 360 FTE (not incl. the Delete FT: Russell, Stemmler, DCP students Duez or the DCP Delete Assoc: Scott Director) Net = +3.5 (12.5 FTE) 2001-02 BRS (BA) - English, History, Add FT: Lindsay, Campbell 485 Headcount 11:271 Philosophy, Psychology, Add Assoc.: Wahba, Clarkson 271 FT 1:25 Religious Studies. Delete FT: Wahba 433 FTE Delete Assoc.: Erwin (+20%) Delete Communications Net = +1.5 (14 FTE) Certificate

2002-03 BRS (BA) - Bus. Administration Add FT: Malcolm 498 Headcount 13:280 BRS (BA) Conjoint with Seneca Delete Assoc: Wahba, Duez, 280 FT 1:22 – Human Services/ECE & Malcolm 445 FTE Human Services/SSW Add Assoc: Moreau (+2.8%) Net = 0 (14 FTE) Phase out all 3 BRE existing Campbell away -P. Sears conjoint programs replaces her [Note: Wahba moves to the Sem.]

2003-04 Strengthen existing majors Add FT: New Psychology 537 Headcount 15:310 * Double Net = +1 (15 FTE) 310 FT 1:21 cohort Campbell returns 480 FTE yr. Davey on sabb - P. Sears (+7.8%) replaces her

2004-05 Strengthen existing majors Add FT: Philosophy, History 570 Headcount 17:340 Net = +2 (17 FTE) 340FT 1:20 Davey returns, P. Sears 510 FTE becomes PT (+6.3%)

2005-06 BA - Music Add FT: Music, Business 597 Headcount 19:360 Net = +2 (19 FT) 360 FT 1:19 535 FTE (+4.9%)

2006-07 BA - Political Studies Add FT: Political Science, 620 Headcount 21:380 Music 380 FT, 1:18 Delete: 0 560 FTE Net: +2 (21 FT) (4.7%)

* In addition to the full-time teaching faculty there are 4 full-time administrative faculty: the Vice President and Academic Dean, the Registrar, the Librarian and the Dean of Students. In addition, there are 15-20 adjunct professors and part-time instructors in any given semester.

Tyndale University College 126 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Part IV - Programs and Faculty: September 2007 The Division of Arts and Science A. Programs Bachelor of Arts (4 year degree) with majors in: English History Music Philosophy Psychology Political Science Religious Studies (Note: Honours degrees will be available in English, History, Philosophy, Psychology, Political Science and Religious Studies). Certificate in Christian Studies Leading Edge Track Transitions Track

B. Faculty English 2. History 2. Music 2. Philosophy 2. Political Science 2. Psychology 2. Religious Studies 4. Sociology/Social Work .5 Total 16.5 FTE

The Division of Professional Studies A. Programs Bachelor of Arts (4 year degree) with a major in: Business Administration Bachelor of Arts in Human Services and Diploma in Early Childhood Education (4 year program offered conjointly with Seneca College) Bachelor of Arts in Human Services and Diploma in Social Service Work (4 year program offered conjointly with Seneca College) Bachelor of Religious Education (3 year degree) with foci in: General Ministries Pastoral Studies Recreation Leadership Youth Ministries Certificate in Teaching English as a Second Language

B. Faculty Business Administration 2. Christian Ministries 3.5 Total 5.5 FTE

Total Faculty = 22 FTE

Tyndale University College 127 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.4.2

Coordinated Business and Academic Plans

The following summarizes how the five-year business and academic plans are coordinated and the steps taken to ensure their coordination.

In this application it is understood that Tyndale as a long standing educational community has demonstrated its ability to deliver on its promises and to shape its offerings in such a way as to meet the expectations and needs of its community.

The launching of the proposed B.A. programs began back in 2000, driven by a clear strategy to recruit new faculty whose educational background would be consistent with our long-term plan of offering a Christian liberal arts undergraduate education. With those faculty already in place, it is evident by the current business plan that we have been able to sustain these additional costs. This is evidence of our ability to put in place able, qualified faculty under the current Bachelor of Religious Studies program.

The current faculty, within the wider institution, provides the framework for new initiatives and programs. You will note that the implementation of the B.A. program (Appendix 6.4.1) eventually included a further increased number of full-time faculty. Correspondingly the increased income of college tuition goes from $1,713,548 in 2002 to $4,022,790 in 2007. This combined growth of student enrollment and tuition provides the increment needed to sustain the cost of increased faculty and staff and improved salaries.

An important question is the matter of tuition fees. As a private institution, without governmental funding, we rely on over half of our income from tuition and fees. (Note page one of the business plan, line “College Gross Margin before Donations.”) Two factors are important to note with respect to why this plan is workable. First, tuition and fees are increasing within the public university community. We expect that our fees will stay within the similar ratio to the public universities. Second, Christian liberal arts colleges/universities within our community are substantially higher than our projected tuition and fees. For example, here in Ontario, Redeemer University College’s tuition and fees for one academic year (two semesters) is $9,573; in British Columbia, Trinity Western University’s tuition and fees are $11,210 while Tyndale’s is $5,775 (all as posted, February 2001). Briercrest College in Saskatchewan, which is the largest Canadian bible college, has just signed a partnership with the University of Saskatchewan, and has proposed a 15% tuition and fees increase each year for the next few years. Within our community, therefore our costs are substantially lower than those of like schools and our gradual increase of tuition will stay within a competitive range in our market.

The library at Tyndale is a working library with some 94,000 collection, along with computer access to other collections. Under the capital campaign we have already secured funds to increase the library holdings in the next three years by some $800,000 or approximately 40,000 volumes and are currently in discussion regarding the funding so as to enlarge the physical space of the library. This expected resource will provide funds so this important area of our resource base is enhanced as so that the new programs will be even better served by the increased collection and physical space.

Tyndale University College 128 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The actual physical capacity is currently substantially under-utilized. We estimate that the current space utilization is slightly more than 50%. With the increased use of evenings and Fridays, there is a significant growth capacity for classroom use.

The infrastructure of Tyndale is such that we are able to sustain and serve a larger student population, both by student services and administration. In the building of the administrative and student servicing sector, we have had in mind a larger student population. The entire enterprise is computerized with a strong and effective IT department. Operationally we are well situated to serve a larger student community.

The steps we have taken to ensure its coordination are: 1. A five-year business plan prepared by Tyndale mangers and approved by the Board of Governors. This plan is the working document against which each year is measured.

2. A revised Faculty Handbook, passed by the Board of Governors. This handbook provides the guidelines by which the faculty operate, providing the various committees which have a say in the development of new programs, the review of current ones and the ability to redesign programs so as to meet the over all educational objectives.

3. A governance system within the Board of Governors which regularly examines the current working model and reviews the quarterly reports, all designed to bring to light what is being done, both to measure its success and to see its relationship to the immediate and long term plan.

4. An internal administrative plan, led and managed by the Cabinet, chaired by the president. This on-the-ground group meets bi-weekly to examine the developments, collect data, review long and short-term plans and provide regular reports and material as called for, to the Board of Governors.

5. A regular review by the Accrediting Association of Bible Colleges (AABC), hopefully the newly developed Ontario-based accrediting body, and the North American seminary body for accreditation, the Association of Theological Schools (ATS).

Tyndale University College 129 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 6.5

Participation in Academic Policies and Standards

Changes to this appendix are highlighted in the April 8, 2005 Organization Review supplement (see Appendix 16.4).

Tyndale’s commitment to quality education and excellent, cutting-edge scholarship is ensured in two basic ways: through external recognition and accreditation and through internal processes. Tyndale College is continuously striving to improve, constantly seeking ways to measure its progress so that students, employers, other universities, alumni and the public at large may be assured that the College is taking all necessary steps to deliver the best possible education to its students.

Internal Quality Assurance Tyndale College has four committees that have a role in academic quality assurance.

1. The Academic Planning Committee The Academic Planning Committee (APC) has the mandate to be “responsible for ensuring the academic quality of the curriculum and the instruction and shall approve, evaluate and upgrade effective academic programs which facilitate the carrying out of the mission of the college” (refer to p.136, Academic Planning Committee).

2. The Academic Standards Committee The Academic Standards Committee (ASC) has the general responsibility of ensuring that stated academic policies and procedures are followed and that academic standards are maintained at the university level (refer to p. 135, Academic Standards Committee). The ASC also functions as the Admissions Committee and gives guidance to the Registrar on difficult admission decisions and approves any exceptions to stated admissions policies.

3. The Academic and Student Affairs Council of Cabinet The Academic and Student Affairs Council of Cabinet (ASAC) has the function of coordinating academic and student affairs for the entire institution (College and Seminary) including residence life, campus programs and scheduling. This committee advises Cabinet on key academic decisions, especially with regard to the strategic planning and budgeting implications of the development of new academic programs.

4. The Academic and Student Affairs Committee of the Board of Governors The Academic and Student Affairs Committee of the Board of Governors advises the Board on academic issues. This committee recommends all faculty appointments, new programs and major academic changes to the Board.

Tyndale College has a policy on the review of academic programs, which ensures that all degrees and majors are reviewed and evaluated at least once every seven years. The purpose of this policy is to ensure that both continuous, short-term evaluation and also occasional, intensive evaluation are carried out.

Tyndale University College 130 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Policy on the review of academic programs The curriculum of Tyndale shall be under continuous review in various ways at several different levels. 1. The Academic Planning Committee and the Faculty approve all new programs. (Strategic planning and budgetary approval by the Academic and Student Affairs Council of Cabinet, the Cabinet, the Academic and Student Affairs Committee of the Board of Governors and the Board of Governors are also required.)

2. The Academic Planning Committee approves all syllabi for new courses. The learning objectives of each course are evaluated to ensure that they contribute sufficiently to the overall program objectives.

3. The appropriate Associate Dean approves all syllabi on an annual basis.

4. The Academic Planning Committee and the Faculty approve all changes to program objectives, degree requirements, major requirements or course descriptions.

5. Students evaluate each course and the results are discussed in the context of a meeting of the faculty member and the Academic Dean at the end of each academic year (in the case of full-time faculty members) or one of the Associate Deans at the end of each semester (in the case of part-time faculty members).

6. Each major or certificate is reviewed once every seven years by a Program Review Committee appointed by the Academic Dean, who is an ex officio member of the committee. The Program Review Committee consists of two or three Tyndale faculty members who teach in the area, the appropriate Associate Dean and an outside expert in the area of the program under review recruited from an accredited university. The Program Review Committee examines the: adequacy of the program objectives and how well those objectives are being achieved by graduates of the program, Enrollment trends in the program, adequacy of the faculty complement that delivers the program (both in terms of number of faculty and their qualifications), adequacy of library resources, program requirements, results of student evaluation of instruction in the program, student achievement in the program, retention and graduation rates for the program, and student placement after graduation.

The report of the Program Review Committee, including its recommendations, goes to the Academic Planning Committee for its consideration.

7. The Academic Planning Committee, having considered the report, makes appropriate recommendations to the faculty and/or the Academic Dean.

Tyndale University College 131 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Student evaluation of instruction Students are part of the process of Tyndale’s commitment to quality assessment. Students are invited to fill out a course evaluation form in each course they take. A variety of standard evaluation forms has been used at Tyndale in recent years. Currently a committee representing the faculty of the College and the Seminary is working on a new objective and thorough student evaluation form (refer to Tab 6.5, Attachment A). This form will be introduced in Fall 2001 and will be evaluated and revised in Winter 2002.

Student advising The faculty is committed to regular advising of students. Each student is assigned a faculty advisor and is required to meet with that advisor at least once a term. This allows students to have interaction with faculty regarding their program of study. At the end of a student’s period of study at Tyndale College an exit interview is conducted. This allows students to provide their faculty advisors with anecdotal evaluation of their period of study, pointing out the strengths and weaknesses of their educational experience.

External Quality Assurance There are two basic ways in which the academic quality of Tyndale College is recognized by other bodies: through articulation agreements and acceptance of transfer credit by other institutions and through membership in accrediting associations.

Because Canada has no accrediting body for universities, each institution (together with peers) establishes certain standards. Tyndale College & Seminary has developed and is committed to rigorous standards. As a result, we have been able to develop articulation agreements and transfer credit agreements with many Canadian and American universities. Tyndale has formal articulation agreements with York University, Trinity Western University, Redeemer University College and Roberts Wesleyan University. The University of Toronto will grant Tyndale students transfer credits for up to one year of studies (i.e. 30 credit hours) toward a four-year Bachelor of Arts degree, on a course-by-course basis (refer to Appendix 18.1).

Furthermore, in terms of the professional, or specialized, programs, the institution is a member of two accrediting bodies. Tyndale College is an accredited member of the Accrediting Association of Bible Colleges (AABC) and has been since 1967. The mission of the AABC is “to provide accreditation for undergraduate institutions of Bible-centred higher education within Canada, the United States, and related territories.” The association seeks to fulfill its mission by: “(1) promoting excellence among Bible colleges through the process of accreditation; (2) promoting cooperation among member colleges and communicating the association’s distinctives to society; (3) providing services that will stimulate excellence among member college administrators, board members, faculty and students.”

Tyndale University College 132 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Tyndale Seminary is an accredited member of the Association of Theological Schools (ATS) and has been since 1989. ATS states the following about itself: “The mission of The Association of Theological Schools in the United States and Canada is to promote the improvement and enhancement of theological schools to the benefit of communities of faith and the broader public. The Association seeks to fulfill this mission by engaging in four core functions of work: (1) accreditation; (2) leadership education for administrative officers and faculty; (3) development of theological education, which involves the study of critical issues in theological education, and (4) data and communications.”

New Program Development Ideas for new programs may emerge from various sources. Initial planning and development work is coordinated between the dean’s office and the divisional/department head, with the Academic Planning Committee. The following guidelines were approved by Cabinet November 9, 1999:

Tyndale University College 133 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 3.2.6 Identify longevity of program need in marketplace (i.e., Is it cutting edge?) 3.3 Required Elements for Marketing and Promotion of the Program 3.3.1 Identify target audiences for program including key members 3.3.2 Determine communication objectives and design appropriate messages (i.e., building awareness, providing information, creating preference, etc.) 3.3.3 Determine the components of an appropriate promotional package (i.e., launch brochure, advertisements, field work, etc.) 3.3.4 Select communication channels (i.e., mailings, advertising media, personal, etc.) 3.3.5 Establish a promotional budget 3.3.6 Determine evaluation and feedback mechanisms and timelines 3.4 A statement giving rationale for projected enrollment figures 4. Implementation Plan 4.1 A projected financial/business plan for up to five years (to be specified) 4.2 A timeline action plan containing all elements required to launch the program 4.3 In the case of programs involving other institutions, a statement outlining the nature of the relationship and the nature of any agreement required between the institutions required to launch and sustain the program

Proposals should proceed through the following review and approval path: • APC of the College • Faculty of the College • ASAC of Cabinet • Cabinet • ASAC of the Board

Tyndale University College 134 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

ACADEMIC STANDARDS COMMITTEE

Committee Mandate The Academic Standards Committee has the general responsibility of ensuring that the stated academic policies and procedures are followed and that academic standards are maintained at the university level. Specifically, the committee shall:

1. Act as an advisory committee to the Admissions Office on the interpretation of stated admissions standards at the request of Admissions personnel. 2. Approve any exceptions to stated admissions policies. 3. Make recommendations annually to the Vice President and Academic Dean regarding possible improvements to admission policies. (Changes to College Admission policies must be approved by the Academic Planning Committee.) 4. Place students on academic probation, dismiss students for academic reasons, hear appeals of such dismissals, reinstate students and approve the Dean’s List and the Graduation List. 5. Help students succeed academically by requiring students on probation to take certain courses, attend workshops or receive tutoring and by limiting their course load, requiring certain levels of academic performance within a stated period in order to remain enrolled in the college or taking other similar actions it deems necessary. (The Dean of Students shall facilitate the interaction between students on probation and the Committee and the Committee will typically respond to his/her recommendations.) 6. Receive written appeals from students who fail to hand in assignments by the final day of classes and decide whether late assignments should be accepted and what penalty (if any) they should receive. 7. Make recommendations to the Vice President and Academic Dean regarding possible improvements to academic policies and procedures. (Changes to academic policies and procedures must be approved by the Academic Planning Committee.)

Committee Membership Members of the Academic Standards Committee of the College, including its chair, are appointed annually by the Vice President and Academic Dean. The Committee shall consist of: the Associate Dean of Arts, the Associate Dean of Professional Studies, the Dean of Students, one or more full-time Faculty member(s), the Registrar and the Director of Admissions.

Tyndale University College 135 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

ACADEMIC PLANNING COMMITTEE

Committee Mandate The Academic Planning Committee shall be responsible generally for ensuring the academic quality of the curriculum and the instruction and shall approve, evaluate and upgrade effective academic programs which facilitate the carrying out of the mission of the college.

Specifically, the Academic Planning committee shall: 1. Consider all proposed new degrees, diplomas, certificates, majors and other credit or non credit academic programs and make recommendation concerning them to the Faculty. 2. Consider all proposed new academic policies or changes to existing polices and make recommendations concerning them to the Faculty. 3. Implement approved academic policies on behalf of the Faculty including such things as approving honours thesis proposals, placing students on academic probation, dismissing students for academic reasons, hearing appeals of such dismissals, reinstating students and approving the Dean’s List and the Graduation List. 4. Help students succeed academically by requiring students on probation to take certain courses, attend workshops or receive tutoring, by limiting their course load, by requiring certain levels of academic performance within a stated period in order to remain enrolled at the college or by taking other similar actions it deems necessary. (The Dean of Students shall facilitate the interaction between students and the committee.) 5. Make decisions regarding the application of the academic dishonesty, late assignments and any other such policies to all cases and hear appeals from students who are disciplined. 6. Approve, on behalf of Faculty, all new course syllabi. 7. Review, from time to time, all college programs to ensure that they are operating at the highest possible quality. 8. The Academic Planning Committee may delegate part of its function to sub-committees as it sees fit, while retaining the responsibility to approve sub-committee actions.

Committee Membership The Academic Planning Committee shall be comprised of the following persons: the Vice President and Academic Dean, the Associate Dean of Arts, the Associate Dean of Professional Studies, the Registrar, the Librarian, and faculty appointed annually in the summer at the discretion of the Vice President and Academic Dean, who also shall appoint the chair of the committee.

Tyndale University College 136 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 7.1

Explanation of Past Fraud or Misrepresentation

Has the owner(s)of the organization , or any of its directors or officers been convicted of fraud or misrepresentation?

Yes (attach explanation(s) as Appendix 7.1) No

There are no known criminal convictions against any present officers or governors relating to fraud or misrepresentation or any known past conduct of officers or governors that gives reasonable grounds to believe business will not be carried out in accordance with conditions of Ministerial Consent and with integrity, honesty and in accordance with laws of general application in the province of Ontario.

Any person known to have any such criminal convictions and/or conduct would not be hired or appointed. After being appointed or hired, if it were known that an officer or governor had such a conviction, the matter would be reported to and dealt with by the Governance Committee.

Tyndale University College 137 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 7.2

Explanation of Pending Legal or Administrative Actions

Are there any legal or administrative actions by any federal, provincial, state, or municipal law enforcement agency pending against the organization, any of its owners, officers, administrators, or

instructors?

Yes (attach explanation(s) as Appendix 7.2) No

There are no known legal or administrative actions pending against the institution, any of the owners, officers, administrators, or instructors, by any federal, provincial, state, or municipal law enforcement agency.

It is required that the President and/or CFO report to the Executive Committee of the Board any legal or administrative actions pending against the organization, its officers, administrators, or instructors.

Tyndale University College 138 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 7.3

Ethical Standards

The Board of Governors follows the Carver model with respect to ethical standards relating to fair and honest business practices to guide its conduct:

“The board commits itself and its members to ethical, businesslike, and lawful conduct, including proper use of authority and appropriate decorum when acting as board members.

4. Members will respect the confidentiality appropriate to issues of a sensitive nature.”

John Carver and Miriam Mayhew Carver, “Reinventing Your Board,” (San Francisco, Jossey-Bass Publishers: 1997), pp. 202-03.

Tyndale University College 139 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The Board of Governors is guided by the following policy with respect to any transaction with a related party of Tyndale College & Seminary:

Tyndale University College 140 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 8.1

Student Recruitment Policies

Tyndale University College 141 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 8.2

Academic Calendar Information

The Academic Calendar (refer Tab 5.5, Attachment B) provides key information on the organization, policies and programs and is available to the public, in either published form or on the web page: www.tyndale.ca. It includes Tyndale’s mission statement and goals; a history and understanding of its nature and ethos; a complete description of the degree programs; the academic qualifications of the faculty and senior administrators; a description of the subjects in the various programs and their credits. The Table of Contents follows:

Current Academic Calendar Page Information Number 4 2002-2003 Academic Schedule 5 President’s Letter 6 Academic Dean’s Letter

7 Introduction 8 Mission, Statement of Faith and History 10 Accreditation/Associations 11 University Transfer Credit

13 Admission Information and Procedures 14 Admission Requirements 18 Fees 18 Financial Aid

21 Student Life

25 Academic Programs and Administration 26 Overview of Academic Programs 27 The Academic Administrative Structure of the College 28 Degrees 28 Bachelor of Religious Studies: Major 30 Bachelor of Religious Studies: Honours 32 Bachelor of Religious Studies: General 34 Bachelor of Religious Education: General Ministries 36 Bachelor of Religious Education: Pastoral Studies 38 Bachelor of Religious Education: Youth Ministry 40 Bachelor of Religious Education: Recreation Leadership 42 Bachelor of Religious Education: Developmental Service Work 43 Bachelor of Religious Education: Early Childhood Education 44 Bachelor of Religious Education: Social Service Work 45 Bachelor of Religious Education: Post-Diploma Program 47 Bachelor of Religious Education: Degree Completion Program

Tyndale University College 142 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

49 Certificates 49 Certificate in Christian Studies: Leading Edge 50 Certificate in Christian Studies: Transitions 51 Certificate in Teaching English as a Second Language 52 Field Education/Community Service

53 Academic Policies

63 Course Descriptions 64 Division of Arts and Science 77 Division of Professional Studies

87 College Personnel 88 Administration 88 Faculty 91 Governing Bodies

Tyndale University College 143 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 8.3

Policy Awareness

Tyndale University College 144 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.1

Academic Freedom Policy

Tyndale University College 145 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.2

Academic Freedom Constraints

the organization and its staff and/or students in which the required statement of faith and/or code of conduct is implicated.

Students are not asked to sign the Statement of Faith. They are, however, asked on the application for admission (refer to Tab 8.3, Attachment A) to sign agreement to abide by the Lifestyle Policy.

Tyndale University College 146 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005

STATEMENT OF FAITH

Tyndale University College 147 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.3

Intellectual Product Policy

As follow up to the site visits relative to the 2002 organization and program reviews, Tyndale developed an Intellectual Product Policy. This policy is provided in the April 8, 2005 Organization Review supplement (see Appendix 19.3).

Tyndale University College 148 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.4

Research Policies

As follow up to the site visits relative to the 2002 organization and program reviews, Tyndale developed a Research Ethics Policy. This policy is provided in the April 8, 2005 Organization Review supplement (see Appendix 19.4).

Tyndale University College 149 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.5

Academic Honesty Policy

Tyndale’s policy pertaining to academic honesty and procedures for its enforcement are stated on pages 54-55 of the Academic Calendar (refer to Tab 5.5, Attachment B).

Tyndale University College 150 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 d) Complete plagiarism occurs when an entire essay is copied from an author or composed by another person and is presented as original work. A failing grade for the course is automatically levied, and a reprimand will be written by the ASC, a copy of which will be kept in the student’s academic file. A repeat offense will result in suspension or expulsion from the College.

2. When deemed necessary, the ASC may send the student to the Writing Centre for a minimum of two sessions at the student’s expense.

4. Failure to make prior arrangements to write an expanded paper for two assignments will result in an automatic failure in one of the courses.

8. An appeal may be made by following the procedures outlined in Academic Appeals section.

Tyndale University College 151 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 9.6

Plan for Informing Faculty and Students

Tyndale University College 152 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 10.1

Financial Viability

In its first 100-year history, Tyndale served well its community in providing it with educational resources. However in 1995 it faced a crisis. Out of that crisis a new Board of Governors was chosen, a new leadership team put in place, a new vision for its future articulated and the debt of $6.3 million in 1995 was reduced to under $600,000 in 2002.

Tyndale is able to sustain its operation and fulfill its commitment of financial viability as evidenced by seven years of surpluses (1996 to 2002) and an improved balance sheet of net liabilities of $6.3 million in 1995 to under $600,000 in 2002. A committed donor base has regularly produced annual fund results to support the financial operation of Tyndale.

The following notations give evidence of this sustainability.

Five-Year Business Plan The attached five-year business plan was designed to provide both a single glance picture of what Tyndale might be and to drive the organization. It sets in place assumptions on which this future program will rest. A careful examination of the detailed plan will show that each year, including implementation of new programs, the college will be able to underwrite the increased costs.

Meeting Budget A mandate of the Board of Governors, beginning in 1995 has been to meet our targets and to ensure that each year it ends with at least a modest surplus. Not only has this been accomplished for years 1996 to 2002, but almost six million dollars or debt has been eliminated in this period. In looking to the future, the Governors continue to mandate that any new programs need prior funding before implementation. This eliminates financial risks on the existing programs. As well, not only is the school required to live within the budget, but each department is also mandated to operate within its budget.

Growth Tyndale continues to grow both by way of students and revenue. The revenue (of the total institution) is projected to grow from $8,245,156 in 2002 to $11,152,600 in 2007. Factored into these numbers are the new programs for which we are applying.

Marketing Tyndale realizes that its marketing plan for student recruitment is a vital part of its future. A Vice President of Marketing and Enrollment, appointed in 2000, indicates the commitment of the organization to the importance of recruitment. On the average it costs $3,000 to recruit a new student.

Tyndale University College 153 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Annual Fund Critical to the past seven years has been the success of the Annual Fund. Recruiting up to two million dollars annually, it has provided the means of underwriting the costs of operation and the introduction of new programs. On the long term, the plan is to reduce the amount the operation is dependent on the Annual Fund, to cover most of the operational costs by way of tuition and fees and direct the foundation to raising monies for development and capital needs, endowments and new programs.

Capital Campaign The present Claiming New Ground capital campaign again is evidence of the support of its community to build Tyndale, to seed new programs, and to endow chairs for long-term benefit. The $20 million goal is proving to be an exciting opportunity within our community. As of early August, the total donations currently pledged and given is over $6 million.

The Capital Campaign will produce funds to: 1. Expand the physical facilities and holdings of the library; 2. Expand the student services area; 3. Endow at least two chairs at the college; 4. Seed fund the distant learning division; 5. Endow student scholarships and financial aid.

The Tyndale Foundation The foundation (overseen by a separate board) is responsible for management of endowed funds. Its policy for investments is based on: 1. Security of capital 2. Balanced investment allocation; 3. Achievement of appropriate returns without undue risk profile.

Summary Tyndale, as an institution has demonstrated its ability to develop an educational model for an Ontario community who have looked to it for 108 years to serve its educational needs. This vision to grow into a university college can be sustained financially. The tuition base will provide a substantial part of the monies needed. The supporting community give both to assist in the annual operation and capital grants to meet larger capital needs. The internal operation at both the governance and administrative levels are strong, providing controls and monitoring so as to make sure the institution remains fiscally vibrant.

Tyndale University College 154 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 10.2

Financial Audit Policy

Accounting, audit, budget and control Internal accounting and reporting systems are based on the principle of fund accounting, whereby separate funds are maintained for operations, restricted accounts and fixed asset accounts.

Subsequent to each year-end, an external, independent auditor audits Tyndale College & Seminary in accordance with generally accepted auditing standards and in compliance with the standards as established by Tyndale’s accrediting bodies.

A management letter is an integral part of the auditing process. Following the audit each year, the auditors are invited to a meeting of the Resource Planning Committee of the Board of Governors, during which they discuss management’s progress in responding to the recommendations of the previous year. These recommendations have to date been appropriately addressed within the available resources, and management works towards implementing the recommendations.

The budgeting process is done “from the bottom up,” with the manager of each unit responsible for preparing that unit’s budget. Once budgets are consolidated and a summary of major changes is prepared by the controller, the consolidated budget is reviewed by the President and the Cabinet for approval. When approval is received, budgets are submitted to the Resource Planning Committee, which either suggests changes or recommends that the budget be submitted to the Board of Governors for approval. Each year’s budget is approved by the Resource Planning Committee one month prior to the previous year-end.

Financial reports showing variance from budget are provided to each department on a monthly basis. In addition to the departmental reports, consolidated financial statements (both monthly and year-to-date) are provided each month for the Vice President, Finance and Administration, who presents them in turn to both the Cabinet and the Resource Planning Committee.

The Cabinet and the Resource Planning Committee are also provided with regular updated projections for the financial year, based on Enrollment, donation and expenditure numbers. This allows these governing bodies to respond to any projected cash shortages by recommending spending cuts or other immediate action.

Tyndale College & Seminary generates the majority of its income from tuition, other fees and ancillary income. The school is dependent in part on the annual fund administered by the Tyndale Foundation for donation income. The College and Seminary are the sole recipients of donations solicited by the Tyndale Foundation. The Foundation maintains a Board of Directors independent of the Board of Governors of Tyndale College & Seminary. This Foundation Board has no input into budget allocations or the development of financial policies for the school, allowing the Board of Governors to retain appropriate autonomy.

Tyndale University College 155 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Business Management Business functions at Tyndale College & Seminary are organized under the Vice President of Finance and Administration, who reports to the President and participates in all meetings of the Resource Planning Committee of the Board of Governors.

The President, the Cabinet, and the Resource Planning Committee of the Board of Governors receive monthly financial statements, along with budgeted statements and an analysis of variance from budget. This enables informed decision-making at both levels of management.

A comprehensive system of internal control is in place at Tyndale College & Seminary, especially with respect to business functions (cash receipts and disbursements, operations, bank reconciliation, journal entries). In addition, there are control mechanisms to ensure that students do not become indebted to the school for large sums of money.

Summary Controls exist to ensure integrity in reporting, careful budgeting, and responding appropriately to any variance to annual financial plans.

Tyndale University College 156 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 10.3

Sufficient Capital for Start-Up

Specific information on “Sufficient Capital for Start-Up” for the Bachelor of Education program is contained in Part B – Quality Assessment Review submission, dated April 8, 2005, Appendix 12.

Tyndale University College 157 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 10.4

Projection: Tuition Fee Collection

Specific information on “Projection: Tuition Fee Collection” for the Bachelor of Education program is contained in Part B – Quality Assessment Review submission, dated April 8, 2005, Appendix 12.

Tyndale University College 158 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 11.1

Student Appeals, Complaints and Grievances

Tyndale University College 159 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 2. The Appeal Committee is required to make every effort to follow the timeline outlined below: a) meet within five business days after receiving the application for appealing an administrative dismissal. b) meet within fifteen business days after receiving the application for appealing all other decisions.

3. If the student chooses to waive any of the steps outlined above, the decision of the Vice President of Student Development will be final.

5. All correspondence regarding an appeal procedure will be added as documentation along with the minutes.

Tyndale University College 160 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 11.2

Policy Implementation and Awareness

Tyndale University College 161 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 12.1

Quality Leadership Process

In 2001, the Cabinet (the senior management team) mandated an institution-wide Quality Leadership Process ∗ and adopted the following quality policy statement:

The policy is implemented through the five principles of: customer focus, management leadership, teamwork, analytical approach, and continuous improvement.

To ensure that the QLP is sustained, Cabinet has: taken ownership of the QLP, endorsed a reporting mechanism to monitor team work and outcomes, and appointed a director for the QLP.

Tyndale University College 162 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.1

Student Transcript Protection

Tyndale’s e-records are on POISE (Jenzabar PX) which includes a powerful 4GL (Fourth Generation Language) data management system and a variety of comprehensive administrative software applications for higher education. The software operates primarily on an Open VMS operating system on VAX or AlphaServer platforms. Open VMS is ranked at the top by software analysts for scalability, reliability, integrity, security, and robustness that clients consider important.

The school has commenced digitalization of all academic documents, beginning with the most recent files. An electronic document library will be installed. Documents that currently only exist in hardcopy format will be scanned using digital multifunction copier/printer/scanning machines. A consultant is working closely with the Registrar’s Office in this process. Novell Groupwise has been in use at the school for several years; and the document management capability of this program will be utilized. It will permit security to the group and file level. Documents will be accessible via a secure web browser in addition to the local client machine.

Tyndale University College 163 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.2.1

Plan for Records Management

A sample transcript is attached.

Tyndale University College 164 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.2.2

Plan for 75-Year Accessibility

Tyndale student records date back to the 1930s. A student’s academic record is available in the form of an electronic transcript if the student is enrolled at Tyndale from 1996 onwards. From the mid 1970s to 1996, a paper copy of the official academic record is kept in a student’s files. These files are archived in filing cabinets, filed alphabetically by the student’s last name. Prior to the 1970s, the filing system consists of registration cards recording a student’s enrollment data.

Tyndale University College 165 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.2.3

Plan for Weekly Off-Site Back-Up

Tyndale University College 166 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.2.4

Plan for Verify Accuracy of E-Records

All e-records will have the same care and controls as are given to paper files. It is the responsibility of the Registrar or his/her designate to verify the accuracy of such records.

Tyndale University College 167 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.3.1

Third-Party Record Keeper

Redeemer University College 777 Garner Road East Ancaster, Ontario L9K 1J4

Tyndale University College 168 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 13.3.2

Verification of Agreement

See attached photocopy of signed agreement.

Tyndale University College 169 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.1

Contract Period Policy

Tyndale University College 170 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.2

Delivery of Goods and Services Policy

Materials are available to students upon payment, and textbooks are available from the on- campus bookstore.

Tyndale University College 171 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.3

Collection of Tuition and Fees Policy

The fee structure as stated on page 19 of the Academic Calendar (refer to Tab 5.5, Attachment B) is:

Tyndale University College 172 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.4

Trust Fund Accessibility to Students

Although it is not necessary at Tyndale, as tuition is paid mainly on an installment basis and thus fees are not held in trust, we are prepared to obtain a financial instrument to guarantee tuition fees. When amounts are put in trust, a detail of the students’ payments relating to these trust funds are recorded with the related trust funds. Thus, if payment out of this trust fund is required, it is easily accessible to the student.

Tyndale University College 173 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.5

Trust Fund Arrangements

It is not the policy of Tyndale College & Seminary to collect unearned fee revenue of more than 25%.

Tyndale’s tuition fee collection policy is one-third down with the remaining two-thirds payable on three equal installments at the end of the first, second and third months of the semester. In the months when more than 25% is collected (i.e., August and December), excess funds are placed in trust with the Tyndale Foundation.

Tyndale University College 174 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 14.6

Financial Security Information

Specific information on “Financial Security Information” for the Bachelor of Education program is contained in Part B – Quality Assessment Review submission, dated April 8, 2005, Appendix 12.

Tyndale’s financial plan ensures that, at all times, there are sufficient funds on hand and/or bank lines of credit to meet all of its financial obligations.

Appendices 10.3 and 10.4 in our view do not indicate that there is a need for Tyndale to obtain a bank letter of credit to provide the Crown in the right of Ontario financial security against closure or student withdrawal.

However, in the event that the Minister requires Tyndale to obtain such a base line of credit, Tyndale would comply to such a request.

Tyndale University College 175 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 15.1

Withdrawal and Refund of Fees and Charges Policy

Tyndale University College 176 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 16.1

Enrollment Contract

The Enrollment contract (admissions letter) clearly states the name of the program and other pertinent details. Samples are attached.

Tyndale University College 177 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 17.1

Student Awareness of Policies

Tyndale’s policy pertaining to academic honesty and procedures for its enforcement are stated on page 54 of the Academic Calendar (refer to Tab 5.5, Attachment B):

c) Admission requirements: Admission requirements are stated on pages 13-18 of the Academic Calendar (refer to Tab 5.5, Attachment B).

e) Grading: Before a student registers they are made aware in writing of the requirements of students (refer to the Student Handbook, Tab 5.4, Attachment C, pp. 3-29) including methods of grading.

f) Intellectual property: All intellectual properties created by the student are deemed as belonging to them.

g) International students, and in particular, relevant policies that ensure that international students admitted to the program can meet program requirements for degree completion:

Tyndale University College 178 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 The following is stated in the Academic Calendar (Tab 5.5, Attachment B, p. 15): Students whose first language is not English must submit proof of English language proficiency by completing TOEFL and TWE. A minimum TOEFL score of at least 570 on the paper-based test or at least 230 on the computer based test, and a minimum TWE score of 5.0 are required for acceptance to all programs. An interview or school-administered Language Writing and Diagnostic Test may also be required at the discretion of the Registrar.

The method for non-academic appeals is stated on page 32 of the Student Handbook (refer to Tab 5.4, Attachment C).

Tyndale University College 179 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 18.1

Notification of Credit Transfer

The following information is presented in the Academic Calendar (pp. 11-12) under the heading: University Transfer Credit. [The Academic Calendar is published annually and mailed to all students who apply to Tyndale. As well, new academic calendars are given annually to all returning students.]

Tyndale College has a century-long tradition of academic excellence in the liberal arts, as well as in biblical and theological studies and ministry preparation. Students have been going on from Tyndale to various universities and receiving various levels of credit for their work here for decades. Our accreditation through the Accrediting Association of Bible Colleges (AABC) has helped this to occur, although it has not permitted full course-for-course transfer credit in most cases.

As we have expanded our offerings in the arts and sciences and have begun the process of applying for permission to grant the Bachelor of Arts degree, universities are beginning to recognize our arts and sciences 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 the college continues to grow in both size and quality.

The following is a partial list of universities that accept transfer credit from Tyndale College. The absence of an institution from the following list does not necessarily mean that it would not grant transfer credit. Further information may be requested from the Tyndale College Registrar, who is always ready to discuss the possibility of transfer credit to other institutions.

The University of Toronto As a pilot project, effective for the 2002-03 application season, The University of Toronto will grant Tyndale students transfer credits for up to one year of studies (i.e. 30 credit hours) toward a four-year Bachelor of Arts degree. This will be done on a course-by-course basis. Students who transfer must meet the University of Toronto’s admission requirements and must have completed one year (30 credit hours) in the Division of Arts and Science at Tyndale. Each course presented for transfer credit will be assessed by the Faculty Registrar and individual departments to ensure that it meets the standards of the University of Toronto.

The Faculty of Arts at the University of Toronto requires an OSSD or equivalent plus six OACs including English (old curriculum) or six U/UC courses including English (new curriculum) for admission. Various programs also require other specific courses. For further information on admission requirements, see the University of Toronto Faculty of Arts and Science Academic Calendar.

Tyndale University College 180 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 York University The Faculty of Arts at York University will accept up to two years of transfer credit (i.e. 60 credit hours or 20 semester courses) from Tyndale College students who meet the minimum entrance requirements for admission to York University and who achieve a minimum overall average of “C” (i.e. a GPA of 2.00 in the Tyndale grading system) in the courses presented for transfer. Each course accepted for transfer credit must be presented with a grade of “C” or higher and must be equivalent to a course offered at York. A minimum of C+ standing (i.e. a GPA of 2.30 in the Tyndale grading system) is required for courses applied to an Honours B.A. degree in the Faculty of Arts at York.

Admission requirements for the Faculty of Arts at York University include an Ontario Secondary School Diploma or the equivalent, which includes OAC English (old curriculum) or Grade 12 U English (new curriculum) or the equivalent. For further information on admission requirements, see the York University Undergraduate Calendar or refer to the web site www.yorku.ca.

Students are able to take one or two years of study at Tyndale and then transfer these one or two years of credit to either a three-year B.A. degree or a four-year Honours B.A. degree at York. Thus, a student potentially can complete up to two thirds of a York B.A. degree (60 out of 90 credits) or up to half of a York Honours B.A. degree (60 out of 120 credits) at Tyndale.

The University of Waterloo The University of Waterloo (Waterloo, ON) currently grants our graduates transfer credit for up to 45 semester hours (15 semester courses). The remaining course requirements toward a B.A. or B.Sc. degree will vary, depending on the specific degree and program.

Redeemer University College Redeemer University College (Ancaster, ON) will grant our graduates transfer credit up to 75 semester hours (25 semester courses). Specific transfer credit for liberal arts and science courses will be determined by the appropriate department. Courses must be acceptable in the program to which transfer is being sought either as required courses or as electives. As in the case for all students transferring into Redeemer University College, completion of degree requirements includes satisfying all core requirements as well as fulfilling requirements for both a major and a minor. After studying for two years at Tyndale, students can transfer to Redeemer and complete a B.A. in two further years of study in majors not currently available at Tyndale.

Trinity Western University Trinity Western University (Langley, BC) grants our graduates transfer credit up to 75 semester hours (25 semester courses). The remaining courses required for a B.A. or B.Sc. degree will vary from student to student depending on the specific degree and program requirements.

Tyndale University College 181 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Roberts Wesleyan College Roberts Wesleyan College (Rochester, New York) and Tyndale College have developed a joint degree program that allows students to begin their studies at Tyndale and to complete their program at Roberts Wesleyan earning a Bachelor of Arts degree. Students entering the program will normally have completed 6 OACs in required subjects and two years at Tyndale. A third year of studies is taken at Roberts Wesleyan where the Canadian dollar is accepted at par toward tuition. A student can thus earn a degree in only three years (after OACs) with two of those years being spent at Tyndale.

Note: All students interested in transferring one or two years of Arts from Tyndale College to any university are required to seek detailed advice on which courses to take from the Associate Dean of Arts and Science prior to registering at Tyndale.

Contact information for each of the above mentioned schools follows:

The University of Toronto Dr. Carl G. Amrhein, Dean Phone: (416) 978-3383 Faculty of Arts and Science Fax: (416) 978-3887 University of Toronto 100 St. George Street Toronto, Ontario M5S 3G3

York University Dr. Heather Campbell Phone: (416) 736-2100 Associate Dean, Faculty of Arts Fax: (416) 736-5623 York University 4700 Keele Street Toronto, Ontario M3J 1P3

The University of Waterloo Dr. Sheila Ager Phone: (519) 8884567 Associate Dean of Arts Fax: (519) 725-1749 Undergraduate Studies University of Waterloo 200 University Avenue West Waterloo, Ontario N2L 3G1

Redeemer University College Dr. Wytse Van Dijk Phone: (905) 648-2131, #4204 VP Academic Fax: (905) 648-2134 Redeemer University College 777 Garner Road East Ancaster, Ontario L9K 1J4

Tyndale University College 182 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Trinity Western University Dr. Lawrence Van Beek Phone: (604) 888-7511, #3566 Registrar Fax: (604) 513-2064 Trinity Western University 7600 Glover Road Langley, British Columbia V2Y 1Y1

Roberts Wesleyan College Dr. Wesley Vanderhoof Phone: (716) 594-6220 Registrar Fax: (716) 594-6371 Roberts Wesleyan College 2301 Westside Drive Rochester, New York 14624-1977

Tyndale University College 183 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 Appendix 19.1

Minister’s Requirement Acknowledgement and Agreement Form

See the April 8, 2005 Organization Review (Appendix 24.1).

Tyndale University College 184 Originally submitted, August 15, 2002 Organization Review Revised and re-submitted, April 8, 2005 TYNDALE UNIVERSITY COLLEGE

Academic Calendar 2004/2005 TYNDALE UNIVERSITY COLLEGE President’s Letter I 3

President’s Letter

Dear Friend,

When you study at Tyndale, you are immersed in a microcosm of the global neighbourhood–an urban community in which over 100 languages are spoken. Truth in learning is really only possible among such a diverse mixture of cultures, creeds and hopes when theory is rooted in reality.

Our mission statement is clear and focused: to educate and equip Christians to serve the world with passion for Jesus Christ. Our campus life is grounded in Christian faith, which shapes our ministry and calling in offering a Christian university education to students. With that core commitment, we desire that students gain a profound longing to impact their world for good.

You will discover in this academic calendar a creative variety of programs and courses. All are designed to provide you with the finest academic instruction so that your life is enriched by the rigors of intellectual challenge; moreover, that you experience this rigor within the context of thinking Christianly about all of life. We learn not in a vacuum, but within an understanding that all life emerges from and is superintended by the Creator of life.

We invite you to engage wholeheartedly in the experience that Tyndale offers you in preparing for life and for ministry throughout the world and in this new century.

Brian C. Stiller President 2004/2005 Academic Schedule ...... 5 Campus Information ...... 6 Introduction ...... 9 Mission, Statement of Faith and History ...... 10 Faculty ...... 17 Admission Information and Procedures ...... 25 Admission Requirements ...... 26 Transfer Credit ...... 33 Fees and Financial Aid ...... 37 Contents Student Life ...... 45 Academic Programs ...... 53 Overview of Academic Programs ...... 54 Degrees ...... 56 Bachelor of Arts ...... 56 Bachelor of Arts (Honours) ...... 58 Bachelor of Arts: Human Services (Conjoint Program) ...... 62 Bachelor of Religious Education ...... 66 Bachelor of Religious Education: Post-Diploma Program ...... 68 Bachelor of Religious Education: Degree Completion Program . . . . .70 Certificates ...... 73 Certificate in Christian Studies: Leading Edge ...... 73 Certificate in Christian Studies: Transitions ...... 75 Field Education/Community Service ...... 77 Off-Campus Programs Council for Christian Colleges and Universities International Studies Programs ...... 79 Canada Institute of Linguistics ...... 80 Academic Policies ...... 83 Course and Major Descriptions ...... 101 Accreditation and Associations ...... 151 University Transfer Credit ...... 152 University College Personnel ...... 157

Note: The information contained in this calendar is correct at the time of publication. Tyndale University College reserves the right to make changes at any time. Academic Schedule I 5

Academic Schedule 2004/2005

Fall Schedule 2004

Labour Day (No Classes) Monday, September 6 Move-In Day Monday, September 6 Orientation Days Tuesday/Wednesday, September 7-8 Classes Begin Thursday, September 9 Fall Convocation Chapel Tuesday, September 14 Thanksgiving (No Classes) Monday, October 11 Reading Days (No Classes) Thursday/Friday, October 28-29 Last Day of Classes Monday, December 13 Final Exams Tuesday, December 14-Monday, December 20 Tyndale Closes for Christmas Break Friday, December 24 (noon)

Winter Schedule 2005

Tyndale Re-Opens Monday, January 3 Classes Begin Friday, January 7 Reading Week Monday, February 21-Friday, February 25 Good Friday (No Classes) Friday, March 25 Graduation Chapel Tuesday, April 12 Last Day of Classes Friday, April 15 Final Exams Monday, April 18-Friday, April 22 Graduation Saturday, May 7 Campus Information I 6

Campus Information

Prospective students are invited to visit the University College at any time. Special on-campus enrollment events are held throughout the year. Please contact the Enrollment Office for further information or help with questions regarding entrance, courses of study, financial aid, and registration. Call 1.877.TYNDALE or e-mail [email protected]. The Enrollment Office is open Monday to Friday from 9:00 a.m. to 5:00 p.m. during the fall and winter semesters.

The campus bookstore, library, coffee shop, and dining room are open to the public. Short-term visitor parking is available for a nominal amount.

This calendar is effective for the 2004/2005 academic year, superseding all previous calendars, and pertains to students who have been admitted for the 2004/2005 academic year. Tyndale University College 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 in so far as it is determined that the change will enhance the ministry of the University College to educate and equip Christians to serve the world with passion for Jesus Christ.

Tyndale University College & Seminary 25 Ballyconnor Court Toronto, ON M2M 4B3 Canada Phone 416.226.6380 or 1.877.TYNDALE Fax 416.226.4210 www.tyndale.ca

Introduction Introduction I 10

Introduction

General Description

Tyndale University College is a division of Tyndale University College & Seminary, which is a trans-denominational, evangelical Christian community of scholar-teacher-mentors offering undergraduate and graduate-level professional education. Located in a multicultural, urban context and heir to more than a century’s commitment to education with a view to the global mission of the church, we seek to educate men and women to think Christianly and to love God and their neighbours wholeheartedly. We are an innovative Christian university college, developing from early Canadian roots in 1894. We offer an education that is foundational and preparatory for further professional and graduate studies. At the heart of the curriculum is a strong core of religious studies. The University College is authorized to grant degrees by legislation passed by the province of Ontario. We offer a variety of professional programs that broaden the concept of ministry to include marketplace vocations as well as vocational ministry with a church or mission agency.

University College Mission

The mission of Tyndale University College & Seminary is “to educate and equip Christians to serve the world with passion for Jesus Christ.” The mission of the University College is: “to offer excellent university degrees in the arts, the sciences and professional studies, and to promote the preservation, transmission, and expansion of human knowledge within the context of a vibrant Christian community in which the integration of faith and learning is fostered by the exploration of various ideas, theories, and worldviews.”

Academic Goals

1. 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. 2. To produce graduates who are well equipped to compete for admission to graduate and professional schools or to enter the workforce successfully. 3. To produce graduates who will seek to serve God and their fellow human beings through their own vocations and in their lives generally. 4. 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. 5. To promote the integration of faith and learning so that the wide range of human knowledge and experience can be understood in relation to a Christian worldview. Introduction I 11

Statement of Faith

Tyndale is a trans-denominational Christian community with particular relation to the historic evangelical Christian church. • We believe that the Bible alone, and the Bible in its entirety, is the written Word of God, inspired by the Holy Spirit, inerrant in all that it teaches and therefore absolutely authoritative as the only infallible rule for faith and life. We believe that through the power of the Holy Spirit God speaks to us in the Scriptures today to accomplish His purpose of salvation in Jesus Christ. • We believe that there is but one living and true God, the Creator, Preserver and Governor of all things, who is Spirit, infinite in being and in all perfections. We further believe that the one God exists eternally in Three Persons–the Father, the Son and the Holy Spirit–all three having the same nature, attributes and perfections but each executing distinct but harmonious operations in the work of creation and redemption. • We believe that Jesus Christ, the eternal Son of God, in His incarnation, united to His divine nature a true human nature and so continues to be both God and man, in two distinct natures, but one Person, forever. He was conceived by the Holy Spirit, born of the Virgin Mary, perfectly obeyed the law of God, died on the cross as a vicarious and victorious atonement for sin and rose again bodily on the third day for our justification. He ascended to the Father’s right hand where He now reigns and intercedes for His redeemed. • We believe that human beings are created in the image of God as male and female and possess dignity. All people are called to glorify God, to live in relationship with God and one another, and to be stewards of the creation. We further believe that our first parents, in disobedience to God, sinned and consequently incurred physical death and spiritual separation from God, bringing sin, guilt, depravity and misery upon all humanity. • We believe that 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 and giving them new life by the Holy Spirit. God further wills that Christians grow in grace and in the knowledge of our Lord and Saviour, Jesus Christ. Believers are kept by the power of God unto eternal salvation and are called to a life of discipleship and holiness in joyful obedience to Jesus Christ. • We believe that the Church is the people of God, the body of Christ and a fellowship in the Spirit of all those saved by the grace of God. We further believe that this one, holy, catholic and apostolic church expresses itself in a local body of believers and encompasses and transcends the various local, denominational and trans-denominational expressions of the life of the believing community. The church is called and sent into the world by the Triune God to declare and demonstrate the Good News of Jesus Christ in the power of the Holy Spirit. • We believe that at a day and hour known only to God, our Lord Jesus Christ shall come again personally, bodily, visibly, gloriously, to consummate His Kingdom of righteousness and peace. We believe in the resurrection of the unrighteous unto eternal punishment and the resurrection of the righteous unto eternal glory in the new heaven and the new earth. Come, Lord Jesus, come. Introduction I 12

History

Tyndale University College continues the tradition of decades of service out of its merger with and expansion of Toronto Bible College, London College of Bible and Missions, Ontario Bible College, and Tyndale College. Founded in 1894, Toronto Bible College 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, 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 developed a graduate school, Tyndale Seminary (formerly Ontario Theological Seminary). The name Tyndale College 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 no matter what the cost. 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 us to change our name to Tyndale University College & Seminary and to offer the Bachelor of Arts and Bachelor of Arts (Honours) degrees in the humanities, the socials sciences and business. In this new stage, Tyndale is continuing its 110-year tradition as a place of scholarship and training for those who wish to be salt and light in the world.

Philosophy of Education

Tyndale University College is committed to providing an education that promotes growth of the whole person in 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 University College 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. Introduction I 13

Divergent Viewpoints

While emphasizing the primary truths shared by all evangelicals, we also recognize the right of congregations and denominations to develop and teach their own distinctives. We are committed to helping students relate positively to their heritage and work enthusiastically in the affiliations to which God calls them. Faculty members are also expected to be loyal to their churches, maintaining graciously the viewpoint of their own backgrounds. We are pledged to demonstrate how Christians can deal with controversial issues through a fair consideration of the various options and due sensitivity to divergent understandings. Students should deal with one another in the same way, whether in the classroom, the cafeteria, the lounges, or in the relationships involved in residence. No one has any right to pressure or impose tenets on others, but all students are encouraged to exercise responsible freedom to discuss such matters in keeping with God’s Word and the guidance of His Spirit.

Diversity of Students

We celebrate our rich diversity. Our faculty and student body represent nearly all Protestant 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 fresh from high school, while others are mature adults. Some are seeking direction for their lives, while others clearly see where they are heading and what educational experience will best prepare them to fulfill their goals. Some have sensed a call to church ministries, while others have been called to lay vocations. Some live in residence while the majority live off-campus and come on-campus to attend classes, to study, and to participate in other activities. All are linked by a common desire to know Christ better, to serve Him more faithfully, and to share His Good News with the world. Tyndale seeks to be sensitive to the needs of those who remain fully employed and who study 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 learn, grow, and see beyond their horizons. Because our goal is to educate and equip a new generation of Christian leaders, it is critical 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 opportunities, all are challenged to think critically and to cultivate the inner life to understand what it means to love God with their heart, soul, mind, and strength and to love one’s neighbour. Study is a foundation for life, vocation, further education, and for developing habits for life-long learning. Introduction I 14

For some students the University College experience helps them clarify beliefs and values and prepares them for vocational options. For all, it is a place to deepen understanding of Scripture and Christian doctrine essential for thoughtful Christian responses to contemporary intellectual and social trends. 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 scope of the classroom, a wide range of activities enhance the educational experience. Through a variety of partnerships with churches, Christian agencies and other organizations, we seek to build bridges between education and life. Intentional on- and off- campus learning experiences help to create a unified educational experience for the student so that learning becomes a life-changing experience, rather than a mere academic exercise. With this in mind, the University College places its students in supervised ministry and community service settings as they proceed through their academic studies. In short, the University College aims at education that is thoroughly Christian.

Faculty Faculty I 18

Regular Faculty

Bodner, Keith Assistant Professor of Religious Studies Education: B.A., University of Manitoba, 1990; M.C.S., Regent College, 1993; Ph.D., University of Aberdeen, 1996. Area of Specialization: Old Testament.

Carter, Craig A. Associate Professor of Religious Studies Education: B.A. (Hon.), Mount Allison University, 1979; M.Div., Acadia University, 1983; Ph.D., University of St. Michael’s College, 1999. Areas of Specialization: Biblical and Systematic Theology and Christian Ethics.

Chan, Gladys W. Registrar Education: B.A., University of Toronto, 1990; M.Div., Tyndale Seminary, 1998. Area of Specialization: Educational Administration.

Clarkson, Dana H. Assistant Professor of Christian Ministries Education: B.A., McMaster University, 1996; M.C.S., Regent College, 2002. Areas of Specialization: Youth Ministry, Youth Culture and Postmodernism, Recreation and Leadership Development.

Crouse, Eric R. Assistant Professor of History Education: B.A., M.A., University of Calgary, 1991, 1993; Ph.D., Queen’s University, 1997. Areas of Specialization: North American Revivalism 1870-1970 and United States Foreign Policy Since 1945.

Davey, Earl Provost, Interim Academic Dean and Professor of Music Education: B.Mus., M. Mus., M.A., Ph.D., University of Toronto, 1972, 1973, 1977, 1984. Area of Specialization: Philosophical Aesthetics, History and Philosophy of Education.

Davey, Elizabeth A. Associate Professor of English Literature and Associate Academic Dean Education: B.A., Seattle Pacific University, 1971; M.A., University of Washington, 1973; M.A., York University, 1990. Areas of Specialization: Canadian Literature and Milton. Faculty I 19

Davis, Richard B. Associate Professor of Philosophy Education: B.Sc., University of Alberta, 1986. M.A., University of Toronto, 1993. Ph.D., University of Toronto, 1998. Areas of Specialization: Analytic Metaphysics: Universals, Modality, Substance, Individuation, Causation; Epistemology; Logic; and Philosophical Theology.

Faught, C. Brad Assistant Professor of History Education: B.A., University of Calgary, 1985; M. St., University of Oxford, 1987; M.A., Queen’s University, 1990; Ph.D., University of Toronto, 1996. Areas of Specialization: Nineteenth Century British Religious, Political and Imperial History.

Lindsay, Michael L. Assistant Professor of Business Administration Education: B.A.Sc., M.B.A., University of Toronto, 1973, 1980. Areas of Specialization: Organizational Effectiveness, Board Development and Governance Issues, Entrepreneurship and Strategic Planning.

Malcolm, Wanda M. Assistant Professor of Psychology Education: B.A., Lakehead University, 1978; B.A., York University, 1985; M.A., University of Toronto, 1987; Ph.D., York University, 1999. Areas of Specialization: Forgiveness and Reconciliation within the Context of Psychotherapy, Clergy Stress and Wellness.

Masson, Scott J. Assistant Professor of English Literature Education: H.B.A., University of Western Ontario, 1990; M.A., Ph.D., University of Durham, 1995, 2000. Areas of Specialization: Romanticism and Hermeneutics.

Moreau, Bernice M. Assistant Professor of Sociology and Social Work Education: B.A., M.A., Dalhousie University, 1979, 1982; M.W.S., Institute for Christian Studies, 1987; Ph.D., University of Toronto, 1996. Areas of Specialization: Race, Gender and Class, and Black Canadian Social History.

Rendle, J. Hugh Library Director Education: B.Th., Central Baptist Seminary, 1982; B.A. (Hon.), University of Waterloo, 1985; M.L.S., University of Toronto, 1987. Areas of Specialization: Bibliographic Instruction, Information Sources in Biblical Studies and Theology. Faculty I 20

Rice, Diana R. Assistant Professor of Psychology Education: B.A., Houghton College, 1996; M.S., Ph.D. (Cand.), Syracuse University, 1999. Areas of Specialization: Perception of Faces, Ethnic Slurs, Gender Composition of Groups and its Effects on Education.

Scott, Daniel D. Assistant Professor of Christian Ministries and Associate Academic Dean Education: B.A., Trinity Western University, 1984; M.C.S., M.Div., Regent College, 1987; D.Min., Westminster Theological Seminary, 1995. Areas of Specialization: Missiology and Theology of Religion.

Sears, Patricia A. Assistant Professor of English Literature and Director of the Writing Centre Education: B.A. (Hon.), M.A., University of Ottawa, 1991, 1992; Ph.D. (Cand.), University of Western Ontario. Area of Specialization: Medieval English Literature.

Sweetman, George W. Dean of Students Education: B.A., Roberts Wesleyan College, 1988; M.C.S., (Cand.), Regent College. Areas of Specialization: Student Development and Spiritual Formation.

Thomson, Stephen Assistant Professor of Religious Studies Education: B.A., B.Th., Florida Bible College, 1974, 1975; B.Sc., Sir George Williams University, 1972; M.Div., Tyndale Seminary, 1987; Th.M., Wycliffe College, University of Toronto, 1990. Areas of Specialization: Exegesis and Exposition of the Jesus Materials, Pauline Letters and the Book of Revelation.

Weed, Jennifer Hart Assistant Professor of Philosophy Education: B.Sc., University of Western Ontario, 1993; Ph.D., Saint Louis University, 2003. Areas of Specialization: Medieval Philosophy, Contemporary Metaphysics and Philosophy of Religion.

Weed, Ronald L. Assistant Professor of Philosophy Education: B.A., Boston College, 1992; M.A., University of Toronto, 1994; M.T.S. Regis College, University of Toronto, 1997; Ph.D. (Cand.), Saint Louis University. Areas of Specialization: Ancient Philosophy, Social-Political Philosophy and Ethics. Faculty I 21

Wong, Daniel L. Assistant Professor of Christian Ministries Education: B.A., Moody Bible Institute, 1977; Th.M., Dallas Theological Seminary, 1981; D.Min., Trinity Evangelical Divinity School, 1989; Th.D. (Cand.), Knox College, University of Toronto. Areas of Specialization: Pastoral Theology and Practice, Preaching Theory, Multicultural Preaching, and English Ministry in Asian Churches.

Adjunct Faculty

Adjunct Faculty members at Tyndale University College are those whose primary appointment is elsewhere, but who make an on-going commitment to teaching at Tyndale from year-to-year and who are often involved in the life of the University College in various ways in addition to teaching. Chaffey, Charles Adjunct Professor of Natural Science Education: B.Sc. (Hon.), Ph.D., McGill University, 1961, 1965. Areas of Specialization: Thermodynamics and its Application to Energy Supply and the Environment, and Computation of Thermodynamic Properties. Davey, Alan C. Adjunct Professor of Christian Ministries Education: Dipl. Music, Humber College, 1975; B.A. (Hon.), York University, 1977; M.Div., Tyndale Seminary, 1980; D.Min., Bethel Theological Seminary,1989; Th.M., Toronto School of Theology, 1995. Areas of Specialization: Worship and Christian Spirituality. Pang, Elizabeth (Liz) W. Adjunct Professor of Biology and Psychology Education: B.Sc., University of Toronto, 1989; M.A., Ph.D., York University, 1992, 1997. Areas of Specialization: Neurosciences, Neurophysiology, Neuroimaging, Human Sensory & Cognitive Development and Dysfunction. Siew, Yau Man Adjunct Professor of Christian Ministries Education: B.Pharm. (Hon.), University of Wales, College of Cardiff, 1979; Dip. Th., Discipleship Training Center, 1985; M.Div., Regent College, 1990; Ph.D., Trinity Evangelical Divinity School, 1994. Areas of Specialization: Teaching/Learning Theory, Human Development & Learning, Curriculum Design and Qualitative Research Methods in Education. Veale, Beth Adjunct Professor of Christian Ministries Education: B.A., University of Western Ontario, 1988; B.Ed., York University, 1989; M.Ed., Ph.D., University of Toronto, 1994, 2001. Area of Specialization: At-Risk Adolescents. Faculty I 22

Wahba, Wafik W. Adjunct Professor of History and Religious Studies Education: B.A., Ain Shams University, 1980; B.Th., Evangelical Seminary, 1980; M.A.T.S., McCormick Theological Seminary, 1985; Th.M., Princeton Theological Seminary, 1987; Ph.D., Northwestern University, 1997. Areas of Specialization: Cultural Contexualization, Christology, Ecclesiology, Middle Eastern and Islamic Studies.

Emeritus Faculty

Penner, Erwin Professor Emeritus of Religious Studies Education: B.A., University of Manitoba, 1963; B.D., Th.M., Westminster Theological Seminary, 1968; Ph.D., Fuller Theological Seminary, 1983.

Posterski, J. Beth Professor Emeritus of Christian Ministries Education: B.S., Olivet University, 1965; M.Ed., Ed.D., University of Toronto, 1985, 1994.

Wyper, Glenn Professor Emeritus of Old Testament Studies Education: B.A., University of British Columbia, 1957; B.D., Fuller Theological Seminary, 1961; Th.M., Wycliffe College, University of Toronto, 1976.

Admission Information & Procedures Admission Information & Procedures I 26

Admission Requirements

Please visit www.tyndale.ca for application deadlines.

Admission Requirements for Canadian Students from Ontario: New Curriculum

Please note that the following minimum requirements do not guarantee admission. Each applicant is evaluated individually and the Registrar must be satisfied that the student is ready for university-level studies. Enrollment in certain programs and/or majors may be capped when necessary and the most qualified applicants will be accepted. These admission requirements for students graduating from Ontario secondary schools apply to the Bachelor of Arts, the Bachelor of Religious Education (except the Post-Diploma and Degree Completion programs), and the Certificate in Christian Studies (both Leading Edge and Transition tracks).

Basic Admission Requirements The basic requirement for admission is the Ontario Secondary School Diploma with a minimum of a 65% average 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, then the five best of those marks are combined with ENG4U to calculate the admission average (with the exception noted in “Specific Course Requirements for Majors” below).

Specific Course Requirements for Majors 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, but do not need to 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 At least one Grade 12 Math course is required as one of the six Grade 12U or M courses (including ENG4U). However, both MCB4U “Advanced Functions and Introductory Calculus” and MDM4U “Mathematics of Data Management” are recommended. Students who meet the admission requirements as defined above in “Basic Admission Requirements” and “Admission 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 the Business Administration major beyond the first year, students must complete BUSI 1023 Mathematics for Business with a minimum grade of C during their first year. Admission Information & Procedures I 27

PSYCHOLOGY MDM4U “Mathematics of Data Management” and SBI4U “Biology” are recommended.

Qualifying Students Students who do not meet the basic admission requirements as defined (see “Basic Admission Requirements” and “Admission on Probation”), but who do possess the Ontario Secondary School Diploma may be considered for admission as Qualifying Students if they have completed ten Grade 11 and/or 12U, M, C, or O courses, six of which are Grade 12 courses, with a minimum average of 75%. Students may also be required to come to the University College for a personal interview at the discretion of the Registrar. Students whose average is less than 75% will be assessed individually and may be admitted if the Academic Standards Committee is satisfied that the student has the potential to succeed in university level studies. No more than ten percent of any year’s entering class may be admitted as qualifying students. Qualifying students may be admitted to the University College for one academic year of study. In order to continue their studies at the University College beyond this one academic year, they must be accepted into a degree or certificate program prior to their second year of study. Students admitted as Qualifying Students will be subject to such conditions as the Academic Standards Committee sees fit to specify in the interest of ensuring they succeed academically. Students may apply for admission to one of the University College’s degree or certificate programs at the end of their second semester and may be admitted providing they have completed a minimum of seven credit courses during their first two semesters with a CGPA of 2.00 and with no more than one failure. Qualifying students accepted into a degree or certificate program will receive credit toward that degree or certificate for all credit courses completed with a mark of C- or better.

Admission on Probation Students with an average of 60-64% on six Grade 12U or M courses and students who have only taken four or five Grade 12U or M courses and have a 65% average on those four or five courses, may be admitted into the Transitions Certificate program. If they achieve a GPA of 2.00 or higher on ten courses, they may be admitted to a degree program. In such cases, the missing Grade 12U or M courses will be replaced by Tyndale courses and the student will receive credit for the remaining Tyndale courses toward the degree. While in the Transitions program, these students are on probation and may be subject to restrictions or requirements as determined by the Academic Standards Committee. Admission Information & Procedures I 28

Admission Requirements for Canadian Students from Ontario: Old Curriculum

The following admission requirements do not apply to students graduating under the new Ontario secondary school curriculum. See page 26 for those admission requirements. Please note that mere possession of the following minimum requirements does not guarantee admission. Each applicant is evaluated individually and the Registrar must be satisfied that the student is ready for university-level studies. Enrollment in certain programs and/or majors may be capped when necessary and only the most qualified applicants will be accepted.

BACHELOR OF ARTS (BA) The minimum requirement for admission is secondary school graduation (OSSD) with OAC English plus five other OACs with an average of 65% or better in those six courses.

BACHELOR OF RELIGIOUS EDUCATION (BRE) For admission to the three-year BRE, secondary school graduation (OSSD) with OAC English plus five other OACs with an average of 65% or better is required. Those who have earned an OSSD without six OACs are required to complete the Certificate in Christian Studies: Transitions, then make formal application to the BRE program.

BACHELOR OF RELIGIOUS EDUCATION: POST-DIPLOMA PROGRAM A two- or three-year diploma from an Ontario college of applied arts and technology or the equivalent is required for admission.

BACHELOR OF RELIGIOUS EDUCATION: DEGREE COMPLETION PROGRAM Applicants must be 25 years of age or older and must have served two or more years in a local church or parachurch ministry in some lay or professional ministry. Applicants must complete a one-page supplement and have an interview with the program director. Applicants must be able to transfer one year (30 credit hours) of accredited university- or college-level work into their degree program at Tyndale.

CERTIFICATE IN CHRISTIAN STUDIES: LEADING EDGE (LE) Secondary school graduation with OAC English plus five other OACs with an average of 60% or better is the basic requirement, although an average of 70% is preferred. As space permits, however, students with Grade 12 (Advanced) who have a 70% average, but who have fewer than six OACs, may also be admitted.

CERTIFICATE IN CHRISTIAN STUDIES: TRANSITIONS The minimum admission requirement for this pre-university program is the OSSD with an average of 65% in Grade 12 courses.

Admission on Probation Students who wish to enter the BRE or the BA and who have an OSSD with a 65% average or better in their grade 12 courses, but who have less than six OACs, must apply first to Admission Information & Procedures I 29

another program, usually the Transitions Certificate. Such students may apply for admission to the BA after their first year at Tyndale. Admission to the BA is conditional upon satisfactory academic performance during the student’s first year. Those who enter with some OACs may receive partial credit toward their BA for their first year of study at Tyndale, depending on their overall performance. Students who wish to transfer from the BRE or LE into the BA must apply to do so on forms available from the Registration Office. Students with an OSSD and OAC English plus five other OACs with an average of 60% or better and satisfactory performance at Tyndale generally will receive full credit for one year of LE studies or up to two years of BRE studies (depending on their course selection and proposed major). Those LE or BRE students who do not have the OSSD with OAC English plus five other OACs with an average of 60% or better may be accepted into the BA on the same basis as Transitions Certificate students (see page 28). Students who enter the Transitions year with OSSD and OAC English plus five other OACs with an average of 60% or better may transfer into the BA or BRE and get credit toward their degree for that year of study.

Special Program Admission Requirements

BACHELOR OF RELIGIOUS EDUCATION: POST-DIPLOMA PROGRAM A two- or three-year Diploma from an Ontario college of applied arts and technology or the equivalent is required for admission.

BACHELOR OF RELIGIOUS EDUCATION: DEGREE COMPLETION PROGRAM Applicants must be 25 years of age or older and must have served two or more years in a local church or parachurch ministry in some lay or professional ministry. Applicants must complete a one-page supplement and have an interview with the program director. Applicants must be able to transfer one year (30 credit hours) of accredited university or college-level work into their degree program at Tyndale.

Canadian Students from Other Provinces

Applicants educated outside Ontario must submit evidence of standing equivalent to the OSSD with six Grade 12U or M courses or six OACs. The list below provides guidelines for academic comparison for students applying from outside Ontario.

Alberta: Alberta High School Diploma. An overall average of a least 65% in five academic Grade 12 courses (including English 30). British Columbia and the Yukon: Senior Secondary Graduation Diploma. An overall average of a least 65% in four provincially examinable academic Grade 12 courses (including English 12). Admission Information & Procedures I 30

Manitoba: Secondary School Diploma. From 1993: An overall average of a least 65% in five academic Grade 12 courses (including English 40S). New Brunswick: High School Graduation Diploma. An overall average of a least 65% in five academic (university-preparatory) Grade 12 courses (including English 120 or 122). Newfoundland and Labrador: Senior High School Graduation Diploma. An overall average of a least 65% in 11 acceptable Grade 12 courses (including English 3101 or English 3104 and Literature 3201 or Literature 3202). Nova Scotia: Nova Scotia Graduation Certificate. An overall average of a least 65% in five academic (university-preparatory stream) Grade 12 courses (including English 12 ACAD). Prince Edward Island: High School Graduation Certificate. An overall average of a least 65% in five academic (pre-university) Grade 12 courses (including English 611 or 621). Quebec: Twelve courses from the DEC program of studies. An overall average of a least 65% in twelve academic semester courses (one year) in a university preparation program (DEC) in CEGEP (including 2 English courses - 603 level). Saskatchewan: Secondary School Diploma. An overall average of a least 65% in six Grade 12 courses (including English 30A and 30B).

BA Entrance Requirements for American Students

Students graduating from Grade 12 of an accredited high school in the United States are eligible to apply for admission to Tyndale University College. Applicants must also submit SAT or ACT scores to be considered for admission. Tyndale looks for a minimum ACT score of 20 or a minimum combined SAT score of 950. Students in good standing at an accredited college or university in the United States are also eligible to apply for admission and may receive transfer credits.

English Language Requirements for All Programs

Students whose first language is not English must submit proof of English language proficiency by completing the Test of English as a Foreign Language (TOEFL) and the test of written English (TWE) (available from Education Testing Service, TOEFL Distribution Centre, P.O. Box 162, Station S, Toronto, ON, M5M 4L7, Canada). Further information about these tests may be found at www.toefl.org. Applicants who are not residents of Canada at the time of application must arrange to take the TOEFL and TWE in the country from which they are applying. A minimum TOEFL score of 570 on the paper-based test or 230 on the computer- based test, and a minimum TWE score of 5.0 are required for acceptance to all programs. An interview or school-administered Language Writing and Diagnostic Test may also be required at the discretion of the Registrar. NOTE: Meeting these test scores does not guarantee admission to the University College and additional testing may be required before admittance is granted. Although some students may pass the TOEFL, they may still be unable to write academic papers in English. These students may be identified in three ways: Admission Information & Procedures I 31

1. Enrollment staff may observe their language difficulty. 2. In the first-year English Literature and Composition classes, professors will administer a short diagnostic writing test in the first week of classes. 3. Professors in any class may identify students having difficulty on any assignment. Once identified and notified, students will be expected to take immediately the Language and Writing Diagnostic Test, Tyndale’s writing proficiency test. Students with low test scores will be required to enroll in English for Academic Purposes (EAP), a 12-week tutoring class at the University College Writing Centre. EAP is a non-credit, pass/fail course. Students are allowed to register for no more than four other courses during the semester in which they take EAP. Students will not be allowed to register for the next term if this requirement is not fulfilled. There is a fee for English for Academic Purposes.

Writing Proficiency Requirement for All Programs

Applicants 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 Centre. However, the writing proficiency of some students may not meet minimum Tyndale standards. These students may be identified in three ways:

1. Admission staff may observe their writing difficulties. 2. In the first-year English Literature and Composition classes, professors will administer a short diagnostic writing test in the first week of classes. 3. Professors in any class may identify students having difficulty on any assignment.

Once identified and notified, students will be expected to take immediately the Language and Writing Diagnostic Test, Tyndale's writing proficiency test. Students with low test scores will be required to enroll in English for Academic Purposes (EAP), a twelve-week tutoring class at the Writing Centre. EAP is a non-credit, pass/fail course. Students are allowed to register for no more than four other courses during the semester in which they take EAP. There is a fee for English for Academic Purposes.

International Students

To obtain a Study Permit, applicants are required to give satisfactory evidence of sufficient financial resources to meet the current standards of Canadian Immigration. International students are urged to carefully assess their ability to meet the following requirements: Academic: The application must be accompanied by official transcripts of the student’s high school (secondary school) studies and post-secondary studies, indicating subjects studied and grades received. The Admissions Committee may require additional documents and/or examination results. 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 Tyndale by the student’s previous institutions. It is the applicant’s responsibility to provide official copies of all supporting documentation. The application fee for a non-North American student is $150. Admission Information & Procedures I 32

Tuition and Fees: Total costs for tuition, fees, residence, board, books and incidentals will average $14,000 Canadian per year. Students are required to demonstrate their ability to cover these costs by submitting a bank statement of personal funds or letter(s) from sponsors indicating the amount of financial support that will be provided. These need to be sent to the Enrollment Office. International students need to arrange for their own medical coverage/insurance. Students who are unable to provide proof of medical insurance will not be permitted to register for, or attend classes. International Students are required to pay their first year’s fees in full when they register for classes. Fees include tuition, student fees, and medical insurance. We suggest the following dates for application for admission to the University College: before June 1 for the fall semester, and before October 1 for the winter semester. English Language: See English Language Requirements for All Programs. Study Permit: In order to be eligible to register, the applicant will be required to provide proof that he or she has received a Study Permit from Citizenship and Immigration Canada.

Mature Students

Applicants who do not meet the regular admission requirements may be eligible for consideration as mature students. To qualify as mature students, applicants must: 1. Be at least 21 years of age by the beginning of the semester in which they are seeking admission. 2. Have been away from full-time attendance at an educational institution (secondary or post-secondary) for a minimum of two years. 3. Be Canadian citizens, permanent residents, or landed immigrants. 4. Demonstrate the likelihood of success in university-level studies. 5. Submit a copy of their birth certificate. As part of their application, applicants must submit a letter indicating why they feel they may be successful in university-level studies, what they wish to gain from this academic experience, and their academic and career goals. Applicants may be asked to write an entrance exam. Mature students are not eligible for transfer credit.

Occasional Students

Individuals who wish to take courses at Tyndale for credit without admission to a degree or certificate program may do so through occasional student status. Acceptance as an occasional student does not guarantee acceptance into a program at Tyndale University College. If, at a later date, an occasional student wishes to enroll into a degree or certificate program, s/he must be accepted under the regular Tyndale admissions procedures. 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 decide later if s/he wants to enroll into a program of study. Students studying at Tyndale under a Letter of Permission from another institution would also fall into the occasional student Admission Information & Procedures I 33

category. 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. An occasional student who begins to take courses without specific plans for completion of a degree or certificate may later apply for admission. If admitted into a program, the courses s/he has completed may be used to fulfill the requirements of that program, provided they fit into the program outline. Please note that occasional student status is not intended for the student who wants to complete a degree or certificate on a part-time basis. A part-time student who is enrolled in a degree or certificate program must meet all of the regular admissions requirements.

Transfer Credit Policy

General Policies 1. Evidence of honourable departure from all other schools attended is required. 2. Official transcripts are to be sent from each institution attended after high school, even those where no credits were earned. 3. Courses must be acceptable in a student’s chosen Tyndale program either as required courses or electives. 4. Students must meet the University College’s regular admission requirements in order to be eligible for transfer credits. Credits used as the basis of admission will not be considered for transfer. 5. Submission of a course outline for the course under consideration may be required. 6. Up to half of the credits required for a Tyndale University College degree may be transferred from another institution. 7. Up to half of the credits required for a Tyndale University College major may be transferred from another institution. 8. Transfer credit will not normally be posted on a student’s transcript until successful completion of one year of full-time studies or 24 credit hours with a CGPA of 2.00. 9. Tyndale University College may choose to assess transfer credits on an individual basis and to make such changes in rules, regulations and policies as may be required.

University Transfers Tyndale University College 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 during the first two years of university study in Canada (including the final year of studies leading to a diploma of college studies (DCS) in Quebec and the university transfer courses offered by community colleges in British Columbia and Alberta) will be recognized and, subject to degree, grade and program requirements, fully credited for the purposes of granting a degree, provided that: Admission Information & Procedures I 34

1. The transfer student is deemed admissible and has been presented with an Offer of Admission. 2. The transfer student has achieved a passing grade in his/her courses and obtained grade levels that would normally be required of continuing students. 3. The credits earned are related to the program of study in which the transfer student will register, or the credits can be counted as electives for the program of study. 4. Students transferring to Tyndale University College from an accredited university must have an overall standing of C- or better. 5. Students may receive credit for courses completed at an accredited university under the condition that the grade for the course under consideration is C- or better.

ABHE (Formerly AABC) Member or Candidate Bible Colleges 1. In the BRE, transfer credit is granted for courses completed with a grade of C or better, up to a maximum of 45 credit hours. 2. In the BA, transfer credit is granted for arts and science courses completed with a grade of B- or better, up to a maximum of 60 credit hours.

Unaccredited Bible Colleges and Institutes Students from Bible colleges and institutes that have applicant status with ABHE (formerly AABC) or have not applied to ABHE may be considered for admission on the basis of high school standing but will not normally receive transfer credit.

Transfer Credits from a College of Applied Arts & Technology or an Advanced Institute of Technology 1. Graduates of a two-year or three-year diploma program, with a B- average, will be considered for admission and possible advanced standing. The amount of transfer credit that may be granted is program specific. 2. Applicants who have successfully completed two years of a three-year diploma, with a B- average will be considered for admission and possible granting of transfer credits. 3. Applicants who have successfully completed one year of a two, or three-year program of an academic nature with a B- standing will be considered for admission.

Applicants from a CEGEP in Quebec Applicants from Quebec are required to have successfully completed 12 academic semester courses (one year) at a CEGEP to be eligible for admission to year one. Those with more than 12 academic semester courses may be eligible for transfer credits.

Tyndale College or Ontario Bible College (OBC) Graduates Holding a BRE, BRS or BTh Who Wish to Obtain the BA 1. Tyndale College or OBC graduates holding a BRE, BRS or BTh with a CGPA of 2.50 or better may be admitted to a Tyndale BA with advanced standing. 2. These students will be required to completed 30 to 60 additional credit hours of study depending on the courses they have successfully completed in their degree and the major they intend to pursue. Admission Information & Procedures I 35

3. The general transfer credit policy requiring that 50% of the BA be done at Tyndale also applies to Tyndale and OBC degree holders wishing to obtain a BA. Normally, all of the 30 to 60 additional hours must be taken at Tyndale. 4. Provided that 50% of the credits granted advanced standing are Tyndale credits, up to 6 credit hours of the BA may be taken at another university. 5. Students may complete the BA through part-time studies. However, Tyndale College does not guarantee that all courses needed for the BA will be offered in the evening. For specific transfer information, or a transfer credit evaluation form, please contact the Registration Office. A $25 non-refundable fee will be charged for all transfer credit evaluations.

Home-Based Learners

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 personally in order to gauge their readiness for university-level studies. Home-based learners must provide SAT scores, ACT scores, or GED marks. They also must provide an educational background chart (includes a list of courses taken and textbooks required for each course) to serve as a transcript.

Letter of Permission

Students wishing to take courses at Tyndale for credit at other institutions are classified as students who are on a Letter of Permission. These are students who are transferring credits and are not working towards a degree or certificate at Tyndale. Students seeking to study on a Letter of Permission should submit the following: 1 A completed occasional student application form. 2. A non-refundable application fee. 3 A reference from a pastor or church leader (on a form supplied by Tyndale). 4. 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 (GPA). Students may take a maximum of five courses per semester on a Letter of Permission. Students may take a maximum of nine courses in total and should be aware that they are not eligible to receive a degree or certificate from Tyndale University College. Students are required to complete a Transcript Request Form (available from the Registration Office) near the end of the semester in order to finalize the official transfer of grades.

Application Procedures

New students making application to study must submit completed application forms to the Enrollment Office. Early applications for admission will be accepted on the basis of semester grades that are not final, but final grades must be submitted before admission is official. Admission Information & Procedures I 36

Note: All transcripts (academic records) must be received in English or be accompanied by a notarized English translation, and be sent directly from the schools to the Enrollment Office.

Waiting List Policy

Many courses at Tyndale University College & Seminary have limited enrollment. There are two possible reasons for course enrollment limits: 1. The room in which the class is scheduled to meet may accommodate a limited number. In this case the number of students allowed into the course can only be raised by relocating to a larger room (which may or may not be possible). 2. A limit may be placed by the Dean for pedagogical reasons. The Registrar may raise this limit only with the agreement of the instructor and the Dean. The waiting list policy outlined below has been adopted to ensure that when openings become available, students are added in a fair and equitable manner. 1. Students who attempt to register for a course and find it full may ask to be placed on the waiting list in the Registration Office. All waiting lists are compiled on a first-come, first- served basis. 2. If the enrollment cap is increased, students will be contacted by the Registration Office and offered a place in the order in which they appear on the waiting list. Students will have 24 hours from the point of contact with the Registration Office (through voice mail, e-mail, etc.) to complete an Add/Drop form and submit it to the Registration Office to secure their place in the class. 3. If places become vacant through other student withdrawals, students will be contacted through the Registration Office up to the end of the second week of classes. • No student will be offered a vacant place who is not on the waiting list. • Vacant positions will normally be offered to students in the order in which they appear on the list except that precedence will be given to: 1. Students who are in their final year and need the course in order to graduate. 2. Students not in their final year whose programs require the course. 3. Other students taking the course for credit. 4. Students wishing to audit the course. • Instructors may not grant permission to particular students to register for their course; students must go through the Registration Office. • Instructors are discouraged from allowing students on the waiting list to attend classes in the hope that they may be permitted to register later. The Registrar reserves the right to withdraw a student who is auditing a course up until the end of the second week of classes 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. Admission Information & Procedures I 37

Re-Activation of a Student File

1. A student who has not taken courses at the University College for more than two years must re-activate their file before resuming studies. To re-activate, a student must submit the following documents to the Enrollment Office: • $50 fee. • One pastoral reference. • A cover letter stating why the student wishes to re-activate. 2. A student who has not taken courses at the University College for more than ten years must submit a completely new application to the Enrollment Office.

Fees

While most educational institutions are subsidized by government funding, Tyndale receives no such aid. The fees that we charge are kept at an affordable level so that students are not denied a quality Christian education simply because of the cost. For an academic year at the University College, a student taking a full load of courses pays $8,010 tuition. The actual cost of education, however, is nearly twice that amount and is subsidized by other income and by substantial donations from the Christian community. The difference in the value of the Canadian and U.S. dollar is extremely favourable to U.S. residents studying in Canada. All fees are subject to change without prior notice. The following represents expected student fees for the 2004/2005 academic year. Codes explaining student expenses (please refer to fee chart on page 39): a = The spouse of a full-time student at either the University College or Seminary is entitled to pay tuition at 50% of the regular rate. The spouse paying the lower total receives the benefit. Both must, however, pay 100% of ancillary fees. Seniors (over 60 years) are entitled to a 25% reduction in tuition fees but must pay 100% of ancillary fees. b = To accompany the residence application. This is not refundable or transferable after August 1 for the fall semester and after December 1 for the winter semester, whether or not the applicant enrolls. All fees are due and payable to Tyndale University College at registration. Payments for tuition and fees by credit card are subject to a 2% surcharge. Students who pay in installments are subject to a $50 fee. Request for payment by installment must be arranged with Student Accounts based on the following guidelines: At registration, the greater of $800 or 33% of the total balance, plus the $50 installment fee, is due along with two post-dated cheques to cover the balance owing. The cheques must be dated as follows: Fall 2004: September 30, October 29 Winter 2005: January 31, February 28 A service charge, calculated at the rate of 1.50% per month on a compound basis, is applied to outstanding accounts after October 29 in the fall semester and February 28 in the winter semester. Admission Information & Procedures I 38

Students awaiting OSAP, grants, gifts, University College bursaries or scholarships must arrange personal, interim financing until these funds are available. Students will not be allowed to complete registration or enter classes until the initial installment and post-dated cheques have been received. Visa, MasterCard, and cheque or cash in Canadian funds are acceptable forms of payment. Academic results of any student who has an overdue debt owing to the University College shall be withheld until the debt is settled. Any student who has an overdue debt owing to the University College may not be permitted to re-register or graduate until the debt is settled. See the University College Student Handbook, available from the Department of Student Life, for detailed policy on academic and residence withdrawal, course withdrawal, and tuition and residence fee refunds. This handbook is distributed to all new students at orientation.

Tuition Refund Policy

1) Full refund of tuition and related fees collected, if the student rescinds the registration agreement by filling in the Drop Form and giving it to the Office of Registration within two days of receiving duplicate original signed copy of the registration agreement. 2) Full refund of tuition and related fees collected less $25, if a) the student fills in the Drop Form and gives it to the Office of Registration, at least 21 days before the program start date; b) the student fills in the Drop Form and gives it to the Office of Registration, less than 21 days before the program start date, if the student contracted for the program less than 21 days before the start date. 3) Full refund of tuition and related fees collected less $50, if the student does not give any notice of withdrawal from the program before the program start date and does not attend the first five consecutive days of the program. 4) Full refund of tuition and related fees collected less $50 and less the fees proportionate to the services provided, if the student gives the Office of Registration written notice of intent to withdraw after the program start date but before two thirds of the program has been delivered or the student has been dismissed for cause. * See page 94 for more refund details.

Application Fees These fees are non-refundable and non-applicable to tuition. Application Fee (for applications received prior to August 2 for the fall semester and December 1 for the winter semester) ...... (North American) $50 ...... (Non-North American) $150 Late Application Fee (for applications received after August 2 for the fall semester and December 1 for the winter semester) ...... $100 Reactivation Fee (for those re-applying after not having been enrolled for two years or more) ...... $50 Admission Information & Procedures I 39

Tuition and Other Course Fees These fees are for all credit courses taken by full-time and part-time students. Tuition (per credit hour) ...... $244 Student Activity Fee (per credit hour) ...... $9 Library Fees (per credit hour) ...... $6 Administration Fee (per credit hour) ...... $8 Tuition (per 3 credit hour course) ...... $732 Audit (per 3 credit hour course) ...... $366 Alumni Audit (per 3 credit hour course) ...... $183 Total Fees (per 3 credit hour course) ...... $69 Total Tuition and Fees (per 3 credit hour course) ...... $801 Total Tuition/Fees for a Full-Time Student ...... $8,010 (a) (based on a normal, full-time course load of 15 credit hours for each of the fall and winter semesters) Other Fees These fees are for specific services students require from time to time. Adding/Dropping a Course ...... $25 Late Registration ...... $50 Change of Program ...... $25 Diploma Replacement ...... $25 Graduation Fee ...... $125 Official Transcript - First Request ...... $10 Official Transcript - Additional Requests ...... $8 Official Statement/Letter ...... $10 Orientation Retreat Fee (required for all new, full-time students ...... $100 in September; optional for part-time students) Replacement of ID Card ...... $10 Transfer Credit Evaluation ...... $25 English for Academic Purposes (EAP) ...... $420 Residence and Food Service These fees apply only to those living in residence. A limited number of single rooms may be available at a higher rate. Contact the Department of Student Life for more information. Residence Deposit (refundable) ...... $200 (b) Double Room Residence Fee (per semester) ...... $1,175 Meal Plan (base minimum per semester) ...... $1,000 Meal Card Fee (per semester) ...... $10 Security Access Card Fee (per semester) ...... $15 Phone Rental (per semester) ...... $45 Typical Residence Costs Per Year ...... $4,390 Admission Information & Procedures I 40

Special Program Fees Leading Edge Retreat ...... $100 Inner-City Missions Trip ...... $500 Recreation Studies See Registration Office for fee information on non-credit graduation requirements (i.e., First Aid/CPR, Skill Certification and Wilderness Expedition).

What a Typical Student Pays for an Academic Year Assumes a first-year, full-time student living in a double room with the minimum meal plan for the fall and winter semesters. Tuition and Course Fees ...... $8,010 Room and Board ...... $4,390 Total ...... $12,400

Financial Aid Services

The University College has a number of funds to assist students in meeting their educational costs. Entrance scholarships, bursaries, and loans are available. Students are encouraged to apply for financial aid as early as possible in the spring. This will greatly improve the likelihood of having aid funds available for the fall registration process. Contact the Financial Aid Office for further information and/or applications for the financial aid outlined below.

Entrance Scholarships and Bursaries

Several entrance scholarships ranging from $500 to $1,000 are available. The President’s Scholarship of $1,000 is granted to ten students who have an overall average of 80% in their final year of high school, including six OACs or six Grade 12U or M courses. The Leadership Scholarship is a matching church gift program in which the University College will match up to $500 from a student’s church. The deadline for applications and references is May 31. Entrance bursaries for children of alumni, Christian educators, missionaries or ministers are also available.

General Aid Bursaries

The University College has a limited amount of money available for bursaries through the generosity of friends. Amounts granted vary but typically range from $200 to $2,000 per academic year. Bursaries are available to full-time students (12 credit hours per semester and up, not including correspondence courses) and are given as a gift based on Admission Information & Procedures I 41

a student’s financial need. Returning students must have a minimum GPA of 2.0. A bursary becomes a loan if the student fails to complete successfully the semester for which assistance was granted. Applicants desiring financial assistance from Tyndale must submit their completed admission application materials and University College financial assistance applications no later then April 1 if they wish to be considered in the first round of financial aid distribution. Applications received after April 1 will be considered in October as University College resources allow.

Disbursement

Students will be notified in writing of the Financial Aid Committee’s decision. Bursaries are credited directly to the student’s account: 50% in each semester. Failure to enroll in September disqualifies the student from the entire bursary.

Scholarships

Scholarships are granted in May of each year. Recipients are nominated by the faculty. Following is a list of some of the available scholarships: Alumni Scholarships Association of Chinese Evangelical Scholarship in Missions Canadian Bible Society Award David Mainse Communication Scholarship Dr. John McNicol Memorial Award in Biblical Studies F.V. Ellis Scholarship in Evangelism Honour Society Awards Irwin Gleason Memorial Missions Scholarship Jean C. Scott Memorial Award in General Arts Percy H. Harris/C. Macauley Award Ravi Zacharias International Ministries Scholarship for Studies in Gospel and Culture R. J. Koffend Award GO International Missions Award

Government Aid Full and part-time students are eligible to apply for government aid. Residents of Ontario apply through the Ontario Student Assistance Program (OSAP); students from other provinces apply through their provincial loan program. Since the government application process may take up to 12 weeks, students should apply in the early summer. Government policy states that the student must be accepted into the University College prior to the submission of the OSAP application. The financial aid office facilitates the processing and handling of government loans between the student and the Ontario government. Admission Information & Procedures I 42

Students are urged to keep their borrowing as low as possible, remembering that after graduation these loans must be repaid at a time when other financial obligations may be heavy and financial resources low. Government aid is not available to international students.

Forgivable Loan Program The Forgivable Loan Program (FLP) permits qualifying students to receive a loan to pay for part or all of their tuition and related costs for the academic year. If certain conditions are met (students must complete their year and not be dismissed for disciplinary reasons), the entire loan may be forgiven after the end of the academic year. To qualify for the program students must demonstrate financial need. Since the amount of the loan is subject to the availability of funds, students are encouraged to solicit donations to the FLP to ensure sufficient funds are raised to cover the cost of the program. Donations to the program may be made by anyone except spouses, siblings, parents and grandparents, and all gifts to the fund are receipted for income tax purposes. Donors have included friends, employers, churches and others. Decisions with respect to the allocation of loans are completely at the discretion of Tyndale University College & Seminary. Currently, 90% of all gifts designated for the FLP support the program, while 10% is set aside to cover the cost of administering the program.

Student Life Academic Programs and Administration I 46

Student Life

Tyndale has a unique student body, appreciative of individual diversity while committed to fostering a rich community life. Students range in age from recent high school graduates to mature students continuing their education or enhancing their lay ministry. Approximately 500 people from across Canada and the world come to Tyndale each year, representing a wide variety of demographic, ethnic, and denominational backgrounds. The majority of students live in the Greater Toronto Area, or commute from southern and central Ontario, while a third of our students have the experience of living in campus residence. Both commuters and residents alike find that interaction within such a diverse community enlarges their perspective and builds deep friendships that go beyond their time spent at school.

Student Life Philosophy

We affirm that personal holiness combined with spiritual gifts, academic competence, and ministry skills equip men and women for Christian service. Personal character is as important as the acquisition of knowledge and the mastery of specific skills. An effective ministry requires an intentional focus on the process of building a quality Christian character, especially in the context of a dynamic community, and is based on self-discipline rather than on externally-enforced discipline. Clear standards apply to all community members, but the emphasis is on grace and redemption, not on a set of rules. We believe that students develop character and self-discipline through an educational and supportive approach rather than through a punitive approach. Our focus is on growth and redemption rather than on punishment.

Student Responsibility

By virtue of their application for admission, students agree to accept and adhere to the expectations and responsibilities of the community in regard to daily living and interaction.

General Behaviour As a follower of Jesus Christ, the Christian is to be characterized by holiness and obedience to God, in accordance with the standards of behaviour set forth in the Bible. We strive to walk in a manner worthy of the gospel of Christ, as new creations free from the bondage of sin. Each member of the University College community is expected to exercise discernment, to love what is pure, lovely, and excellent, and to refrain from all appearance and practice of evil. Students are to refrain from biblically condemned practices both on and off campus, including drunkenness; Academic Programs and Administration I 47

swearing or the use of profane language; all dishonest practices such as cheating and stealing; involvement in the occult; and sexual sins such as premarital sex, adultery, and homosexual activity. Tyndale is an alcohol-free, drug-free, smoke-free campus. All students, staff, faculty, residents, and guests are expected to refrain from the use of illegal non-prescription drugs, alcohol, and tobacco while on campus, while involved in a Tyndale-sponsored event, or when representing Tyndale University College in public. Possession of alcohol or illegal non- prescription drugs is prohibited on campus. Individuals who claim the freedom to use tobacco or alcohol must do so off campus in moderation and in such a way that does not hinder others or cause them to stumble. We expect students to demonstrate an attitude of respect and Christian maturity by refraining from any written or verbal communication which may be construed as demeaning or offensive to an individual or group in terms of race, gender, or denominational distinctives.

Personal Spiritual Disciplines In order to continue in the process of spiritual growth and maturity as a community, members must exercise personal discipline and responsibility in their relationships with Christ, daily devoting themselves to the Word of God, fellowship, worship, and prayer. A growing relationship with and knowledge of God enables individuals to maintain spiritual and personal growth alongside intellectual development and the pressures of academic life. In keeping with biblical principles, Tyndale also expects and encourages students to be committed to a local church through worship, fellowship, and ministry.

Communal Worship Tyndale is committed to fostering personal spiritual growth as well as a strong sense of unity within the body of Christ. One way we facilitate the goal of unity is through our chapel program, which is designed to promote holistic development of the entire Tyndale community through corporate worship and teaching. Tuesday is designated for community chapel service and everyone is expected to attend. Campus offices are closed to permit staff, faculty, and students to gather and participate as a community in worship, instruction, and encouragement. The Department of Student Life plans these times of corporate worship with student, staff, and faculty participation. Tyndale expects students to be committed to growing in a personal relationship with Christ, as well as sharing in communal worship both within and outside the life of the University College.

Official 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 because of race, ancestry, colour, ethnic origin, gender, citizenship, denomination, creed, age, marital status, family status, handicap, or pregnancy. The full policies and procedures to register a complaint are outlined in both the student handbook and the staff and faculty policy manuals, which are available in the library, the Human Resources Office, and the Department of Student Life. Academic Programs and Administration I 48

Student Activities

Consistent with our emphasis on balance in the Christian’s life, we encourage the student’s participation in various activities that foster social, spiritual, intellectual, and physical growth. Varsity and intramural sports, residence activities, summer missions and events sponsored by Student Council committees are all geared to this end.

Student Services

Residence

Residence is a valuable part of a student’s education, where both young and mature students can participate in a community that provides a nurturing environment and opportunities for relationships, accountability, leadership, and personal and spiritual development. Tyndale provides on-campus housing for up to 200 students, and all full-time, single students who are under the age of 20 are required to live on campus during their first and second years unless they live with a parent or legal guardian. Lockers and student lounges with refrigerators and microwaves are all available on campus to students. Guest rooms are available at a per diem rate to accommodate the needs of commuter students. Residence is also available for short-term academic programs such as spring and summer sessions, and Intersession. Cancellation of residency will be subject to an administrative charge. A directory of off-campus housing is available at the main reception desk. This directory includes listings of houses, rooms, and apartments available for rent around the city. Students are welcome to look through the registry; however, no information will be given over the phone. Tyndale University College does not guarantee the quality of the accommodations listed.

Library

The J. William Horsey Library supports the curriculum of Tyndale University College and Seminary. It holds over 100,000 books, periodical volumes and AV resources and has particular strengths in Church History and New Testament studies in English. Special collections include the J. Percival Baldwin Puritan Collection and the Curriculum Resource Centre. The library receives more than 600 current periodical subscriptions in paper format and also subscribes to electronic resources which provide access to an additional 2,000 periodical titles. Faculty members and professional librarians work together in collection development to ensure that the library continues to purchase materials which reflect new developments in the curriculum. The library wing occupies two floors adjacent to the University College. The entrance and the circulation desk are on the second floor along with the reference and periodical Academic Programs and Administration I 49

collections. The general circulating collection is on the lower level. A computer lab and photocopy facilities are also available. The library catalogue is freely accessible over the Internet. Tyndale students are able to renew materials on-line where policies permit. In addition they have remote access to over 40 academic research databases. The library facilitates the sharing of resources within the Tyndale community. The regular student borrowing period is three weeks. Audiovisuals and materials required for course reserves have shorter loan periods. Fines are charged to encourage the timely return of resources. A listing of library circulation policies may be found in the Student Handbook or by visiting www.tyndale.ca/library. A variety of printed handouts are also available in the library to introduce users to library services. There is an interlibrary loan service for materials not available locally. Tyndale is a member of the Christian Library Consortium which includes over 80 North American Christian Colleges in North America. This supplements the resources held locally. The library provides reference services, tours and information literacy sessions that help users orient themselves to the resources available at Tyndale and elsewhere.

Food Services

Food services are provided throughout the semester and are available to anyone who would like to eat on campus. Resident students are required to spend a minimum amount per semester for meals through the purchase of a meal card, but may put additional amounts on their account. The residence food plan is also available to commuter students. Food can also be purchased on a cash basis by all members of the community. During the semester, breakfast, lunch, and dinner are served in the cafeteria located on the second floor of the main building. The Coffee Shop is located on the ground floor of the University College and is open Monday through Friday from early morning through early evening (closed at 2:30 p.m. on Friday).

Medical Policies

We are dependent upon the integrity of individual students to verify at the time of admission to the community that they are physically and emotionally fit to fulfill their responsibilities. We recognize that physical and emotional conditions may change, and policies are in place to assist the equitable dealing with such changes. All international students must have proof of medical insurance coverage at the time of registration. Please refer to the Student Handbook for further policy information.

Student Employment

Working part-time while going to university can be an essential method of paying part of the cost of one’s tuition. It can also help students develop good work habits, teach time management skills, and provide valuable experience. Tyndale University College offers a limited number of student employment opportunities on campus. Students must apply for these jobs, and applicants are selected on the basis of qualifications. Refer to the job board for more information. Academic Programs and Administration I 50

While student employment is possible, Tyndale University College recommends that full-time students limit their part-time employment to a maximum of 10-12 hours per week during the semester. Those who believe they need to work more than 12 hours per week should seek counsel from the Dean of Students about possible implications for their academic and personal lives. Some students may need to reduce their course load, limit extracurricular activities, reduce living expenses, or explore other alternatives. Tyndale University College also strongly advises that students in their first semester not take on part-time employment at all. This will allow for the inevitable adjustment to university life and provide time for students to gain the perspective needed to make good decisions about possible employment opportunities.

Counselling Services

Counselling services are available from the Tyndale Counselling Department at no cost to full- time students who are officially registered during the fall and winter semesters. These services provide emotional, psychological, and spiritual support to facilitate growth and healing in students’ lives. Academic support and study seminars are also offered throughout the year.

Orientation

Each academic year begins with an orientation for new students, organized by the Department of Student Life and student leaders, to acquaint students with the people, policies, and procedures of the University College. Activities include opportunities to meet the President and faculty, an orientation retreat in the Muskokas, interaction with returning students, gathering information concerning courses, and an introduction to the city of Toronto, such as a trip to Centre Island or Paramount Canada’s Wonderland. Orientation for all students continues in various ways throughout the first semester with the desire that each student will become an integral part of the community and will experience a memorable year.

Bookstore

A bookstore located in the main building serves students, faculty, alumni, and the community-at- large. To facilitate the needs of customers, the bookstore provides services such as keeping an up-to-date inventory and placing special orders.

Parking

Paid parking is available on campus at a minimal cost. Parking passes are available by the month, semester, or year and are purchased through the bookstore. One-week passes are available at reception. Daily parking passes can be purchased from machines located in the parking area. All vehicles without a valid parking pass will be fined.

Academic Programs Academic Programs and Administration I 54

Overview of Academic Programs

Tyndale University College offers two degrees: the Bachelor of Arts and the Bachelor of Religious Education.

Bachelor of Arts

Students who take a four-year Bachelor of Arts degree can major in Business Administration, English, History, Philosophy, Psychology, or Religious Studies. Tyndale also offers an honours degree with a major in Religious Studies. A conjoint Bachelor of Arts degree in Human Services is also offered. This program allows 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. The Bachelor of Arts degree allows a student to gain a broadly-based liberal arts education and also take the equivalent of a minor in Biblical and Theological Studies at the same time. The main goal of this degree is to help the student integrate Christian faith and a broad understanding of our culture into a comprehensive Christian worldview. Students planning to go on to seminary studies are encouraged to take this degree and to major in English, History, Philosophy, Psychology, or Religious Studies, depending on what they plan to take as a major in seminary. For example, someone planning to specialize in Pastoral Counselling should consider majoring in Psychology, while someone planning to pursue a pastoral/preaching ministry might well decide to do an honours degree in Religious Studies with in-depth studies in the biblical languages. 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. Academic standards are high and it is possible to take the first year or two of this degree program and to then transfer to selected secular or Christian universities for senior university studies. The University of Toronto and York University are among those universities which accept one or more years of transfer credit from Tyndale University College. (See pages 152-154 for more information.) This is an especially attractive option for those wishing to take a major not currently offered at Tyndale or for those who intend to study in a secular university, but would like to complete their first year in the setting of a Christian university college. Academic Programs and Administration I 55

Bachelor of Religious Education

The Bachelor of Religious Education (BRE) is a three-year professional degree designed to prepare students for various forms of Christian ministry. Students who take the BRE degree can focus on General Ministries, Pastoral Ministry, Recreation Studies, or Youth Ministry. This is an excellent degree for those already in ministry or for those planning to become involved in ministry or further studies A special post-diploma program is offered for graduates of two- or three-year community college diploma programs. It allows the student to complete the Bachelor of Religious Education in General Ministries in two years of study at Tyndale. For those who are over 25 years of age and who have at least one year of college or university credit, an adult degree-completion program is also offered. This cohort-based program meets weekly for four hours on one night and provides the highly-motivated learner the opportunity to complete most of the requirements for a BRE in General Ministries in approximately two years.

Certificate in Christian Studies

The Certificate in Christian Studies has two tracks: Leading Edge and Transitions. Both tracks include a focus on Biblical and Theological Studies. The Leading Edge program is a one-year discipleship program designed for those who intend to go on to university or college studies or who are not yet sure of God’s will for their lives. A retreat to begin the year and a one-week mission trip to Camden, New Jersey at the end of the year are among the highlights of this program. Some courses are open to Leading Edge students only and a high degree of group spirit develops during this year. Transitions is a one-year certificate program which may be taken full-time or part-time. It is a good option for those who are not sure they wish to commit to doing a whole degree program. It is also a good program for those who are returning to university college studies after a time away. Academic Programs and Administration I 56

Bachelor of Arts

Overview

The Bachelor of Arts (BA) degree at Tyndale University College prepares graduates for life in general and for further studies in graduate or professional programs. The degree includes a strong liberal arts core, a focus on biblical and theological studies, and the opportunity to major in one of a number of different disciplines. At present, majors are available in Business Administration, English, History, Philosophy, Psychology, and Religious Studies. (For the Human Services major, see pages 62-65.)

Program Objectives

Graduates of the Tyndale BA 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 the culture we inhabit; 2. Appreciate other cultures and be aware of both the limitations and the strengths of the graduate's own culture; 3. Have a working knowledge of the literature and theology of the Bible and a knowledge of the major scholarly methods of studying it; 4. Have a general knowledge of the history of Christian thought from the time of the New Testament to the present; 5. 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; 6. Appreciate beauty and the scope of human imagination and ingenuity; 7. Understand that all people have a worldview and reflect carefully on the origin, content, and adequacy of their own worldview; 8. Have the ability to communicate their thoughts clearly and effectively both orally and in writing; 9. Be critical thinkers who are able to use logic to evaluate their own arguments as well as the arguments of others; 10.Be comfortable using contemporary computer applications and adept in using the Internet for scholarly research; 11.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; 12.Complete a major research project in the major that demonstrates the ability to formulate a research question or thesis, use the scholarly methods and theories current in the discipline, critically evaluate primary sources and/or research data, and come to responsible conclusions. Academic Programs and Administration I 57

Degree Requirements (120 Credit Hours)

I. Core Requirements: ENGL 1013 -1023 Survey of English Literature I, II 6 hours HIST 1013 -1023 History of Western Civilization I, II 6 hours PHIL 1013 -1023 History of Philosophy I, II 6 hours RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives 3000 level or above 6 hours INDS 4753 Worldview Seminar 3 hours Total Core Requirements: 39 hours

II. Breadth Requirements: Fine Arts 3 hours Foreign Language 6 hours Natural Sciences 3 hours Social Sciences 6 hours Total Area Requirements: 18 hours

III. Major Requirements: 36 hours Some majors require more than 36 hours and some require cognate courses in addition to courses in the major. For details of the major requirements, see page 103 for Business Administration, page 115 for English, page 120 for History, page 127 for Philosophy, page 131 for Psychology, and page 137 for Religious Studies.

IV. Electives: Free elective courses may be taken to fulfill the rest of the 120 credit hours required for the degree.

V. Non-credit Requirements: CSER 1010 Introduction to Community Service is required of all first-year students in the fall, and seven units of Community Service (one per term after the fall of Year 1) are required for graduation. Students beginning their studies in the winter will complete CSER1010 the following fall.

Notes: 1. At least 45 out of 120 hours must be taken at the 3000 level or above. 2. A maximum of 15 hours may be credited to the degree from outside the arts and sciences. (This regulation does not apply to Business Administration courses taken by students majoring in Business Administration). Academic Programs and Administration I 58

Bachelor of Arts: Honours

Overview

Honours degrees are designed for students who wish to study a discipline in greater depth, either out of personal interest or in order to prepare for graduate school. Students who wish to obtain an honours degree must enroll in the regular Bachelor of Arts degree. Application to the honours degree is made during third year. For details of the application process and GPA requirements, see below. At present, the only honours major offered at Tyndale is Religious Studies. The honours degree requires a minimum of 48 hours of study in the major plus any required cognate courses. A six credit hour thesis is required in place of the senior seminar.

Program Objectives

Graduates of the Tyndale BA (Honours) 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 the culture we inhabit; 2. Appreciate other cultures and be aware of both the limitations and the strengths of his or her own culture; 3. Have a working knowledge of the literature and theology of the Bible and a knowledge of the major scholarly methods of studying it; 4. Have a general knowledge of the history of Christian thought from the time of the New Testament to the present; 5. 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; 6. Appreciate beauty and the scope of human imagination and ingenuity; 7. Understand that all people have a worldview and reflect carefully on the origin, content, and adequacy of their own worldview; 8. Have the ability to communicate their thoughts clearly and effectively both orally and in writing; 9. Be critical thinkers who are able to use logic to evaluate their own arguments as well as the arguments of others; 10. Be comfortable using contemporary computer applications and adept in using the Internet for scholarly research; Academic Programs and Administration I 59

11.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; 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, the ability to formulate a research question or thesis, use the scholarly methods and theories current in the discipline, critically evaluate primary sources and/or research data in the discipline at an advanced and undergraduate level.

Degree Requirements (120 Credit Hours)

II. Breadth Requirements: Fine Arts 3 hours Foreign Language 6 hours Natural Sciences 3 hours Social Sciences 6 hours Total Area Requirements: 18 hours

III. Major Requirements: 48 hours Some majors require cognate courses in addition to courses in the major. A six credit hour Honours Thesis in the student’s final year is required in all honours programs. For details of the Religious Studies major requirements, see page 137.

IV. Electives: Free elective courses may be taken to fulfill the rest of the 120 credit hours required for the degree. Academic Programs and Administration I 60

Notes: 1. At least 45 out of 120 hours must be taken at the 3000 or 4000 level. 2. A maximum of 15 hours may be credited to the degree from outside the arts and sciences.

Admission to Honours Degrees: Students who wish to do an honours degree may only do so in majors where an honours program exists. At present, the only major with an honours program is Religious Studies. See page 137 for details of the BA (Honours) in Religious Studies degree requirements. Students interested in doing an honours degree should speak to a full-time faculty member about possible thesis topics during the fall of their third year. Admission to honours degrees normally takes place in the winter semester of the student’s third year and the student normally begins research for the thesis by the summer between years three and four at the latest.

Students Will Be Admitted to Honours Programs When the Following Conditions Have Been Fulfilled: 1. An application to do an honours thesis must be submitted to the Academic Dean by January 31 of the student’s third year. (Application forms are available from the Academic Office.) 2. This application must be signed by a full-time faculty member, indicating that the faculty member is willing to supervise the proposed thesis. 3. The student must have completed a minimum of 60 credit hours toward the degree with a GPA of at least 3.00. 4. The student must have completed a minimum of 18 hours within the major with a GPA of at least 3.00 in the major. 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 thesis proposal.

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. The 48 credit hours in the major must include a 6-hour honours thesis, a minimum of two other 4000 level courses and a minimum of 24 credit hours at the 3000 level or above. The Senior Seminar is not open to honours students. 3. A CGPA of 3.00 or higher in the 120 credit hours presented for the degree is required. 4. A CGPA of 3.00 is required in all courses taken in the major. 5. The honours thesis must be completed with a grade of B- or better. Academic Programs and Administration I 61

6 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 degree without honours.

The Examination of the Honours Thesis 1. The supervisor will be the first reader and a second reader will be appointed by the Academic Dean, in consultation with the supervisor. 2. The honours thesis will be examined by a committee of three: the first reader, the second reader and the Academic Dean (or his/her designee) as chair. 3. A date for the defence will be set only after three copies of the final draft have been submitted to the Academic Office. The final draft must be submitted three weeks prior to the defence. 4. An honours thesis normally shall be 60-80 pages (15,000-20,000 words) in length. 5. It is recommended that the defence take place around the tenth week of the winter semester. However, the defence must occur by the last day of classes in the winter semester in order for the student to be eligible for graduation in May. 6. 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. 7. 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. 8. 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. 9. The thesis must be bound and one copy placed in the Academic Office and one in the library. The library facilitates the binding, the cost of which is covered by the student. Academic Programs and Administration I 62

Bachelor of Arts: Human Services (Conjoint Program)

Overview

The Bachelor of Arts in Human Services is a conjoint program offered in partnership with Seneca College. It allows students to complete a Bachelor of Arts degree at Tyndale plus a diploma in either Early Childhood Education or Social Service Work at Seneca, all in four years of full-time study. Students study at Tyndale for the first two years and then complete a ten- 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.

Program Objectives

Graduates of the Tyndale BA 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 the culture we inhabit; 2. Appreciate other cultures and be aware of both the limitations and the strengths of the graduate's own culture; 3. Have a working knowledge of the literature and theology of the Bible and a knowledge of the major scholarly methods of studying it; 4. Have a general knowledge of the history of Christian thought from the time of the New Testament to the present; 5. 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; 6. Appreciate beauty and the scope of human imagination and ingenuity; 7. Understand that all people have a worldview and reflect carefully on the origin, content, and adequacy of their own worldview; 8. Have the ability to communicate their thoughts clearly and effectively both orally and in writing; 9. Be critical thinkers who are able to use logic to evaluate their own arguments as well as the arguments of others; 10.Be comfortable using contemporary computer applications and adept in using the internet for scholarly research; 11.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; Academic Programs and Administration I 63

12.Complete a major interdisciplinary research project that demonstrates the ability to formulate a research question or thesis, use the scholarly methods and theories current in the relevant disciplines, critically evaluate primary sources and/or research data, and come to responsible conclusions.

Degree Requirements (120 Credit Hours) Social Service Work Track I. Core Requirements: ENGL 1013 - 1023 Survey of English Literature I, II 6 hours HIST 1013 - 1023 History of Western Civilization I, II 6 hours PHIL 1013 - 1023 History of Philosophy I, II 6 hours RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives 3000 level or above 6 hours INDS 4753 Worldview Seminar 3 hours Total Core Requirements: 39 hours

II. Breadth Requirements: Fine Arts 3 hours Foreign Language 6 hours Natural Sciences 3 hours Social Sciences 9 hours Total Area Requirements: 24 hours

III. Human Services Interdisciplinary Major Requirements: MATH 1213 Introduction to Statistics 3 hours MATH 3223 Data Analysis 3 hours PSYC 1013 Introduction to Psychology I 3 hours PSYC 1023 Introduction to Psychology II 3 hours PSYC 2113 Human Development I 3 hours PSYC 2123 Human Development II 3 hours SOCI 1013 Introduction to Sociology 3 hours SOCI 1513 Introduction to Social Work 3 hours SOCI 3213 Marriage and Family 3 hours SOCI 3513 Theories of Social Work 3 hours SOCI 3603 Research Methods in the Social Sciences 3 hours INDS 4903 Senior Seminar in Interdisciplinary Studies 3 hours Total Interdisciplinary Major Requirements: 36 hours Academic Programs and Administration I 64

IV. Diploma in Social Work: Students receive 30 hours of credit for completing the 10-month program at Seneca. All requirements for the Diploma must be met in order for the student to be eligible to receive the BA in Human Services.

V. Electives: Free elective courses may be taken to fulfill the rest of the 120 credit hours required for the degree.

VI. Non-credit Requirements: CSER 1010 Introduction to Community Service is required of all first-year students in the fall, and five units of Community Service (one per term after the fall of Year 1, excluding the terms spent at Seneca College) are required for graduation. Students beginning their studies in the winter will complete CSER 1010 the following fall.

Notes: 1. Students interested in applying for the Social Service Work Conjoint Program need to see their Faculty Advisor early in the fall of their second year. Separate application forms for Seneca and for Tyndale are required by Christmas of the student’s second year. 2. Students must have a Tyndale cumulative GPA of at least 2.3 (C+) in order to qualify for admittance to Seneca College.

Early Childhood Education Track I. Core Requirements: ENGL 1013 - 1023 Survey of English Literature I, II 6 hours HIST 1013 - 1023 History of Western Civilization I, II 6 hours PHIL 1013 - 1023 History of Philosophy I, II 6 hours RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives 3000 level or above 6 hours INDS 4753 Worldview Seminar 3 hours Total Core Requirements: 39 hours

II. Breadth Requirements: Fine Arts 3 hours Foreign Language 6 hours Natural Sciences 3 hours Social Sciences 6 hours Total Area Requirements: 18 hours Academic Programs and Administration I 65

III. Human Services Interdisciplinary Requirements: MATH 1213 Introduction to Statistics 3 hours MATH 3223 Data Analysis 3 hours PSYC 1013 Introduction to Psychology I 3 hours PSYC 1023 Introduction to Psychology II 3 hours PSYC 2113 Human Development I 3 hours PSYC 2123 Human Development II 3 hours PSYC 3603 Research Methods in the Social Sciences 3 hours PSYC elective 3000 level 3 hours PSYC 4313 Faith Development in Children 3 hours SOCI 1013 Introduction to Sociology 3 hours INDS 4903 Senior Seminar in Interdisciplinary Studies 3 hours Total Major Requirements: 33 hours

IV. Diploma in Early Childhood Education: Students receive 30 hours of credit for completing the 10-month program at Seneca. All requirements for the Diploma must be met in order for the student to be eligible to receive the BA in Human Services.

V. Electives: Free elective courses may be taken to fulfill the rest of the 120 credit hours required for the degree.

VI. Non-credit Requirements: CSER 1010 Introduction to Community Service is required of all first-year students in the fall and five units of Community Service (one per term after the fall of Year 1, excluding the terms spent at Seneca College) are required for graduation. Students beginning their studies in the winter will complete CSER 1010 the following fall.

Notes: 1. Students interested in applying for the Early Childhood Education Conjoint Program need to see their Faculty Advisor early in the fall of their second year. Separate application forms for Seneca and for Tyndale are required by Christmas of the student’s second year. 2. Students must have a Tyndale cumulative GPA of at least 2.3 (C+) in order to qualify for admittance to Seneca College. Academic Programs and Administration I 66

Bachelor of Religious Education

Overview

The Bachelor of Religious Education (BRE) degree is a three-year, professional program designed to prepare graduates for ministry in the local church, parachurch organizations, or missions. Students taking this degree may choose from four foci: General Ministries, Pastoral Ministry, Recreation Studies, or Youth Ministry. See pages 108-114 for information on General Ministries, Pastoral Ministry, and Youth Ministry, and pages 135-137 for Recreation Studies.

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.

Degree Requirements (90 Credit Hours)

I. Core Requirements: ENGL 1713 Literature and Composition 3 hours ENGL 1723 Major Authors in English Literature 3 hours PHIL 1713 Introduction to Philosophy 3 hours HIST 2513 History of Christianity I 3 hours HIST 2523 History of Christianity II 3 hours PSYC 2113 Human Development I 3 hours PSYC 2123 Human Development II 3 hours RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives including at least 6 hours at the 3000 level 12 hours Total Core Requirements: 45 hours Academic Programs and Administration I 67

II. Breadth Requirements: Fine Arts elective 3 hours Natural Sciences elective 3 hours Total Area Requirements: 6 hours

III. Ministry Studies Core: CHRI 1013 Christian Life and Discipleship 3 hours CHRI 1113 Introduction to Leadership 3 hours CHRI 3213 Principles and Practices of Teaching 3 hours CHRI 3613 Global Christianity 3 hours Total Ministry Requirements: 12 hours

IV. Ministry Focus: 15 hours For details of the foci requirements in General Ministries, Pastoral Ministry, and Youth Ministry, see pages 108-109.

V. Free Electives: Free elective courses may be taken to fulfill the rest of the 90 credit hours required for the degree.

Total 90 hours

VI. Non-Credit Graduation Requirements: FDED1010 Introduction to Field Education is required of all first-year students in the fall, and five units of Field Education (one per term after the fall of Year 1) are required for graduation. Students beginning their studies in the winter will complete FDED1010 the following fall.

Notes: 1. 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 Literature and Composition if they wish to do so. 2. A minimum of 24 of the 90 credit hours must be taken at the 3000 level or above. Academic Programs and Administration I 68

Bachelor of Religious Education: Post-Diploma Program

Overview

The Bachelor of Religious Education (BRE) Post-Diploma program is designed for students who have completed a two- or three-year diploma at an Ontario college of applied arts and technology or equivalent. The BRE degree can be completed in two years of full-time study, but students may also study part-time. The program includes courses in humanities, social sciences, biblical studies, and professional studies.

Program Objectives

Graduates of the Tyndale BRE Post-Diploma degree program will: 1. Have a secure biblical and theological knowledge base; 2. Be reflective practitioners integrating work, study, life, and faith; 3. Have completed a baccalaureate degree, opening the door for employment or further study; 4. Satisfy entry requirements for continued study at seminary level.

Specific Entrance Requirements

Diploma from an Ontario college of applied arts and technology or equivalent is required.

Opportunities

Graduates may return to the workplace with an increased commitment to integrate faith and vocation. Some will move into ministry positions, and others will continue their studies at university or seminary.

Degree Requirements (60 Credit Hours)

I. Religious Studies RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives including at least 6 hours at the 3000 level or above 12 hours Total: 24 hours Academic Programs and Administration I 69

II. Humanities and Social Sciences: HIST 1513 History of Christianity 3 hours PHIL 1713 Introduction to Philosophy 3 hours ENGL 1713 Literature and Composition or ENGL 1723 Major Authors in English Literature 3 hours PSYC 2113 Human Development I 3 hours PSYC 2123 Human Development II 3 hours Total: 15 hours

III. Professional Studies: CHRI 1013 Christian Life and Discipleship 3 hours CHRI 1113 Introduction to Leadership 3 hours CHRI 3213 Principles and Practices of Teaching 3 hours Note: ECE graduates substitute CHED 2033 Educational History and Philosophy CHRI 3613 Global Christianity 3 hours CHRI electives 9 hours Total: 21 hours

IV. Non-Credit Requirements: FDED 1010 Introduction to Field Education is required of all first-year students in the fall, and three units of Field Education (one per term after the fall of Year 1) are required for graduation. Students beginning their studies in the winter will complete FDED 1010 the following fall. Academic Programs and Administration I 70

Bachelor of Religious Education: Degree Completion Program

Overview

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 provides for the completion of a BRE degree with a major in Christian Ministry and a focus in General Ministries. The DCP is designed to serve adults interested in a study of the Bible, doctrine, and ministry skill courses with the intent of becoming more effective Christians in ministry and in the workplace. The DCP makes full-time undergraduate education possible for busy adults because of its 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 module consists of one four-hour evening class weekly 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. Program participants of 15-25 create a cohort learning community. Students will benefit from the experiences of fellow learners as the cohort moves through the program together with students offering each other encouragement and support. The program’s goal is to integrate Christian faith, learning, and living in a meaningful and practical way. An important component of the DCP will be the Directed Research Project comprising 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.

New cohorts begin every September and January. Orientation for DCP students: August 26, 2004 and January 6, 2005 Academic Programs and Administration I 71

Program Objectives

Graduates of the Tyndale BRE Degree Completion 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 acquainted 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 to the student; 8. Have the ability to contextualize and apply the biblical material to contemporary issues; 9. Be competent in hermeneutics of the Bible.

Specific Entrance Requirements

1. Applicants must be 25 years or older. 2. Applicants must have completed at least one year of accredited transferable university or college credit with a cumulative grade point average of 2.0 or above. 3. Applicants must have served two or more years in a local church or parachurch ministry in some lay or professional ministry.

Degree Requirements (90 Credit Hours)

I. Religious Studies Modules: RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours RLGS 2013 Hermeneutics 3 hours RLGS 2323 Acts of the Apostles 3 hours RLGS 3603 Introduction to Christian Theology 3 hours RLGS electives in Theology 6 hours RLGS elective 3 hours Total: 24 hours

II. Humanities and Social Sciences Modules: HIST 1513 History of Christianity 3 hours PHIL 1713 Introduction to Philosophy 3 hours Total: 6 hours Academic Programs and Administration I 72

III. Ministry Studies Modules: CHRI 3213 Principles and Practices of Teaching 3 hours CHRI 3613 Global Christianity 3 hours CHRI 1113 Introduction to Leadership 3 hours CHRI 3956 Directed Research Project 6 hours RLGS 1513 Worship and Christian Spirituality 3 hours Total: 18 hours

IV. Transferred into the program: 30-42 hours Humanities and Social Sciences electives Ministry Studies electives

V. Free Electives: Free elective courses may be taken to fulfill the rest of the 90 credit hours required for the degree.

VI. Field Education: 6 units Credit given for proven learning outcomes through previous ministry experience Academic Programs and Administration I 73

Certificate in Christian Studies: Leading Edge

Overview

Leading Edge is a one-year program designed for recent high school graduates who intend to go on to college or university, for those already in university who want to take time out to explore their faith in a challenging academic environment, or for those who are not sure what they are called to do in life. Areas of focus include spiritual formation, developing a Christian worldview, biblical studies, the mission of the church, and personal gifting and vocation. This program includes an orientation retreat off campus where issues of spiritual formation and personal gifting and vocation are explored. The program ends with a one-week urban mission trip to Camden, New Jersey. Students should plan on completing the program in one academic year in order to experience the continuity of studies and the sense of collegiality with others taking the same program. Four of the ten courses are designated for Leading Edge students only, which helps to create a cohort experience in which students are able to learn from one another as well as from professors.

Program Objectives

Graduates of the Leading Edge Certificate in Christian Studies program will: 1. Have a basic foundation in the Bible and an introduction to the tenets of the Christian faith; 2. Have an introduction to principles of Christian discipleship and spiritual formation; 3. Have an introduction to arts disciplines that are the foundation of a liberal arts education, demonstrating academic competence in those areas; 4. Have tools to help them integrate their Christianity effectively with further university studies; 5. Learn beginning academic and ministry competencies; 6. Have practical ministry experience in an urban setting; 7. Be motivated to serve Jesus Christ and serve the world; 8. Have good transfer credit to other universities and colleges. Academic Programs and Administration I 74

Program Requirements (30 Credit Hours)

I. September: An orientation retreat off campus where issues of spiritual formation and personal gifting and vocation are explored.

II. Fall Semester: ENGL 1013 Survey of English Literature I 3 hours HIST 1013 History of Western Civilization I 3 hours PHIL 1013 History of Philosophy I 3 hours RLGS 1013 Hebrew Scriptures* 3 hours RLGS 1513 Worship and Spirituality* 3 hours Total: 15 hours

III. Winter Semester: ENGL 1023 Survey of English Literature II 3 hours HIST 1023 History of Western Civilization II 3 hours PHIL 1023 History of Philosophy II 3 hours RLGS 1023 New Testament Scriptures* 3 hours RLGS 1113 Who is Jesus?* 3 hours An urban field project throughout the winter semester Total: 15 hours

IV. Non-Credit Requirement: CSER 1010 Introduction to Community Service will be completed in the fall semester. CSER 1020 Community Service will be completed in the winter semester.

V. April/May: A one-week urban mission trip to Camden, New Jersey.

* Separate Leading Edge sections. Academic Programs and Administration I 75

Certificate in Christian Studies: Transitions

Overview

Transitions is a one-year introductory program in Christian Studies that requires 30 credit hours of study (10 courses) and two field education units. The program is designed to allow students to make the transition from high school to university college 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. Upon completion of the Certificate, they may apply for admission into Tyndale degree programs. 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.

Program Objectives

Upon completion of the Certificate in Christian Studies: Transitions, students 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 a degree program at Tyndale; 6. Gain practical ministry experience; 7. Have an exposure to a variety of Tyndale courses and disciplines. Academic Programs and Administration I 76

Program Requirements (30 Credit Hours)

I. Core Requirements: ENGL 1713 Literature and Composition 3 hours RLGS 1013 Hebrew Scriptures 3 hours RLGS 1023 New Testament Scriptures 3 hours CHRI 1013 Christian Life and Discipleship 3 hours HIST 1513 History of Christianity 3 hours Total: 15 hours

II. Electives: Five courses (no more than 2 courses in any one discipline) Total: 15 hours

III. Non-Credit Requirement: CSER 1010 Introduction to Community Service will be completed in the fall semester. CSER 1020 Community Service will be completed in the winter semester. Academic Programs and Administration I 77

Field Education/Community Service

Overview

Our educational philosophy requires that the education of students encompass and integrate spiritual formation, cognitive learning, and ministry skills. Field Education/Community Service exists to provide the catalyst and the context for this integration of faith, knowledge, and practice. (a) The first unit (FDED 1010 or CSER 1010) involves classroom teaching, group interaction, reflection assignments, self-awareness tools, and journalling. This unit is designed to help students understand themselves biblically, to develop tools to aid in spiritual growth, and to identify difficulties early in their program, allowing them to seek direction or counselling if appropriate. The focus is to deepen an understanding of spirituality and giftedness for service, to integrate academic development into all of life, to grow in mentoring and leadership skills, and to develop a learning contract for the following units. (b) The remaining units (FDED 1020, 2010, 2020, 3010, 3020 and CSER 1020, 2010, 3010, 3020, 4010, 4020) take place in a setting determined by the student’s learning contract. The important factor here is the growth experience. The focus is the integration of spiritual formation, cognitive learning, and service to the church and community. Students are required to fulfill a minimum of four hours per week of field work related to their learning goals. Details are given in the course syllabi. Students are responsible for finding their own placements; however, throughout the year many churches and agencies contact Tyndale to request students for specific placements. Credits in field education from other universities, colleges, or seminaries are assessed according to Credit Transfer Policy. While faculty work directly with the student in the area of field education or community service related to their studies, the overall field education program is coordinated by the Associate Academic Dean. All students must register for field education or community service. The first semester course will be spent in class; the remaining units will provide field education or community service opportunities in supervised settings. Academic Programs and Administration I 78

Policies

The following policies guide participation in the first year field education/community service program: 1. The Introduction to Field Education (FDED 1010) or Introduction to Community Service (CSER 1010) is a required course for first-year students in every program (possible exceptions: Post-Diploma, see #7; Independent Studies, see #9). 2. Participation in the course will fulfill the first field education/community service unit. 3. Students will not be able to register for a field education/community service placement (FDED 1020, 2010, 2020, 3010, 3020 or CSER 1020, 2010, 2020, 3010, 3020, 4010) until they have completed the Field Education (FDED 1010) or Community Service (CSER 1010) course. 4. Exemptions from Introduction to Field Education (FDED 1010) or Introduction to Community Service (CSER 1010) are rare and will only be considered with the recommendation of the student’s faculty advisor and the agreement of the Associate Academic Dean. Decisions on exemptions will be based on an assessment of the student’s life experience demonstrating a clear knowledge and practice of the course material. If exempted, students will register for a field placement (FDED 1010 or CSER 1010) to fulfill their field education/community service credit requirements. 5. Students are not able to register for a placement (FDED 1020 or CSER 1020) without completing the first term (FDED 1010 or CSER 1010). 6. Students who enroll in the winter semester will have to wait until the following fall semester to register for Introduction to Field Education/Community Service (FDED 1010 or CSER 1010). 7. Exemption for transfer students will rarely be considered. However, in special circumstances an exemption may be granted under the terms of #4 and/or if their acquired credits are compatible with the requirements of FDED 1010 or CSER 1010. 8. Each student will be assigned a faculty advisor corresponding to his or her program.

Course Descriptions

CSER 1010 Introduction to Community Service Community Service units are non-credit, pass/fail graduation requirements for the BA degree. The first unit consists of a course taken in the fall semester of Year 1. This course focuses on the Christian ideal of service and the concept of vocation. The rest of the Community Service units involve a placement in an area of interest to the student under the supervision of a mentor. The purposes of the Community Service Program are to help the student develop the habit of volunteer service as an integral part of life, to allow the student to gain experience in a variety of service settings, and to give the student an opportunity to reflect on his/her calling in life. Academic Programs and Administration I 79

CSER 1020, 2010, 2020, 3010, 3020, 4010, 4020 Community Service Placements All students must take a total of eight units of Community Service (including CSER 1010) in order to graduate with the BA degree.

FDED 1010 Introduction to Field Education Introduction to Field Education provides the theological preparation that equips students with the skills necessary for understanding and reflecting on their personal/vocational journey from a Christian perspective. The purpose of the course is not to train students to carry out specific vocational skills but rather to offer students a model for reflecting meaningfully on their vocational development.

FDED 1020, 2010, 2020, 3010, 3020 Field Education Placements These placements are within a context of ministry corresponding to the student’s intended vocational goals. Each placement experience 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.

Off-Campus Programs

Council for Christian Colleges & Universities International Studies Program In a unique partnership with the Council for Christian Colleges & Universities, Tyndale University College students are able to study abroad for a semester. The American Studies Program has students living in Washington, D.C. where they probe contemporary national and international issues in public policy. The students intern in settings such as congregational offices, social service agencies, think tanks, and cultural institutions. The Los Angeles Film Studies Center offers courses on film and culture and an internship in assorted film industry capacities. Students explore the industry within a Christian and liberal arts view and learn professional screenwriting, film production, and direction skills. For the Middle East Studies Program, students spend a semester in Cairo, Egypt to study Middle Eastern cultures, religions, and conflicts from within this part of the globe. Interdisciplinary seminar classes, Arabic language instruction, and travel in Israel, Palestine, and Jordan are all part of this program. Participants in the Russian Studies Program study the Russian language and attend seminar courses on the country’s culture, history, religion, and politics. Students become involved in the local community through fostering friendships with local students, living with a host family, and working on a service project. Students enrolled in the Latin American Studies Program live in Costa Rica and study Academic Programs and Administration I 80

language, culture, politics, history, economics, and religion. There are specialized academic tracks to select from, including International Business/Management and Tropical Science and Global Sustainability, offered to qualified students. Participants in the China Studies Program study one of the world’s oldest cultures while experiencing the economic, political and social realities of the country. Students study standard Chinese languages, geography, history, religion, and culture while travelling through various Chinese cities. For the Oxford Honours Program, honour students have the opportunity of studying in one of the world’s leading academic institutions. There are many tutorial study programs to choose from, including the arts, religion, history and economics, and students will simultaneously enjoy the rich historical setting of Oxford, England. The Oxford Summer School Program is a multi-disciplinary study of the Renaissance and Reformation. Students study philosophy, art, literature, science, and music at the Centre for Medieval and Renaissance Studies, which is affiliated with Oxford University’s Keble College. The Summer Institute of Journalism takes place in Washington, D.C. Students experience classroom lessons with hands on news gathering and writing. Participants interact with influential reporters and discover how to integrate faith with journalism.

Canada Institute of Linguistics In the spring of 1996 an agreement was reached between Tyndale University College and the Canada Institute of Linguistics (CanIL). CanIL is sponsored by Wycliffe Bible Translators Canada and is located at Trinity Western University/Associated Canadian Theological Schools, 7600 Glover Rd., Langley, BC V2Y 1Y1. Phone: 604-888-6124, fax: 604-888-4617, Web site: www.canil.ca. The agreement allows for CanIL courses taken by University College students to be credited to their programs, if the courses fit into the student’s particular study program. CanIL courses listed in this catalogue can be taken for credit toward University College programs. Students should direct all inquiries concerning these courses to CanIL at the address listed above. For course descriptions, see page 147.

Academic Policies Academic Policies I 84

Academic Policies

Academic Honesty

1. Honesty in written and verbal assignments requires a balance between using words and ideas that are part of the common domain and careful ascription of borrowed ideas and words. Ideas and words of others may be used only with acknowledgment. Failure to do so is plagiarism, which is the literary version of stealing. 2. The most obvious form of plagiarism is the direct quotation of words without quotations marks, parenthetical ascription, footnote, or endnote. Less obvious forms of plagiarism are paraphrases of another’s words and the use of an opinion with no reference to the source. 3. Academic dishonesty includes submitting work for which previous credit was given, submitting work under one’s own name that is largely the result of another person’s efforts, cheating on examinations, and giving false information for the purpose of gaining admission or credits. Knowingly aiding or abetting anyone in a breach of academic honesty shall be itself considered misconduct. 4. The submission of one paper for two courses is not permitted. In rare circumstances, an expanded paper or project common to two courses of study may be submitted with prior approval from both faculty members.

Consequences for Academic Dishonesty

If a student is suspected of academic dishonesty or admits to such, the following steps will be taken: 1. The faculty member will meet with the student to discuss the situation. If academic dishonesty is determined, the faculty member will then inform the Dean of Students and may choose to speak with other appropriate faculty members. In all cases, the Dean of Students will notify the Academic Standards Committee (ASC) and the student’s faculty advisor of the situation. It will then be left to the discretion of the faculty member to determine, in consultation with the Dean of Students and, if necessary, the ASC, the nature of the act committed. a) Inadequate documentation occurs when there is no deliberate intention to represent borrowed material as the student’s own, but where the student is careless in documentation. Students presenting papers in such form will be counselled by their faculty member, and at the discretion of the faculty member, the Writing Centre, and be required to rewrite the paper in acceptable form. A one-third letter grade penalty will be assessed on the resubmitted work. Academic Policies I 85

b) Substantial plagiarism occurs when the writer gives no acknowledgment of sources from which substantial material such as phrases, sentences, or even ideas are drawn. In such cases, regardless of the number of previous offenses, the ASC will determine the penalty on the following scale: minimum penalty for this offense is failure of the assignment; maximum penalty is failure of the course and a written reprimand from the ASC, a copy of which will be kept in the student’s academic file. c) Complete plagiarism occurs when an entire essay is copied from an author or composed by another person and presented as original work. A failing grade for the course is automatically levied, and a reprimand will be written by the ASC, a copy of which will be kept in the student’s academic file. A repeat offense will result in suspension or expulsion from Tyndale University College. 2. When deemed necessary, the ASC may send the student to the Writing Centre for a minimum of two sessions at the student’s expense. 3. If a student has been dishonest on more than one occasion within the same course, the student will fail the course, regardless of the level of plagiarism, an official notification will be placed in the student’s academic file, and the student will be expelled from Tyndale University College. 4. Failure to make prior arrangements to write an expanded paper for two assignments will result in an automatic failure in one of the courses. 5. Cheating on an examination will result, at a minimum, in an automatic failure of the examination and an official notification being placed in the student’s academic file. At the ASC’s discretion, a maximum penalty of failure of the course is also possible. 6. If dishonesty is established in more than one course, the ASC will write an official reprimand to the student which will also be placed in the student’s academic file, and the student will be expelled from Tyndale University College. 7. If it is determined that a student has knowingly aided or abetted anyone in an act of academic dishonesty, that student shall receive a written reprimand from the ASC, which will be placed in the student’s academic file, and that student may be expelled from Tyndale University College. 8. An appeal may be made by following the procedures outlined in Academic Appeals section.

Academic Probation

Academic probation is not a punishment for failing to achieve a certain standard of academic performance. Rather, probation enables students who may be struggling with their course work to be identified and monitored with appropriate counsel in the following semester. Academic Policies I 86

The following guidelines provide the basis for dealing with academic probation: 1. The Registrar automatically places students on probation under the following circumstances: a) The initial 15 credit hours of a student’s period of study at Tyndale have been attempted, and b) The student fails to achieve a minimum semester grade point average (GPA) of 1.50 before the attempt of the 45th credit hour of the academic program, or c) The student fails to maintain a minimum cumulative GPA of 2.00 at the end of any semester after the attempt of the 45th credit hour of the academic program. 2. The Registrar will inform such students in writing that they are being placed on academic probation and will also notify the Academic Standards Committee (ASC).

Students on academic probation: 1. Normally will not be allowed to enroll in more than 10 credit hours of academic work in the next semester and must maintain a semester GPA of at least 2.00 during their period of probation; 2. Will not be allowed any unexcused absences during the period of probation; 3. May not take courses during Intersession or Spring/Summer School without the prior written permission of the Registrar; 4. Will have their status reviewed by the Registrar or Dean of Students, or both, as soon as final grades are available. Students will be notified of any decision resulting in a change in status; 5. Will not be given transfer credit for courses taken elsewhere while on probation; 6. Must repeat any failed courses when they are next offered; 7. May be required to attend study and writing seminars or sessions; 8. Will be ineligible to participate in any Tyndale co- or extra-curricular activities in which they act as school representatives; 9. May lose government loan eligibility (for details contact the Financial Aid Advisor).

Academic Suspension

1. Students who are on academic probation must maintain a minimum semester GPA of 2.00. Failure to do so will result in academic suspension for the following semester (fall or winter semester). 2. Students who have already been academically suspended for one semester may apply for readmission to the school. This application process will include a letter from the student outlining reasons why the student thinks a return to studies should be allowed, two letters of reference, and a personal interview. Credit for courses taken elsewhere during this period of time will not be applied to their studies at the University College. Should the application be successful and on the student’s return to Academic Policies I 87

studies at Tyndale a minimum semester GPA of 2.00 is not achieved, the student will then be suspended from studies for a full academic year. 3. A student who has been suspended for one academic year may again apply for readmission to the school as outlined above. At that point a student who returns to studies at Tyndale after serving a one-year academic suspension and fails to achieve a minimum semester GPA of 2.00 will be dismissed from the University College. 4. At any point (after the initial 15 credit hours) a student’s cumulative GPA falls below 1.00 that student may not be allowed to take courses for one year, after which the student may apply for readmission to the school as outlined above. 5. All students will be notified of their status and relevant procedures by the Registrar. 6. An appeal may be made by following the procedures outlined in the terms of reference of the Academic Standards Committee.

Appeal of a Grade on an Assignment

A student may informally appeal a grade on an assignment by discussing it with the professor within 14 days of receiving the grade. If this does not bring about 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 attention of the Associate Academic Dean, who will then discuss the issue with the professor. If the Associate Academic Dean is the professor in question, the student will address the letter to the Academic Dean. 2. If the Associate Academic Dean or Academic Dean is not able to settle the issue, he or she will bring the issue to the attention of the Academic Standards Committee. In this case, the committee will evaluate the merits of the student's concern and the professor's assessment. The decision of the committee may result in the grade increasing, decreasing or staying the same. The decision of the Academic Standards Committee is final.

Appeal of a Final Grade in a Course

A student may informally appeal a final grade in a course by discussing it with the professor upon receipt of the grade. If this does not bring about satisfactory resolution, the student may formally appeal the grade in writing within 14 days from the date the reports are released from the Registration Office. The procedure is as follows: 1. The student will submit to the Associate Academic Dean the reasons for contesting the grade. If the Associate Academic Dean is the professor in question, the student will address the letter to the Academic Dean. 2. The Associate Academic Dean or Academic Dean will respond in writing within 10 days. 3. If this does not bring about satisfactory resolution, the student may take his or her grievance to the Academic Standards Committee, which will rule on the matter. To do Academic Policies I 88

this, the student must submit a written request for a review of the issue(s) to the Chair of the committee and include a copy of the student's statement to the Associate Academic Dean and the Associate Academic Dean's response. 4. A final appeal, if deemed necessary on procedural grounds, may be made to the Provost, whose decision will be final.

Classroom Expectations and Guidelines

Attendance: 1. Faithful attendance at classes is an important indicator of student maturity and involvement. 2. Tyndale’s operational expenses rely on both student tuition fees and on generous donations from the community. Therefore, students have the responsibility of being good stewards of this money, evidenced in their attendance and participation in classes. 3. Class attendance and participation are part of the evaluation of the student and may have a bearing on the final grade for the course. The University College faculty have adopted the following guidelines to define student responsibilities in this matter and to assist the student in developing a disciplined life. Missing a three-hour class counts as one absence; four lates will be considered as one absence. a) 3-hour course: 2 absences Absence from class for any reason (including illness) will only be permitted twice. b) 3-hour course: 3-4 absences Students with three to 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. c) 3-hour course: 5 absences or more Absenteeism for any reason that exceeds five absences will automatically mean the student has chosen not to complete the subject and a grade of F will be assigned. Students whose excessive absenteeism is 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 term, the student must have a reduced load in the following term.

The above policy 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. When a student misses a significant number of classes because of illness, he/she should notify Academic Policies I 89

the Dean of Students' Office in person or by phone. The student will need to bring a doctor’s certificate upon return. The Dean of Students’ Office will notify the student’s professors of the reason for the absence and suggest that they take this into consideration when grading assignments.

Assignments: Major assignments will be given at the beginning of a term 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, faculty members shall: 1) comment in writing on the deficient parts of the essay or other written assignment; 2) recommend that the student get help from the Writing Centre; and 3) lower the grade in proportion to the seriousness of the deficiency.

Assignments must be turned in 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 faculty member will reduce the assigned grade by 1/3 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 faculty member indicates otherwise at the beginning of the semester in the syllabus. Faculty members have the prerogative of implementing their own late assignment policies for individual courses. 3. Excessively late assignments could 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. 4. No faculty member can grant extensions on any assignments nor accept assignments after the final day of the fall or winter terms. Students requiring extension must follow the procedures as outlined in point 5 (below). 5. All assignments must be completed in order to gain satisfactory standing in the subject. Exceptions to this rule will be communicated to the students at the beginning of the course. Penalties for late assignments and attendance expectations will be stipulated in each course syllabus. The following procedure will be followed for students requesting extensions: a) If a student has not completed all assignments within a course by the last day of exams, the student may appeal for an extension. An “Application for Appeal” form is available from the Registration Office during the semester. The completed form must be submitted to the Registration Office by 4:30 p.m. on the last day of exams. If the appeal is not received by this date, the student may still fill in the form stating why the form is late. The appeal form must be accompanied by a $50 fee (cheque, money order, credit card, or invoiced on the student's account). Academic Policies I 90

b) Extensions will be granted by the Academic Standards Committee only in cases where the student was clearly prohibited from completing the assignments by circumstances beyond his or her control (e.g., hospitilization, 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 extracurricular activity. c) 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 Dean of Students or with his or her faculty advisor. d) A registered letter from the Tyndale University College ASC will notify the student of the maximum length of the extension and any grade penalty. All assignments must be received by the Registration Office by 4:30 p.m. on the due date, along with the cover sheet (part of the application package). Assignments will then by forwarded to faculty members for grading. Assignments may be hand-delivered, faxed, e-mailed, or posted to the school, but they must be received no later than the deadline. Any problems with electronic, mechanical, and postal transmissions are the student's responsibility. e) Failure to submit assignments by the deadline will result in failing grades on those assignments, and the final grades on courses will be calculated accordingly. f) The decision of the Academic Standards Committee may be appealed in writing to the Provost. The Provost will ensure that the proper procedures have been followed throughout the process and then make a decision based on the merits of the appeal. The Provost will respond in writing to the student and provide a copy of the decision to the various parties. The decision of the Provost is final. 6. Research papers for University College courses should conform to the style requested by the professor. A summary of the three standard forms is found in Diana Hacker's, A Canadian Writer’s Reference, Second Edition (Toronto: Nelson Thomson Learning, 2001). This text is available in the bookstore. 7. Any student may be requested to submit papers in electronic form to facilitate the professor’s routine checks for academic dishonesty.

Return of Assignments: Graded papers unclaimed in class are returned to students via their student mailboxes. Students are to write their mailbox numbers on the cover page of every assignment to speed up this process. If students desire to have an assignment returned by mail, they must provide the faculty member with a stamped, self-addressed envelope when the paper is handed in. Envelopes and $2.00 stamps are available in the bookstore for this purpose. Papers unclaimed from the student mailboxes will be held in the faculty secretary’s office for a period of six months, after which they will be destroyed. Academic Policies I 91

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 at Tyndale University College, except Human Services. The following regulations apply to double major degrees:

1. All core and breadth requirements for the BA must be completed. 2. All requirements (including cognates) for both majors must be completed, with the exception noted below. 3. Students are required to do only one senior seminar for a degree. Therefore, students may substitute any 4000 level course in their second major for their senior seminar in the second major. 4. Some combinations are possible within the 120 hours required for the degree and others are not. Those combinations which cannot be completed within the 120 credit hours will therefore require the student to take more than 120 credit hours for the degree. 5. Students are not permitted to do both an honours major and a double major. Students completing an honours major are encouraged to take extra credit hours in their major up to 60 credit hours.

Possible Combinations: Business Administration and English English and Religious Studies Business Administration and History History and Philosophy Business Administration and Philosophy History and Psychology Business Administration and Psychology History and Religious Studies Business Administration and Religious Studies Philosophy and Psychology English and History Philosophy and Religious Studies English and Philosophy Psychology and Religious Studies English and Psychology

Examinations

Faculty members will assign the times for examinations and quizzes throughout the term.

Midterm Examinations: Midterm examinations will be held when 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 not to exceed the number of school days missed. Example: If a student is ill for three days, and in that time missed a midterm examination, that examination must be written within three days of the return to school. Academic Policies I 92

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. 1. Students who are justifiably unable to write the final examination at the time scheduled may write a special examination within two weeks of the missed exam. If the illness or injury extends beyond this period, the student may be required to write the examination by a date agreed upon by the course professor and the Registrar. Aegrotat standing may be granted in exceptional cases for the subjects in which the student has a satisfactory average. The student should apply in writing to the Registrar. In case of illness or injury, a satisfactory doctor’s certificate must be produced giving evidence of inability to write. 2. The following rules are to be enforced in connection with every final examination: a) No student is permitted to take into the examination room any materials relating to the examination subject, including Bibles, unless otherwise indicated. b) No student may leave the room without permission from the exam security person. c) No student may leave his/her seat during the final fifteen minutes. d) Students must not linger in the halls outside the examination rooms while examinations are being written. e) No student will be permitted to write beyond the allotted time without special permission of the Registrar. 3. Exam Conflicts and Rescheduling: The only circumstances which will allow the rescheduling of an exam are as follows: a) Exam Conflict: two exams at the same time or three exams on the same day. b) Illness: a doctor’s note is required if a student misses an exam due to illness.

To reschedule an exam, a student must submit a request in writing to the Registrar. The letter should include the reason why the exam needs to be rescheduled and a proposed time to write it. If a student is ill on the day of the exam, he or she should not call the Registrar or professor but submit a request to reschedule as soon as possible.

Taping of Classes

1. Students must request permission from the professor of the particular class that they would like to tape. 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 taped, it is the responsibility of the student to obtain the professor’s permission, find another student to tape the lecture, and to supply that student with tapes and a tape recorder. Academic Policies I 93

Syllabi Availability

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 Registration Office using the form designed for this purpose. 2. Upon receipt of the application the Registrar will review it and come to a decision in conjunction with the student’s academic advisor. 3. Checking a different box on the registration form filled out at the beginning of a semester does not constitute an application for a program change. 4. The Academic Standards Committee reserves the right to request or require a student to change to the certificate program, to another degree program, or to another major.

Faculty Advisors

Meeting with your faculty advisor can be foundational for managing your academic program. Advisors can help with personal decision making, selecting Field Education/Community Service placements, course planning, and realistic goal setting. They can also put you in touch with the right resources for a wide variety of issues. Connect with your 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.

Course Registration

1. Registration a) Students must register for their courses. A $50 late fee will be charged for those registering for fall courses after orientation week. b) Students will not be allowed to enroll in a course after the second week of fall and winter classes or after the second class of an Intersession or Spring/Summer course. 2. Course Changes and Withdrawals To add or withdraw from a course, students must hand in a completed Add/Drop form, signed by the student’s faculty advisor, to the Registration Office. This form is available from the Registration Office or www.tyndale.ca/registrar. Academic Policies I 94

An administrative charge will be applied to every Add/Drop form. See pages 38-39 for details. Changes in status from credit to audit or audit to credit are considered to be the same as changing a course and so must be completed before the end of the second week of classes.

Course Changes and Withdrawals

Weeks 1-2 3-4 5-8 9-11 12 and after Add Course yes no no no no Drop Course yes yes yes yes no Refund 100% Based on Based on 0% n/a # of weeks # of weeks Grade on Transcript None W W or F F n/a Administration Fee $25 $50 $50 $50 n/a

W = withdrawal F = fail

Course Load

In order to complete academic programs in the time frame specified in the Academic Calendar, students need to take five courses and one unit of Field Education/Community Service each semester. A student must be registered for a minimum of 12 credit hours per semester in order to be a full-time student. To qualify for an 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 University College (3 courses). Permission for taking more than a normal course load must be secured from the Registrar and the faculty advisor prior to registration.

Course Substitutions

1. Students are expected to complete all required courses. 2. Permission to substitute a required course should be obtained by using the designated form, and is determined by the Associate Academic Dean and the Registrar.

Repeating Courses

1. A student may repeat a 1000 level course ONCE if he or she received a failing or unsatisfactory grade. 2. A student may repeat a 2000, 3000, or 4000 level course ONCE if he or she received a failing grade. 3. The Registrar will ensure that the second grade will stand as the official grade for the course. The first will be removed as “R.” Academic Policies I 95

Directed Studies Courses

1. Students must have completed at least one year in their program before they can request 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. Faculty reserve the right to accept or reject a request for a directed studies course. 5. The desired course must not be offered as a classroom course in the academic year in which the directed studies course will be taken. (Exception: a potential graduate who has a schedule conflict involving the course in his/her year of graduation.) 6. The desired course must be discussed with the professor of the course prior to registration for the course. 7. The student must provide the Registration Office with a copy of the course requirements at the time of registration. 8. 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.

Auditing

Who May Audit: 1. Regular full- or part-time students of the University College (except those on probation). Permission from the Registrar and the course professor may be required. 2. Graduates of the University College. 3. Others — auditing students who are not already students are not required to fill out an application form or go through the application process.

Cost of Auditing: 1. The regular audit fee is one-half the tuition for each course. 2. Graduates may audit courses at half the regular audit fee. 3. Regular full-time students may audit one course free of charge in their last year of study before graduation or within one year of graduation.

Other Requirements for Auditing: 1. Normal attendance requirements will apply to audit students. 2. Audit students may be restricted to one (1) audit for every ten (10) credit students in each course or section of the course. 3. Students desiring to change a subject from audit to credit, or from credit to audit, must do so within the first two weeks of the semester. 4. The professor of the course audited is under no obligation to grade assignments, etc., submitted by audit students. Academic Policies I 96

Academic Standing

Grading System

A, B: Excellent, Good. These grades are earned only when evidence indicates that the student has consistently maintained above average progress in the subject. Sufficient evidence may involve such qualities as creativity, originality, thoroughness, responsibility, and consistency.

C: Satisfactory. The grade means that the student has fulfilled the requirements of the subject to the satisfaction of the instructor. These requirements include the understanding of subject matter, adequacy and promptness in the preparation of assignments, and participation in the work of the class.

D: Poor. This grade indicates that the accuracy and content of work submitted meets only the minimal standards of the professor. Performance is considered inadequate for graduation.

F: Failing. Work submitted is inadequate. Attitude, performance, and attendance are considered insufficient for a passing grade.

Non-Graded Standards

AU Audit (non-credit) P Passing W Withdrawal I Incomplete extension granted by the Academic Standards Committee AG Aegrotat Standing (see page 97)

Letter Grade Numerical Value Grade Points

A+ 95-100 4.00 A 86-94 4.00 A- 80-85 3.70 B+ 77-79 3.30 B 73-76 3.00 B- 70-72 2.70 C+ 67-69 2.30 C 63-66 2.00 C- 60-62 1.70 D+ 57-59 1.00 D 53-56 1.00 D- 50-52 1.00 F 0-49 0.00 Academic Policies I 97

Aegrotat Standing

Aegrotat standing in a subject may be granted on compassionate grounds as well as for extended illness and/or injury sustained by a student. The faculty member concerned may submit a recommendation to the Academic Standards Committee whenever he/she feels aegrotat standing is warranted. This action will be recorded as aegrotat on the student’s permanent record. Aegrotat standing will be considered on the basis of grades achieved in the course(s) for which it is requested, accumulated grade point average, successful completion of three- quarters of the semester in which the course(s) are taken, a minimum of 65% 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 GPA of 3.60 or higher is eligible for the Dean’s Honour List for that semester.

Distinction

A student who achieves a CGPA of 3.60 or higher on the 120 credit hours presented for the Bachelor of Arts degree, or the 90 credit hours presented for the Bachelor of Religious Education degree, will be awarded the degree with distinction.

The Writing Centre

Director: Patricia Sears Through a combination of tutorials, workshops, and resources, Tyndale’s Writing Centre offers a comprehensive program of writing support to Tyndale students. The Centre offers students individual thirty-minute tutoring sessions. Students are encouraged to bring an outline or a rough draft of an assignment they are currently working on and will receive suggestions for improvement. This service, at no charge to students, is available by appointment. In addition to offering individual tutoring, the Writing Centre also offers workshops and resources to Tyndale students. Professors may recommend that a student go to the Writing Centre for help and students are strongly encouraged to follow their recommendations. The Academic Standards Committee may require any student to go to the Writing Centre for help.

Spring and Summer Sessions

A large number of Seminary courses and a smaller number of University College courses are offered each year between May and August. Students are encouraged to consider taking Greek or Hebrew in the summer or one of the other University College courses that are offered in various formats. Academic Policies I 98

Residence accommodations and food services are available for a separate fee. Students interested in taking a Spring/Summer course should consult their faculty advisor in advance.

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. Examinations and assignments for graduates must be completed three days prior to the date set for graduation. Eligible graduates will be notified of their status by the Friday preceding the date of graduation. 2. Substitutions in a course are allowed only by special permission from the Registrar and the Department Chair. 3. The cumulative grade point average (CGPA) must be at least 2.0 (C) in order to qualify for graduation. 4. Students must normally complete the last year of work at the University College in order to graduate.

Statute of Limitations Policy Approved by the University College Faculty, January 23, 2003

1. Students are eligible to graduate from a program under the terms of the Academic Calendar in force at time of their first enrollment in that program providing that they graduate within the number of years specified below for each program. 2. 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. 3. Notwithstanding the above, Tyndale University College reserves the right to require substitute courses in cases where required courses are no longer offered. 4. The following time limits apply: a) Students in the BRS (Major or Honours) or BA degree have eight years to complete their program. b) Students in all other BRS degrees have seven years to complete their program. c) Students in the BRE degree have seven years to complete their program. d) Students in all Certificate programs have five years to complete their program. 5. 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. 6. Students who come to the end of the time allotted for the completion of their program and who have not completed, but are in a position to complete within one calendar year, may apply for an extension using a form available from the Registration Academic Policies I 99

Office. A fee will be charged for this application. 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 attached to the form and kept in the student’s file. 7. In exceptional cases, a second one-year extension may be approved by the Registrar. 8. If the extension is not approved, the student may appeal this decision by writing a letter of appeal to the Academic Standards Committee. 9. 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. 10. 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. 11. A student suspended because the statute of limitations runs out can apply for readmission to the University College 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. 12. This policy will apply to all students who first enroll at Tyndale University College after September 1, 2003. 13. This policy will also apply to students enrolled at Tyndale prior to September 1, 2003. However, for purposes of calculating the number of years they have left to finish their program, these students will be considered to be in their first year in the 2003-04 year, even though they may be under an older Academic Calendar.

Notes: 1. A student who first enrolls in January 2002 is under the 2001-02 Academic Calendar. 2. A student who first enrolls in a spring or summer course in 2003 is under the 2003-04 Academic Calendar. 3. A student who started the BRS Major in the spring or summer of 2002 or in September 2002 has until May of 2010 to graduate (i.e., 8 years) under the terms of the 2002-03 Academic Calendar. 4. A student who started the BRS Major in January 2003 has until May of 2011 to graduate (i.e., 8 years) under the terms of the 2002-03 Academic Calendar.

Course & Major Descriptions Course & Major Descriptions I 102

Course Descriptions

Each course number has four digits. Courses beginning with a 1 are usually taken in a student’s first or second year, and most courses beginning with a 1 or a 2 have no prerequisites. Courses beginning with a 3 have prerequisites and are usually taken in the student’s second, third, or fourth year. Courses beginning with a 4 have prerequisites and are intended primarily for third- or fourth-year majors in that discipline, although other fourth-year students with the necessary prerequisites may take them. The second and third digits distinguish the course from other courses in the discipline. The fourth digit indicates the number of credit hours the course is worth. An asterisk (*) following the number indicates a cross-listed course. Tyndale offers a four-year Bachelor of Arts degree with the opportunity to major in Business Administration, English, History, Philosophy, Psychology, or Religious Studies. The requirements for each major are listed below at the beginning of the course listings for that discipline. The requirements for the BRE foci are listed at the beginning of the Christian Ministries course descriptions. Binders of syllabi for the various courses are available in the library for perusal. Copies can be made on the library photocopier. If a student living outside of the Greater Toronto Area cannot come to the library, a request may be made to the Dean’s office to have a course syllabus mailed, provided that the student registers at least one month prior to the commencement of the course. Should the student request more than one syllabus, a nominal fee will be charged to cover the costs involved. Some syllabi can be accessed by looking at the faculty member's Web page at www.tyndale.ca.

Anthropology

ANTH 2053 Cultural Anthropology A study of the way people in ethno-linguistic communities have laid down guidelines for their own individual and group behaviour. There will be careful consideration of kinship, roles and status, social groups, rites of passage and life cycles, marriage and family, and worldviews and religious beliefs. Offered occasionally.

Biology

BIOL 1713 Introduction to Human Biology This course introduces the major processes and principles of biology through a basic study of the structure and function of the human body. topics may include: biological molecules, cells and tissues, motor and sensory systems, cardiovascular systems, digestion, kidney function and reproduction. Course & Major Descriptions I 103

BIOL 2053 Brain and Behaviour This course examines the relationship between behaviour and the structure and function of human and animal neural systems. Technological advances in recording techniques will also be covered. Topics include: neuron structure and function, brain anatomy and function, brain development, learning and consciousness. Offered in alternate years.

Business Administration

Assistant Professor Lindsay

The Bachelor of Arts in Business Administration is a professional business program with a strong foundation in the liberal arts and a focus on biblical and theological studies. 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 or Law. A particular focus of the department is on non- profit organizational management and leadership.

The major in Business Administration requires 14 courses in Business Administration including: BUSI 1013 Introduction to Business BUSI 1023 Mathematics for Business BUSI 2013 Organizational Behaviour BUSI 2313 Marketing BUSI 2613 Introduction to Financial Accounting BUSI 2623 Introduction to Managerial Accounting BUSI 3813 Finance One of: BUSI 3213 Business Law or BUSI 3713 Business Information Systems or BUSI 3723 Operations Management BUSI 4113 Business Policy and Strategy BUSI 4153 Business and Society BUSI 4903 Senior Seminar in Business Administration Three further courses in Business Administration.

At least 7 of these courses (21 credit hours) must be taken at the 3000 level or above. Cognate requirements: Economics 1013, 1023 and Mathematics 1213, 3243. Course & Major Descriptions I 104

Business Mentorship Component A unique factor in the Tyndale Business Administration program is the Business Mentorship Component. This allows students to not only understand the theoretical basis of business with their heads, but also to experience the practice of business with their hands. The component is designed to give students practical exposure to the world of business prior to their graduation. This has the added feature of giving them practical experience which will assist them in finding future employment in a business-related field. The Business Mentorship component is a non-credit graduation requirement of all students in the Business Administration program. This requirement may be satisfied in one of four ways. For further information on the following options, see your faculty advisor or the Registration Office: 1. The Community Service Option. 2. The Internship Option. 3. The Co-op Option. 4. The Business Leadership Option.

Course Descriptions:

BUSI 1013 Introduction to Business This course introduces the basic principles of business and outlines the history and development of the set of activities, functions, and systems that together define the discipline of modern business practice. Offered annually.

BUSI 1023 Mathematics for Business This course is designed to foster a broad understanding and appreciation for mathematics and to improve mathematical dexterity in establishing a foundation for further studies in the more quantitative business disciplines. Course material will include elements of calculus, algebra, and data management applications. Offered annually.

BUSI 2013 Organizational Behaviour Using the behavioural sciences as a foundation, this course provides a general information overview to develop an understanding of the nature and behaviour of individuals and work organizations. Topics will include communication, motivation, diversity, values, group dynamics, leadership, power, organizational design, and development. Lectures and assignments are structured to develop the skills required to improve effectiveness in both profit and non-profit organizations. Offered annually.

BUSI 2313 Marketing This course outlines the marketing function and its relation to other business functions in the organization. A study of product development, pricing policy, promotional planning, and relationships with marketing distribution channels will be included. The importance of buying behaviour and buying Course & Major Descriptions I 105

patterns in shaping marketing decisions will be examined. The business issues and ethical concerns in developing and implementing domestic and international marketing plans for profit and non-profit organizations will also be presented. Prerequisite: BUSI 1013. Offered annually.

BUSI 2613 Introduction to Financial Accounting This course introduces the generally accepted principles that govern the financial accounting system and the income statement and balance statement that are the principal end products of the system. Students will also be introduced to the corresponding statements for non-profit and charitable organizations and how these statements are used to evaluate the performance, capacity, and financial status of the organization. Offered in alternate years.

BUSI 2623 Introduction to Managerial Accounting An introduction to cost accounting systems and the use of cost information for decision- making is the focus of this course. Emphasis is placed on a basic understanding of cost, cost analysis, and cost systems. Topics include budgeting, capital expenditure budgets, controls through standards, cost-volume-profit relationships, the behaviour of costs, and responsibility accounting. The unique cost relationships for non-profit organizations will also be explored. Prerequisite: BUSI 2613. Offered in alternate years.

BUSI 3013 Human Resource Management This course surveys what human resource professionals and managers in general need to know about personnel and human resource management in business and non-profit organizations. The need for strategic management of human resources within the context of the total organization is examined. The course material includes staff selection and recruitment, performance evaluations, compensation, other reward systems, training and development, promotion of equal employment opportunity, and the corresponding policies and practices. Prerequisites: BUSI 1013, 2013. Offered occasionally.

BUSI 3113 Managing Non-Profit Organizations This course provides students with a broad overview of the non-profit and voluntary sector and covers the role of non-profits, how to develop effective non-profit organizations, and how to deal with the challenges facing these organizations. Issues will include management and administration, board selection and governance, recruiting and motivating volunteers, accountability, and managing growth, change and diversity. The importance of creating and stating mission statements and developing and communicating strategic plans both internally and externally will be examined. Prerequisites: BUSI 1013, 2013. Offered occasionally.

BUSI 3213 Business Law The legal issues and civil laws normally encountered by business managers and administrators will be covered in this course. These include contract law, forms of business entities, the corporation and its shareholders and stakeholders, real estate law, employment law, consumer protection, Course & Major Descriptions I 106

negligence and torts. The responsibilities of plaintiffs and defendants in legal actions will be discussed as well as the various alternative dispute resolutions options including negotiations, mediations, and arbitrations. Prerequisites: BUSI 1013, 2013. Offered in alternate years.

BUSI 3413* Entrepreneurship and New Ventures This course examines how one can harness creativity, personal drive, and faith to develop a successful new venture. It focuses on the organizational, marketing, legal, and financial decisions that are required when starting a new enterprise. It explores such questions as how to develop a business plan, secure financing, manage cash flow, and put together and manage a small organization. The opportunities for various strategic alliances and partnership arrangements with non-profit, profit, and government organizations will be introduced and explored. Prerequisites: 12 credit hours in Business Administration. Offered occasionally.

BUSI 3453 Consumer Psychology This course focuses on the psychological study of consumer behaviour. It examines the roles awareness, beliefs, learning, feelings, intentions, and behaviours play in how people become aware of, and decide to purchase goods and products. Applications to non-profit settings may also be explored. Prerequisites: BUSI 1013 and 2313. Offered in alternate years.

BUSI 3503 Directed Studies in Business Administration This independent study option is open to third- and fourth-year Business Administration 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: 12 credit hours in Business Administration and permission of the Associate Academic Dean. Offered occasionally.

BUSI 3613 Intermediate Financial Accounting This course elaborates on the generally accepted accounting principles (GAAP) and presents the concepts, objectives, and techniques underlying asset valuation and income determination. A theoretical framework for analyzing accounting practices and preparing financial statements will be outlined, and accounting policies and the criteria for policy selection will be reviewed. The asset side of the balance sheet will be analyzed in detail. Prerequisite: BUSI 2613. Offered occasionally.

BUSI 3623 Intermediate Managerial Accounting Internal cost accounting data will be examined as a source of information for management decisions, planning and control. Topics will include the accumulation of costs for service and product costing, job order or project costing, process costing systems, standard costs and variance analyses, and decision-making with imperfect costing information. Prerequisite: BUSI 2623. Offered occasionally. Course & Major Descriptions I 107

BUSI 3713 Business Information Systems The fundamental concepts and architecture of business computing, information systems, hardware and software, and related telecommunications systems will be introduced. With a focus on managing the enterprise, this course will be of interest to those with both technical and non-technical backgrounds. Through projects and discussions, students will learn to recognize strategic and tactical opportunities for deployment of information technology and Internet and e-commerce solutions to increase organizational productivity, performances and capacity. Topics will include a framework for systems requirement analysis, systems acquisition, and human resource implications. Prerequisites: BUSI 1013, 1023. Offered in alternate years.

BUSI 3723 Operations Management This course develops an understanding of the issues involved in managing operations and projects. It introduces the skills required to plan and control the use of layout, materials, plants, and technology for the purpose of creating and delivering goods and services of increasing quality and value that meet customer needs. Topics will include production planning, scheduling, inventory, and quality control. Prerequisites: BUSI 1013, 1023. Offered in alternate years.

BUSI 3813 Finance Students will learn about investments and how to analyze the capital structure of an organization. The pivotal roles of return on investment and the cost of capital in shaping the investment decision in allocating scarce resources, as well as the financial decision in providing cash, will be introduced. The related subjects of asset valuation, capital budgeting, working capital management, financial instruments, the risk return trade-off, and overall financial planning will also be discussed. Prerequisites: BUSI 1013, 1023. Offered in alternate years.

BUSI 3913 International Business This course introduces students to the international environment of business and provides a comprehensive outline of the functional management issues and operational elements that define international business. The evolving nature of the global economy and the business and social implications for multinational corporations and other organizations will be examined and students will learn the principles for strategy, organizational structure, finance, and control. Prerequisites: 12 credit hours in Business Administration. Offered occasionally.

BUSI 4113 Business Policy and Strategy This course is intended as a comprehensive course that extends and integrates course work in the functional areas of accounting, finance, marketing, human resources, and operations management. The critical role of formulating and implementing management policy and strategy consistent with overall organizational direction, values, and goals will be introduced. With the use of cases involving complex business problems in both profit and non-profit organizations, students will be challenged to apply integrative strategic thinking, imagination, and creativity supported by the most recent research findings in this area. Open only to Business Administration majors in their final year. Offered annually. Course & Major Descriptions I 108

BUSI 4153 Business and Society This is a capstone course that acknowledges the dynamics and impact of change and the need for balance, and that views the business interests of various organizational stakeholders and individuals in a broad social, political, technological, and global context. By way of case studies and examination of current business affairs, students will develop a Christian perspective on the complex environment of business and learn to apply ethical decision making and sound judgment coupled with the best business practices to reach durable business decisions. Prerequisites: 18 credit hours in Business Administration. Offered occasionally.

BUSI 4503 Advanced Directed Studies in Business Administration This independent study option is open to fourth-year Business Administration 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: 18 credit hours in Business Administration and permission of the Associate Academic Dean. Offered occasionally.

BUSI 4903 Senior Seminar in Business Administration This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: Open only to Business Administration majors in their final year. Offered annually.

Christian Ministries

Assistant Professors Clarkson, Scott and Wong, Professor Emeritus Posterski, Adjunct Professors A. Davey and Siew

The Department of Christian Ministries offers the Bachelor of Religious Education degree, which is a three-year, professional program designed to prepare graduates for ministry in the local church, parachurch organizations, or missions. Students taking this degree may choose from four foci: General Ministries, Pastoral Ministry, Recreation Studies, or Youth Ministry. (See page 135 for a description of the Recreation Studies focus.) The BRE in General Ministries is intended to be a terminal degree for those who do not plan to pursue seminary studies. The recommended program for those intending to proceed to seminary after their undergraduate studies is the Bachelor of Arts degree with a major either in Religious Studies or in any of the humanities or social sciences offered at Tyndale (i.e., English, History, Philosophy, or Psychology). The BRE degree in General Ministries is also available in an adult-education, degree completion format for those who cannot leave their jobs to study full time. (See page 70 for a description of this program.) A post-diploma BRE in General Ministries is available for those who hold a two or three-year diploma from a college of applied arts and technology. (See page 68 for a description of this program.) Course & Major Descriptions I 109

General Ministries Focus The General Ministries focus allows a student to choose five CHRI courses (at least two 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. (See page 66 for a description of the BRE degree requirements including the Ministry Studies core.)

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. The Pastoral Ministry focus requires five courses: CHRI 2413 Christian Worship CHRI 2423 Pastoral Care and Procedures CHRI 3433 Preaching CHRI 3453 Seminar in Pastoral Studies CHRI 3493 Internship in Pastoral Ministry

Youth Ministry Focus The Youth Ministry focus offers students foundational courses in preparation for ministry in a variety of settings, including church and parachurch-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. The Youth Ministry focus requires five courses: CHRI 1313 Foundations of Youth Ministry CHRI 2313 The Practice of Youth Ministry CHRI 3313 Canadian Youth Culture CHRI 3393 Internship in Youth Ministry One further course in Youth Ministry (i.e., any CHRI course with a 3 as its second digit)

Course Descriptions:

CHRI 1013 Christian Life and Discipleship This course is a study of the biblical and theological foundations of the Christian life and discipleship. Major aspects of the Christian life will be explored, including the relationship of the individual to God, to self, and to others. Exclusion: GMIN 1023.

CHRI 1113 Introduction to Leadership This course is designed to prepare students to lead and manage volunteer organizations with special emphasis on church and church-related organizations. Students will gain a general knowledge of leadership and administrative theory and skills. Methods of personal and corporate organizing, decision-making, team-building, and personal character will be among the specific issues addressed. Exclusion: GMIN 1043. Offered annually. Course & Major Descriptions I 110

CHRI 1313 Foundations of Youth Ministry Designed to help students in the methodology of youth ministry, this course will construct a theological, sociological, and philosophical foundation for youth ministry. The student will gain a working knowledge of youth ministry strategies, programming models, and history. Exclusion: YOUT 2053.

CHRI 2213 Educational History and Philosophy This course includes an analysis of biblical, historical, and philosophical foundations of Christian education, issuing in a personal philosophy of education. Exclusion: CHED 2023.

CHRI 2313 The Practice of Youth Ministry Practical skills designed to assist the student in developing a strategy for youth ministry in a variety of settings (i.e., church or church-related) are taught in this course. Specific focus will be given to staff relationships and development, strategic planning, and management and leadership skills. Prerequisite: CHRI 1313. Exclusion: YOUT 2083. Offered annually.

CHRI 2353 Parachurch Youth Ministry Students will explore the role of parachurch youth ministry in Canada through such topics as: theology, history, and philosophy of parachurch organizations, the relationship between church and parachurch, the parachurch in public institutions, and the contribution of the parachurch to (cross-cultural) missions, both domestic and abroad. Students will also have the opportunity to learn from representatives from various parachurch ministries such as Inter-Varsity Christian Fellowship, Youth For Christ, Youth Unlimited, Youth With a Mission, Navigators, Campus Crusade for Christ, and ethnic parachurches. Offered occasionally.

CHRI 2363 Contemporary Models of Church and Youth Ministry There are elements in ministry that can only be learned by observation and reflection of whole ministry situations. We will travel to benchmark models of youth and post-modern ministry where we will observe ministry in these churches, interview the leaders and reflect as a group on the categories of mission, core values, assumptions, and leadership styles.

CHRI 2413 Christian Worship In this course students will explore significant themes related to worship. The exploration will include biblical studies related to pertinent themes, concepts of worship, and affective practices related to the issues of the worship of God. There will be a particular emphasis on the planning of worship and the development of skills related to the leading of public worship. Exclusion: PAST 3323. Offered annually.

CHRI 2423 Pastoral Care and Procedures This course is designed to prepare the student to give lifespan pastoral care and to acquaint the student with the various tasks of pastoral ministry. Topics to be considered are the biblical role and models of the pastor and a developmental approach to pastoral care of the entire congregation from birth through death. Prerequisite: PSYC 2123. Exclusion: PAST 3333. Offered annually. Course & Major Descriptions I 111

CHRI 2613 History of Missions An overview of the history of missions from the early church to the present is given in this course. Some of the areas covered include: the Nestorians, Roman Catholic Saints, the Moravian Missions, William Carey and the Bible Societies, faith missions, expansion and consolidation of missions in the twentieth century, and the emergence of sending agencies in non-Western countries. Exclusion: INTC 3313. Offered occasionally.

CHRI 2653 Mission in Culture: The Black Experience The reality of the Canadian experience is that the task of missions happens in a cultural context. This course provides a general introduction to the trends, issues, dynamics, and current realities of the black Christian’s church experience. It will attempt to present conceptual and practical frameworks for understanding the diverse experience of blacks in Canada as they participate in the mission of the church. Offered occasionally.

CHRI 2713 Behaviour in Groups This course will examine theory and research relating to small groups, problem solving, decision- making, group discussion, self-understanding, communication, and perception of others. Participation in small groups will provide opportunities for analyzing effectiveness in group situations. Exclusion: GMIN 2423. Offered occasionally.

CHRI 3093 Internship in Christian Ministry This internship is designed to prepare students as servant-leaders within the student development stream by deepening and strengthening self-awareness and by exploring the processes of interpersonal and helping relationships in the context of biblical principles. It highlights issues in college student development, counselling, crisis intervention, leadership and servanthood, and related topics in people-helping ministries with the design to encourage the development of people within the context of community. Prerequisite: By invitation of the Department of Student Life.

CHRI 3213 Principles and Practices of Teaching The purpose of this course is to provide an introduction to the principles of teaching and learning and the application of those principles within the Christian context. Attention will be given to contextualizing teaching, lesson design, and instructional strategies, especially as they pertain to effective Bible teaching. Prerequisites: CHRI 1013, RLGS 1013, and RLGS 1023. Exclusion: CHED 2013. Offered annually.

CHRI 3223 Children's Ministry This course builds a biblical foundation and formulates a rationale for ministry to children. Practical approaches for establishing and operating programs that respond to the spiritual needs of children and nurture their growth as whole persons are included. Possible topics are worshipping with children, biblical literacy, integration of biblical values and learning, and responding to children in crisis. Prerequisites: CHRI 1013. PSYCH 2113 is recommended. Exclusion: CHED 2083. Offered occasionally. Course & Major Descriptions I 112

CHRI 3253 Contemporary Issues in Education This seminar course is designed to explore a wide range of current issues in Christian and general education. There will be different emphases from year to year, depending on the interests of the class participants and contemporary issues at hand. Prerequisites: CHRI 1013 and 2213. Exclusion: CHED 3013. Offered occasionally.

CHRI 3313 Canadian Youth Culture In order to minister effectively to adolescents, an understanding of their context is essential. This course is designed to enhance the student's understanding of youth culture in the multicultural, multiethnic, and multifaceted Canadian context. Key to understanding Canadian youth culture is the evaluation of the kind of life created for Canadian teens, and the life they create for themselves. Students will have an opportunity to explore the elements of Canadian culture which shape today's social structures, and the youth culture within the Christian framework. Prerequisites: CHRI 1013 and 1313. Offered annually.

CHRI 3323 Youth at Risk This course is designed to survey issues related to working with youth who are “at risk” in some way. Students will creatively explore current research, the media of popular culture, and stories of their own experience to understand more about serving youth who are physically, emotionally, or spiritually “at risk.” Prerequisites: CHRI 1013 and 1313. Offered occasionally.

CHRI 3333 Youth Ministry and the Family The issue of the family in youth ministry will be examined in this course. Students will investigate theological principles that undergird youth and family ministry. Students will also explore various models of youth and family ministry and develop a strategy for a family-friendly youth ministry. Open to Youth Ministry students and others upon permission of the instructor. Exclusion: YOUT 2153. Offered occasionally. Prerequisites: CHRI 1313, 2313 and RLGS 3603.

CHRI 3393 Internship in Youth Ministry This course is designed to give in-depth exposure to ministry in an area appropriate to the student’s career goals. The intern will be supervised directly by his/her faculty advisor and by a field professional. Field Education (up to two units) is normally combined with the student’s internship. Internships require a minimum time investment of 210 hours and may be completed over more than one semester. Advance approval must be received from the Professor of Youth Ministry. The student should register for the internship in the semester in which he or she plans to complete all of the course requirements. Prerequisites: CHRI 1013 and 1313. Exclusion: INTC 3023. Offered occasionally.

CHRI 3413 Evangelism This is a conceptual and practical study to help the local believer and the church present the gospel message in today’s world. Special focus will be on issues such as contextualization, examining a community’s evangelistic potential, presenting one’s testimony and the gospel message, following up new believers, and praying and evangelism. Prerequisite: CHRI 1013. Exclusion: PAST 3343. Offered occasionally. Course & Major Descriptions I 113

CHRI 3433 Preaching This course is an introduction to the basic elements of sermon preparation, including exegesis, sermon form, and elements of communication for preaching. Sermons will be delivered and evaluated in class. Limited enrollment. Priority given to Pastoral students. Prerequisites: CHRI 1013 and RLGS 2013. Exclusion: PAST 3313. Offered annually. CHRI 3453 Seminar in Pastoral Studies This seminar course for graduating pastoral students is designed to discuss the current issues in the life of the pastor, the church, and overall ministry. Emphasis will be placed on personal preparation, the practice of ministry, and on-going training. Prerequisites: CHRI 1013 and 2423. Exclusion: PAST 3383. Offered annually.

CHRI 3493 Internship in Pastoral Ministry This course is designed to give an in-depth exposure to ministry in an area appropriate to the student’s career goals. The intern will be supervised directly by the faculty advisor and by a field professional. Field Education (up to two units) is combined with the student’s internship. Internship requires a minimum time investment of 210 hours and may be completed over more than one semester. Open to Pastoral Studies students and others upon permission from the instructor. The student should register for the internship in the semester in which he or she plans to complete all of the course requirements. Prerequisites: CHRI 1013 and 2423 and RLGS 3603. Exclusion: PAST 3933. Offered annually.

CHRI 3503 Directed Studies in Christian Ministries This independent study option is open to third year students who wish to explore a topic not covered in the regular curriculum in which the professor has an interest and expertise and is willing to direct studies. Prerequisites: 12 hours of Christian Ministries and permission of the Associate Academic Dean. Offered occasionally.

CHRI 3613 Global Christianity This course is designed as an introduction to the “holy catholic church” in its Canadian and global contexts. Attention will be given to the doctrine of the church, the state of the world, and the state of the Christian church. Prerequisites: 6 credit hours in Christian Ministries. Exclusion: GMIN1013. Offered every semester.

CHRI 3623 Modern Missiological Issues Christ’s command to make disciples of all nations is still relevant. As the gospel has been brought to the nations and throughout the history of missions there have been dominant missiological issues in each period. This course will briefly examine some of these historical issues and then focus on contemporary missiological issues. Some of the issues to be considered will be mission and evangelism strategy, the poor and mission, justice and reconciliation, missions and modernity, urban mission, contextualization, social sciences and mission, women and mission, children and mission, and evangelism and social action. Prerequisites: 6 credit hours in Christian Ministries. Exclusion: INTC 2023. Offered occasionally. Course & Major Descriptions I 114

CHRI 3633 Cross-Cultural Communication Communicator and receptor, form and meaning, message and media, verbal and non-verbal communication will all be discussed in this course. The difficulties encountered in cross-cultural communication and the problem of overcoming them will also be studied in the light of biblical principles. Role playing, video, interactive activities, case studies, and discussion will be used to highlight some difficulties in cross-cultural communication. Prerequisites: 6 credit hours in Christian Ministries. Exclusion: INTC 3073. Offered occasionally.

CHRI 3693 Internship in Intercultural Studies This course is designed to give in-depth exposure to cross cultural ministry in an area appropriate to the student’s career goals. The intern will be supervised directly by both his/her faculty advisor and by a field professional. Field Education (up to two units) is normally combined with the student’s internship. Internships require a minimum time investment of 210 hours and may be completed over more than one semester. Open to all. Advance approval of the instructor is required. Prerequisites: CHRI 3613 and RGLS 3603 Offered annually.

CHRI 3713 Counselling Skills and Issues This course introduces students to the basic issues and skills involved in people-helping relationships, such as: effective interviewing, listening and responding skills, needs assessment and intake skills, crisis intervention, conflict resolution, and referral skills. Ethical issues relevant to these types of interactions will also be covered. Prerequisites: 6 credit hours in Christian Ministries. Exclusion: GMIN 2413. Offered annually.

CHRI 3956 Directed Research Project Students investigate a specific area of ministry under the direction of a mentor who will be actively involved in the research and the final report. Open to Degree Completion students only. Offered annually.

Communication Studies

COMM 1023 Public Speaking This course consists of a general introduction to the communication skill of public speaking, including such aspects as audience analysis, speech, and critical thinking. Practice in public speaking is part of the course evaluation. Offered occasionally.

COMM 2853 Introduction to Theatre Arts This course introduces students to the basic elements of theatre: acting, directing, production, and design. It also offers opportunities for involvement in at least one dramatic production during the year. Offered annually.

COMM 2863 Introduction to Acting This course introduces students to the basics of acting. Through practical exercises and study in voice improvement, text analysis, stage combat, and improvisation students learn and begin to Course & Major Descriptions I 115

develop the skills necessary for performance. Classes culminate in the realization of a play from the Shakespearean canon. Offered annually.

Economics

ECON 1013 Microeconomics This course introduces the basic theoretical framework for describing and explaining decision- making in a market-oriented economy. Topics include consumer behaviour, the theory of markets, the theory of the firm, price and output determination, market equilibrium, and the factors affecting the inefficient allocation of resources. Offered in alternate years.

ECON 1023 Macroeconomics This course presents an aggregated view of the economy. Theories of national income, growth, unemployment, interest rates and inflation, money and banking, international trade and finance, and the impact of economic globalization will be introduced. Prerequisite: Economics 1013. Offered in alternate years.

English

Associate Professor E. Davey, Assistant Professors Masson and Sears

The Bachelor of Arts in English involves the study of English literature, which is a central component of a liberal arts education. It helps to develop writing skills and the ability to communicate effectively. It also introduces the student to the literary heritage of the culture of the English-speaking world. Studying English involves confronting ideas from science, philosophy, religion, ethics and politics and putting them into historical context. It also involves developing one’s sense of the beautiful and learning to appreciate literature on various levels. Studying English is excellent preparation for many professions, including education, journalism and law. The major also prepares students for graduate school and for entrance into professional schools where an undergraduate liberal arts degree is required.

The major in English requires 12 courses (36 credit hours) in English including: ENGL 1013 Survey of English Literature I ENGL 1023 Survey of English Literature II One course in Canadian or American Literature (ENGL 2813 or ENGL 2853) ENGL 3003 Literary Theory ENGL 3753 Shakespeare ENGL 3783 Milton One period course (ENGL 3103, 3203, 3313, 3323, or 3403) One English course at the 4000 level ENGL 4903 Senior Seminar Three further English courses

A minimum of 6 of these courses (18 credit hours) must be at the 3000 level or above. Course & Major Descriptions I 116

Course Descriptions:

ENGL 1013 Survey of English Literature I This course lays a foundation for the study of English literature by examining major works of literary importance to the Western tradition from ancient Greece to the twentieth century. Offered annually.

ENGL 1023 Survey of English Literature II A continuation of English 1013. Offered annually.

ENGL 1713 Literature and Composition This introductory course in literature focuses on reading and essay writing skills. Selected works of fiction, poetry, and drama will provide the basis for frequent composition assignments. Offered annually.

ENGL 1723 Major Authors in English Literature This course consists of a study of major authors selected from the various periods of English literature. Authors may include Chaucer, Marlowe, Milton, Swift, Wordsworth, Charlotte Brontë, and Shaw. In the selection of texts students will explore works of poetry, drama, and the novel. Offered annually.

ENGL 2743 Studies in C. S. Lewis An exploration of the major theological and fiction works of C. S. Lewis. The ongoing tension between reason and imagination, informing both his life and his writing, is the major theme of discussion. 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 English. Offered in alternate years.

ENGL 2813 Key Figures in American Literature A survey of three centuries of American literature with representative authors such as Hawthorne, Melville, Whitman, Dickinson, Thoreau, Douglass, O’Connor, and Williams. Offered in alternate years.

ENGL 2853 Canadian Literature and Culture An exploration of the Canadian psyche by such authors as Davies, Laurence, Callaghan, Roy, Wiebe, Birdsell, Purdy, Atwood, Richler, Munro, and Mistry. Among significant themes discussed are relationship to the land and struggle to define identity as Canadians. Offered in alternate years.

ENGL 3003 Literary Theory This course consists of a history of literary criticism and theory from Plato to recent influential critical theories such as formalism, Marxism, feminism, structuralism and deconstruction. Prerequisites: 6 credit hours in English. Offered in alternate years.

ENGL 3053 Christian Classics of Medieval England Beginning with Bede's account of the seventh-century conversion of King Edwin and ending with the close of the Middle Ages circa 1400, this course surveys some of the great classics of Course & Major Descriptions I 117

early English Christianity. The literature encompasses many genres, including poetry, drama, devotional prose, and pastoral direction. Some authors of the works studied in this course are anonymous; others may include Bede, King Alfred, Julian of Norwich, Hilton, Langland, and Chaucer. All works are read in modern English translations. Prerequisites: 6 credit hours in English, including ENGL 1013.

ENGL 3063* The Bible as Literature This course explores the literary power and expression of biblical material. The Bible will be read as a work of literature, sensitive to issues of plot, character, point of view, theme, and other matters integral to understanding the richness of interconnectedness of the Old and New Testaments. Prerequisites: Religious Studies 1013 and 1023 plus 6 credit hours in English. Offered occasionally.

ENGL 3073 Children’s Literature This course is an intensive introduction to children’s literature. Students will investigate various genres of children’s literature and critically analyze significant books in each area. The course includes a lecture at the Osborne Collection of historical children’s literature. Prerequisite: 6 credit hours in English. Offered occasionally.

ENGL 3103 Seventeenth-Century Literature A study of English literature from the reign of James I to the Restoration, emphasizing Donne, Herbert, Bunyan, and Milton. Prerequisites: 6 credit hours in English. Offered occasionally.

ENGL 3203 Eighteenth-Century Literature A study of poetry, drama, and prose from 1660 to 1798, including such writers as Dryden, Pope, Swift, and Johnson. Prerequisites: 6 credit hours in English. Offered occasionally.

ENGL 3313 Nineteenth-Century Poetry This course focuses on nineteenth-century poetry, including some of the works of the major Romantic poets including Blake, Wordsworth, Coleridge, Byron, Keats, and Shelley. Prerequisites: 6 credit hours in English. Offered occasionally.

ENGL 3323 Nineteenth-Century Novels This courses examines works by Austen, the Brontës, Dickens, Eliot, and Hardy as representatives of the nineteenth-century British novel. Prerequisites: 6 credit hours in English. Offered occasionally.

ENGL 3403 Twentieth-Century Literature In this course, a representative selection of works by major twentieth-century British and North American authors such as Yeats, Lawrence, Conrad, Eliot, Faulkner, and O’Connor will be studied. Prerequisites: 6 credit hours in English. Offered occasionally. Course & Major Descriptions I 118

ENGL 3503 Directed Studies in English This independent study option is open to third- and fourth-year students 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: 12 credit hours in English and permission of the Associate Academic Dean. Offered occasionally.

ENGL 3653 Creative Writing Truly redemptive stories explore what it means to be human, taking the common landscape of our lives and transforming it by the touch of imagination into a world fabulous with meanings and possibilities. The course will study craft elements (characterization, dialogue, setting, voice, point of view, and self-editing) while considering issues such as writing honestly but redemptively about contemporary life and integrating faith and fiction. Offered occasionally.

ENGL 3753 Shakespeare This course will survey the major genres of Shakespeare’s plays and study a series of selected critical works. Prerequisites: 6 credit hours in English. Offered in alternate years.

ENGL 3783 Milton A concentrated reading of the text of Paradise Lost by John Milton. Milton’s theological understanding of creation, the fall, and redemption; his biblical and classical sources; the social context for the writing of his epic; and his subsequent influence on writers and thinkers since the seventeenth century form the outline of the discussion. Prerequisites: 6 credit hours in English. Offered in alternate years.

ENGL 4253 Special Topics in English This seminar-style course focuses on a topic and considers it in depth. Topics will vary from year to year. Prerequisites: 9 credit hours in English. Offered in alternate years.

ENGL 4503 Advanced Directed Studies in English This independent study option is open to fourth-year English 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: 18 credit hours in English and permission of the Associate Academic Dean. Offered occasionally.

ENGL 4903 Senior Seminar in English This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: Open only to majors in their final year. Offered annually.

Environmental Science

ENVS 1513 Introduction to Environmental Science Earth's physical environments are studied to appreciate the processes that occur in soil, water and air, both natural and caused by human activity. Use of resources for needs such as water supply and energy are considered with the goal of improving stewardship of the environment. Course & Major Descriptions I 119

French

French 1013 Introductory French I This course is designed for students who have not previously studied French and who wish to begin the study of French intensively. Students are encouraged to develop their written and oral skills in a progressive way. As grammatical concepts and vocabulary necessary for basic communication in the language are introduced, students will be challenged to express themselves at an early stage. Not open to native speakers of French, immersion students or students who have OAC French (old curriculum) or any Grade 12 French course (new curriculum).

French 1023 Introductory French II This course is a continuation of French 1013.

Greek

GREE 1006 Elementary New Testament Greek This course is an intensive introduction to the basic principles of New Testament Greek grammar and syntax followed by significant readings in the Greek New Testament. Offered in Spring/Summer School only.

GREE 1013 Elementary New Testament Greek I An introduction to the basic principles of New Testament Greek grammar with emphasis on morphology, declension, conjugation, and syntax. Offered in alternate years.

GREE 1023 Elementary New Testament Greek II A continuation of detailed Greek grammar and syntax study with significant reading and analysis of Greek New Testament passages. Prerequisite: GREE 1013. Offered in alternate years.

GREE 2013 Readings in New Testament Greek I This course focuses on extensive readings in the Gospels and Letters to develop proficiency in reading the Greek New Testament. The study of intermediate level Greek syntax and its application to exegesis is included. Prerequisite: GREE 1023 or 1006. Offered in alternate years.

GREE 2023 Readings in New Testament Greek II This course emphasizes the study of the Greek text of selected New Testament books. The discipline of textual criticism is introduced and the development of expertise in exegetical method is stressed. Prerequisite: GREE 2013. Offered in alternate years.

GREE 3013 Advanced Studies in the New Testament Greek Text This course includes an advanced study of the text and literature of the New Testament with a focus on matters such as letter writing, rhetorical structure, narrative and apocalyptic style. Some comparisons will be made to other contemporary Greek literature, and the use of the Septuagint in allusions and quotations will be examined. Prerequisite: GREE 2023. Offered in alternate years. Course & Major Descriptions I 120

Hebrew

HEBR 1006 Introduction to Biblical Hebrew This course is an intensive introduction to the basic principles of biblical Hebrew with an emphasis on morphology, phenology and syntax followed by the reading of selected portions of the Hebrew Scriptures. Offered in Spring/Summer School only.

HEBR 1013 Introduction to Biblical Hebrew I An introduction to the basic principles of biblical Hebrew with emphasis on morphology, phonology and syntax. Offered in alternate years.

HEBR 1023 Introduction to Biblical Hebrew II A more detailed study of Hebrew grammar and syntax through the reading of selected portions of the Hebrew Old Testament. Prerequisite: HEBR 1013. Offered in alternate years.

HEBR 2013 Readings in Biblical Hebrew I This course provides the student with a broad exposure to an extensive amount of biblical Hebrew prose, facilitating an environment where the student’s reading ability is enhanced. In addition to providing a platform of advanced morphology and syntax, this course also provides a preliminary introduction to matters of textual criticism, and exposure to the Septuagint and Qumran materials. Prerequisite: HEBR 1023 or 1006. Offered in alternate years.

HEBR 2023 Readings in Biblical Hebrew II As a continuation of Readings in Biblical Hebrew I, this course continues to provide students with an opportunity to advance their skills in reading considerable portions of biblical Hebrew prose. In addition to further studies in advanced grammar, syntax, and text criticism, this course features an introduction to biblical Hebrew poetry in the classical writing Prophets. Prerequisite: HEBR 2013. Offered in alternate years.

History

Assistant Professors Crouse and Faught

The Bachelor of Arts in History 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 also prepares students for graduate studies in History. Course & Major Descriptions I 121

The major in History requires 12 courses (36 credit hours) in History including: HIST 1013 History of Western Civilization I HIST 1023 History of Western Civilization II One of: HIST 2513 History of Christianity I or HIST 2523 History of Christianity II HIST 3003 The Historian’s Craft One History course at the 4000 level One course in North American History (HIST 2713, 2723, 3813, 3853, 3863, 4713, 4853) One course in European History (HIST 3113, 3213, 3433, 3613, 3623, 4413) HIST 4903 Senior Seminar in History Four further courses in History

A minimum of 6 of these courses (18 credit hours) must be taken at the 3000 level or above.

Course Descriptions:

HIST 1013 History of Western Civilization I This course traces the development of Western civilization. Beginning with the rise of civilizations in the ancient Near East, the course will move on to assess the Hebrew, Greek, Roman, and Christian contributions to Western thought and culture to the seventeenth century. Offered annually.

HIST 1023 History of Western Civilization II This course explores Western civilization from the age of the Enlightenment to the present. It will examine the key events and ideas of the last 300 years that are essential for an understanding of Western culture today. Offered annually.

HIST 1513 History of Christianity An introductory historical evaluation of Christianity in terms of periods (e.g., Roman, Medieval), people (e.g., Augustine, Luther), movements (e.g., Crusades, Reformation), and moods (e.g., capitalism, imperialism). Its focus is upon key historical themes in Western civilization through the lens of its most significant phenomenon, Christianity. In this core course students will learn how to read both original documents and historical books and how to write basic undergraduate history essays. Offered annually. Open only to students in the Degree Completion Program.

HIST 2513 History of Christianity I This course is a survey of the history of Christianity from the earliest days of the Church through to the calls for reform in the early sixteenth century. It examines the main currents of spirituality, theology, missions, worship, and organization of the Church, as well as identifies major leaders, writings and movements within the Church. Offered annually. Course & Major Descriptions I 122

HIST 2523 History of Christianity II This course is a survey of the history of Christianity form the time of the Reformation to the end of the twentieth century. It examines the main currents of spirituality, theology, missions, worship, and organization of the church, as well as identifies major leaders, writings and movements within the Church. The main emphasis will be on the Protestant tradition, but attention will also be paid to the Orthodox and Roman Catholic traditions. Offered annually.

HIST 2713 Canadian History: Pre-Confederation A survey of the history of Canada from the earliest times to the conclusion of the colonial period. Students will discover the roots of tensions between French and English-speaking Canadians, as well as those between Canada’s aboriginal peoples and their European colonizers. They will also explore the political, cultural, economic and geographical forces that both strengthened and challenged the men and women who built lives in the British and French colonies and that led them to construct the country which we have inherited. Offered in alternate years.

HIST 2723 Canadian History: Post-Confederation A continuation of HIST 2713 which will survey the political, cultural, and economic development of Canada from 1867 to the present. Emphasis will be placed on the transformation of Canada from a predominantly British, Christian country to the “multicultural” Canada of today–a transformation that included immigration, two world wars, a depression, secularization, and the development of the modern welfare state. Offered in alternate years.

HIST 3003 The Historian’s Craft This course combines an examination of the discipline of history–the major historians of the past; how history developed its professional autonomy; the philosophy of history–with the ways and means of doing history today through the use of primary sources; the understanding of historiography; the writing of essays; and the critical analysis of books and articles. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3113 History of Ancient Greece and Rome This course will explore the history of Greek, Hellenistic and Roman civilizations of classical antiquity, focusing on the development of each civilization and its influence on subsequent Western history. Prerequisites: 6 credit hours in History. Offered occasionally.

HIST 3213 The Crusades The primary goal of this class is to provide an overview of the crusades through an examination of the major impulses, events, and figures involved in the movement. Students will be required to read a variety of crusader histories written from a Western, Byzantine, Jewish, and Muslim perspective. Prerequisites: 6 hours in History. Offered in alternate years. Course & Major Descriptions I 123

HIST 3313 The Reformation Era This course deals with the roots, development, and significance of the sixteenth-century revolutions in Christianity–Protestant, Catholic, and Radical–in their social contexts. It also outlines the early developments of some significant subsequent movements such as Puritanism. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3433 British Government and Society, 1500-1800 This course surveys the history of early-modern Britain with reference to religion, politics, and social structure. The lives and impact of various monarchs will be examined, as will the rise of Parliament, the first British Empire, and the campaign to unify the British Isles. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3443 Modern Britain This course covers the history of the United Kingdom from the beginning of the nineteenth century to the election of Tony Blair as prime minister in 1997. Topics such as war, diplomacy, the industrial revolution, the rise and decline of empire, religion and secularization, the emergence of the welfare state, class, and the position of the monarchy will be examined. Prerequisites: 6 credit hours in History. Offered occasionally.

HIST 3503 Directed Studies in History This independent study option is open to third- and fourth-year students 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: 12 credit hours in History and permission of the Associate Academic Dean. Offered occasionally.

HIST 3613 Culture and Society in Modern Europe, 1789-1914 This course surveys the major events, themes and issues in European history during the “long” nineteenth century. From the French Revolution to the advent of the First World War, this course seeks to comprehend European history by examining different features of its history such as war; the nation-state; industrialization; class; imperialism; the emergence of “isms”; and Christianity and the Church. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3623 Europe in the Twentieth Century This course begins with an examination of the First World War and the devastation is wreaked across the continent. Revolution, politics, diplomacy, the arts, religion, war, and economics, all are examined in an attempt to understand the ways in which has Europe configured itself in modern times. The course concludes by probing the fall of the former U.S.S.R. and its eastern Europe empire in 1989. Prerequisites: 6 credit hours in History. Offered in alternate years. Course & Major Descriptions I 124

HIST 3713 Modern Africa This course traces the history of the African continent from 1800 to the present. Topics include pre-colonial societies; slavery and the slave trade; European exploration and conquest; colonialism; the missionary movement; nationalism and independence; economics; warfare; and contemporary religion. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3753* Middle Eastern History, Culture, and Religious Life This course features an historical survey of the modern political and religious life of the Middle East, with a focus on the sources of conflict and accommodation in the region. Special attention will be given to the study of the relationship between Jews, Christians, and Muslims in modern Middle Eastern societies; to the impact of the encounter with the West during the nineteenth and twentieth centuries; and to the influence of religious fundamentalism on the formation of contemporary Middle Eastern society. Prerequisites: HIST 1013 and 1023 and RLGS 1013 and 1023. Offered occasionally.

HIST 3813 Religion and North American Society This course will rely heavily on group discussion to explore class, gender, and race dimensions of popular religion in America and Canada from the early 1800s to the present. The place and dynamics of revivalism, evangelicalism, fundamentalism, and pentecostalism, as they relate to popular culture and politics, will receive considerable treatment. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3853 History of the United States to the Civil War This course explores the major political and social developments in American history from the founding of the first permanent settlements to the close of the Civil War. Issues discussed include: aggressive displacement of indigenous peoples, political development, frontier life, the rise of the market economy, religious pluralism, racial slavery, and irreconcilable sectional differences. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3863 History of the United States from 1865 to the Present This course examines the major political and social forces in American history from the Reconstruction era to the present. Issues discussed include: expansion and technological advance, the emergence of modern America, popular culture, the civil rights movement, and foreign policy. Prerequisites: 6 credit hours in History. Offered in alternate years.

HIST 3933 History of Art I This course examines the history of Western art from the Middle Ages through the Renaissance and Baroque eras. An attempt will be made to understand the significance of of the visual arts and locate them in their historical, cultural and philisophical contexts. Prerequisites: 6 credit hours in History. Offered occasionally. Course & Major Descriptions I 125

HIST 3943 History of Art II This course continues the survey begun in HIST 3933 and examines the history of Western art in the nineteenth and twentieth centuries beginning with Romanticism and ending with postmodernism. Prerequisite: 6 hours of history. HIST 3933 is recommended, but not required. Prerequisites: 6 credit hours in History. Offered occasionally.

HIST 4413 Victorian Britain Seminar This course probes in detail the history of nineteenth century Britain, an era dominated by the idea of progress. Empire, literature, warfare, democracy, religion, and gender relations are many of the topics that will be examined in order to understand more fully British society at the height of its power during the long reign of Queen Victoria. Prerequisites: 9 credit hours in History including 3 hours at the 3000 level and third year standing are required. HIST 3003 and 3443 are recommended. Offered in alternate years.

HIST 4503 Advanced Directed Studies in History This independent study option is open to fourth-year History 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: 18 credit hours in History and permission of the Associate Academic Dean. Offered occasionally.

HIST 4713 Twentieth-Century Canada Seminar This course will build on the student’s learning in History 2713 and History 2723 by delving more deeply into the political, economic, and social themes of twentieth-century Canada. Students will study topics such as urbanization and industrialization, the two world wars, the great depression, racial and religious constructions of Canada, the development of a policy of multiculturalism, provincial-federal relations, and the rise of the welfare state. Prerequisites: 9 credit hours in History including 3 hours at the 3000 level are required. HIST 2723 and 3003 are recommended. Offered occasionally.

HIST 4853 Seminar in U.S. Foreign Policy Since 1945 This seminar course covers U.S. foreign relations from the end of World War II to the present. America relations with the Soviet Union, East Asia, the Middle East, and Latin America will be explored in the context of the bipolar world, subsequent global changes that demonstrated the limits of superpower hegemony, domestic considerations, and the rise of Islamic terrorism. Considerable attention will be paid to foreign policy interpretations, political leaders, and the ideologies behind military and diplomatic solutions. Prerequisites: 9 credit hours in History including 3 hours at the 3000 level and third year standing are required. HIST 3003 and 3863 are recommended. Offered in alternate years.

HIST 4903 Senior Seminar in History This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: HIST 3003. Open only to majors in their final year. Offered annually. Course & Major Descriptions I 126

Interdisciplinary Studies

INDS 1713 Art Appreciation: An Introduction to Visual Language This course examines the fundamental value of visual art in its historic development, its workaday practice, and its vital role as a means of expression of what is real, what is true and of value to us in our human journey. It seeks to encourage visual literacy and respect for art- making as a sacred trust, most elevated from a Christian worldview.

INDS 4753 Worldview Seminar This course examines the concept of worldviews and then examines some of the most influential worldviews in the history of Western civilization. The goal is to help students become critical of the worldview assumptions inherent in various academic theories and to reflect critically on their own worldviews in light of Scripture. Open only to BA and BRS students in their final year. Offered annually.

INDS 4903 Senior Seminar This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Open only to Human Services majors in their final year. Offered annually.

Kinesiology

KINE 1013 Introduction to Kinesiology This course provides an introductory study of the biomechanical and physiological basis of movement. It also examines physical activity and motor performance.

Mathematics

MATH 1213 Introduction to Statistics This course covers the basic techniques of descriptive data analysis and their application to qualitative and quantitative research. Offered in alternate years.

MATH 3223 Data Analysis This course follows from Mathematics 1213 to address the fundamental concepts and techniques of inferential statistics and their application to quantitative research. It also examines experimental design in research and the statistical analysis of experimental data. Prerequisite: MATH 1213. Offered in alternate years.

MATH 3243 Statistics for Business This course examines mathematical methods and analytical techniques used to assist managers in decision making. Topics include probability, forecasting, decision under uncertainty, decision trees, linear programming, queuing theory, and inventory management. The course also introduces methods to understand and interpret data, to deal with variability, and to use statistics for process quality. Prerequisite: MATH 1213. Offered annually. Course & Major Descriptions I 127

Music

MUSI 1713 Music Appreciation This course will explore many of the ways that music engages us. Students will be encouraged to develop awareness of musical textures: sonority, rhythm, melody, harmony, and how these textures invite the listener 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 tradition and explore some of the ways they portray the passions and the drama of the human story. Some active music-making will form part of the classwork.

Philosophy

Associate Professor Davis, Assistant Professors J. Weed and R. Weed

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 major 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.

The major in Philosophy requires 12 courses (36 credit hours) in Philosophy including: PHIL 1013 History of Philosophy I PHIL 1023 History of Philosophy II PHIL 2013 Critical Reasoning PHIL 3013 Metaphysics or PHIL 3023 Epistemology PHIL 3613 Plato and Aristotle PHIL 3633 Kant and Modern Philosophy One course in ethics (PHIL 2133 or 3113) One Philosophy course at the 4000 level PHIL 4903 Senior Seminar in Philosophy Three further courses in Philosophy, at least one of which must be at the 4000 level.

At least six of these courses (18 credit hours) must be taken at the 3000 level or above.

Course Descriptions:

PHIL 1013 History of Philosophy I A study of major philosophical works in the Western tradition from the beginnings of philosophy in ancient Greece to the twentieth century. Offered annually.

PHIL 1023 History of Philosophy II A continuation of Philosophy 1013. Offered annually. Course & Major Descriptions I 128

PHIL 1713 Introduction to Philosophy An introduction to the perennial issues in Western philosophy, such as knowledge and skepticism, the existence of God, the problem of evil, freedom of the will, and the foundations of morality. Emphasis will be placed on critical thinking and the development of understanding through reasoned argument. Offered annually.

PHIL 2013 Critical Reasoning An examination of the basic principles of constructing good arguments and criticizing bad ones. Among the topics covered are deductive and inductive reasoning, appeals to emotion, personal attack, uses and abuses of expert opinion, and techniques for converting everyday reasoning into standard logical form. Emphasis will be placed on applying the reasoning skills developed in the course to such contemporary issues as abortion rights, affirmative action, racism, and civil disobedience. Offered in alternate years.

PHIL 2133 Bioethics An in-depth examination of contemporary bioethical issues, such as the definition of a person, determination of life and death, euthanasia, doctor-assisted suicide, 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. Offered occasionally.

PHIL 3013 Metaphysics A systematic study of contemporary issues related to the nature of reality. These include universals and particulars, the necessary and the possible, causality, identity through time, and the realism/antirealism debate. Wherever possible, contemporary views will be related to their classical sources in the history of philosophy. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years.

PHIL 3023 Epistemology A systematic study of contemporary issues related to the nature of knowledge, belief, and truth. These include warrant and justification, foundationalism, coherentism, skepticism, perception, memory, and a priori knowledge. Wherever possible, contemporary views will be related to their classical sources in the history of philosophy. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years.

PHIL 3113 Introduction to Ethics An introduction to the problems, positions, and arguments of contemporary moral philosophy. Through readings from classical and contemporary writers, students will be confronted with the ultimate questions of morality. What do “right” and “wrong” mean? Can moral beliefs be rationally assessed and justified? Are moral truths absolute or relative? Why be moral? What is the good or virtuous life? How ought we to live? Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years. Course & Major Descriptions I 129

PHIL 3213 Philosophy of Religion A conceptual and analytical survey of the important questions linking philosophy and religion. Students will consider the chief contemporary approaches to justifying religious belief, as well as various non-theistic challenges to that belief. The following questions will be discussed: Are religious claims subject to rational evaluation? What can reason tell us about the nature of God? Can we prove that God exists? Why would a maximally perfect being permit evil and suffering? Is belief in miracles well founded? Is the idea of human survival after death a coherent one? Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years.

PHIL 3223 Philosophy of Science An introduction to the central issues in contemporary philosophy of science. Topics include the definition and limits of science, the nature and kinds of scientific explanation, the formation and use of scientific ideas, paradigm shifts and theory change, options in the realist/antirealist debate, laws of nature, and the philosophical aspects of evolution. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including 2013. Offered in alternate years.

PHIL 3233 Aesthetics This course constitutes an introduction to problems, classical and contemporary, in philosophical aesthetics. A case-based approach is used to explore a variety of issues, including the nature of art and art works; beauty, ugliness, and aesthetic experience; meaning and interpretation; art and ethics; criticism, interpretation, and evaluation. Cases are drawn from a cross-section of the arts, including painting, music, literature, sculpture and dance. Meets the Fine Arts breadth requirement. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including 2013. Offered occasionally.

PHIL 3503 Directed Studies in Philosophy This independent study option is open to third- and fourth-year students 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: 12 credit hours in Philosophy and permission of the Associate Academic Dean. Offered occasionally.

PHIL 3613 Plato and Aristotle This course centres on two giants of Western philosophy: Plato and Aristotle. Through a close reading of a selection of Plato’s dialogues, as well as selections from Aristotle’s major works, such as Physics, Metaphysics, and Nichomachean Ethics, the student will be introduced to the central and perennial questions of philosophy–questions that still divide philosophers today. Particular emphasis will be placed on contrasting and critiquing Plato’s and Aristotle’s divergent approaches to fundamental issues in metaphysics, epistemology, and ethics. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years. Course & Major Descriptions I 130

PHIL 3633 Kant and Modern Philosophy This course is a critical examination of the philosophical traditions and developments of the seventeenth and eighteenth centuries. The two main traditions of this era–British empiricism, which stressed the role of sense experience in the knowing process, and continental rationalism, which emphasized human reason, both sought secure foundations for scientific, ethical, and religious knowledge. The advance of these traditions will be traced through selected readings from major figures–Descartes and Leibniz (on the rationalist side), Locke and Hume (on the side of empiricism). A careful consideration of Kant’s Copernican Revolution, synthesizing these great traditions, and its implications for the postmodern world will close out the course. Prerequisites: PHIL 1013 and 1023 or 6 credit hours in Philosophy, including PHIL 2013. Offered in alternate years.

PHIL 4113 The Metaphysics of Theism This course is an advanced study of some key metaphysical issues surrounding theism. The focus will be on the view of providence and human freedom on offer by historical and contemporary proponents of middle knowledge. Students will enter the debate between compatibilist and libertarian defenders of free will through a detailed examination of the influential writings of philosophers such as Reid, Chisholm, van Inwagen, Davidson, and Sellars. Prerequisites: 9 credit hours in Philosophy, including PHIL 2013. Offered in alternate years.

PHIL 4503 Advanced Directed Studies in Philosophy This independent study option is open to fourth-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: 18 credit hours in Philosophy, and permission of the Associate Academic Dean. Offered occasionally.

PHIL 4903 Senior Seminar in Philosophy This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: Open only to majors in their final year. Offered annually.

Political Studies

POLS 1023 Introduction to Political Studies A general introduction to politics and political philosophy. Key themes (e.g., liberty), key movements (e.g., democracy), and key critiques (e.g., socialism) will help students understand the evolution of politics in Western society. Offered occasionally.

POLS 1513 Making Sense of Contemporary Politics This course aims to help students overcome confusion about contemporary politics as we explore those issues, like globalization, that unavoidably affect us and require an articulate response from people of faith. Offered occasionally. Course & Major Descriptions I 131

POLS 2023 Introduction to Canadian Politics This course sets out the structure of politics in Canada. Canada’s political ideologies; the parliamentary process; the role of the courts, parties, and interest groups; and the importance of federalism will be examined. Offered occasionally.

Psychology

Assistant Professors Malcolm and Rice, Adjunct Professor Pang

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 major 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 Psychology department at Tyndale emphasizes clinical, social, and developmental psychology.

The major in Psychology requires 12 courses (36 hours) in Psychology including: PSYC 1013 Introduction to Psychology I PSYC 1023 Introduction to Psychology II PSYC 3013 Theories of Personality PSYC 3053 The Integration of Christianity and Psychology PSYC 3603 Research Methods in the Social Sciences PSYC 4613 Advanced Research Methods One Psychology course at the 4000 level PSYC 4903 Senior Seminar in Psychology Four further courses in Psychology, one of which must be at the 4000 level.

At least six of these courses (18 credit hours) must be taken at the 3000 level or above. Cognate requirements are Biology 2053 and Mathematics 1213, 3223.

Course Descriptions:

PSYC 1013 Introduction to Psychology I This introductory survey course presents various subfields within the discipline of psychology, including: the history of modern psychology, psychology as a method of scientific inquiry, neuroscience and behaviour, the nature/nurture debate, developmental psychology, sensation and perception, states of consciousness, principles of learning, and memory. Offered annually.

PSYC 1023 Introduction to Psychology II This introductory survey follows on from Psychology 1013 and presents various subfields within the discipline of psychology, including: thinking and language, intelligence, motivation and work, emotion, stress and health, personality, psychological disorders, therapy, and social psychology. Prerequisite: PSYC 1013. Offered annually. Course & Major Descriptions I 132

PSYC 2113 Human Development I The characteristics and needs of children at each stage of their development are surveyed in this course. Particular attention is paid to the influences that are shaping children’s lives in contemporary society. Offered annually.

PSYC 2123 Human Development II A survey of current theories of physical, cognitive, personality, and social development as applied to adolescents and adults is the focus of this course. Offered annually.

PSYC 3003 Professional Practice and Ethics In this course, which is designed for majors, students are introduced to the ethics of professional practice in psychology and to the various areas of specialization within the practice of psychology. When appropriate and possible, guest speakers from the various areas of psychology will be invited to come and talk about their subfield. Prerequisites: PSYC1013 and 1023. Offered in alternate years.

PSYC 3013 Theories of Personality In this course, students will be exposed to a general survey of the major theories that attempt to explain the underlying structure and dynamics of variations in individual behaviour in life situations. Prerequisites: PSYC 1013 and 1023. Offered annually.

PSYC 3053 The Integration of Christianity and Psychology This seminar course is designed to assist students of psychology in examining the interface between their Christian faith and the academic discipline of psychology. Various views of the integration effort will be examined, including levels-of-explanation, faith-praxis integration, Christian Psychology, and Biblical Counselling views. In addition, differences in the integration effort as it relates to different subfields within psychology (e.g., the differences between studying neuropsychology and theories of personality or clinical psychology) will also be discussed. Prerequisites: PSYC 1013 and 1023. Offered annually.

PSYC 3213 Psychological Disorders This course will survey the major theories that attempt to explain the nature and causes of psychological disorders. Consideration will be given to the contributions of personality theory to the understanding of disturbed behaviour. Prerequisites: PSYC 1013 and 1023. Offered in alternate years.

PSYC 3313 Sensation and Perception This courses reviews the animal and human research on sensory and motor systems, with an emphasis on the visual and auditory systems. It also examines human processing systems, with a focus on the perceiver as seeker and user of information. Prerequisites: PSYC 1013 and 1023. Offered occasionally. Course & Major Descriptions I 133

PSYC 3323 Cognition This course serves as an introduction to research and theories pertaining to the psychology of higher mental processes. Topics to be covered include attention, recognition, remembering, thinking, and language. Prerequisites: PSYC 1013 and 1023. Offered occasionally.

PSYC 3413 Social Psychology The purpose of this course is to survey the major contemporary areas of research in social behaviour. Topics to be covered include social perception and influence, attitude formation and change, interpersonal relations and persuasive communication, and group processes. Prerequisites: PSYC 1013 and 1023. Offered in alternate years.

PSYC 3453 Consumer Psychology This course focuses on the psychological study of consumer behavior. It examines the roles awareness, beliefs, learning, feelings, intentions, and behaviors play in how people become aware of, and decide to purchase goods and products. Applications to non-profit settings may also be explored. Prerequisites: PSYC 1013 and 1023. Offered in alternate years.

PSYC 3503 Directed Studies in Psychology This independent study option is open to third- and fourth-year students 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: PSYC 1013 and 1023 plus 6 further credit hours in Psychology and permission of the Associate Academic Dean. Offered occasionally.

PSYC 3603* Research Methods in the Social Sciences This course examines the strengths and weaknesses of various research methods and their appropriate applications within the social sciences. Research designs include qualitative studies, single subject designs, surveys, naturalistic observation, correlational studies, developmental designs, and a variety of experimental designs. Prerequisites: PSYC 1013 and 1023. Offered annually.

PSYC 3713 Testing and Measurement The purpose of this course is to explore the concepts and methods used in the measurement of abilities, interests, and personality. Concepts and methods covered include reliability, validity and interpretation of test scores; norms; observational methods; structured tests; interviews; and projective techniques. Ethical issues in assessment are also addressed. This is not a course in test administration. Prerequisites: PSYC 1013 and 1023. Offered occasionally.

PSYC 3913 Psychology of Religion This course explores the function and development of religious experience in the human personality from a social scientific perspective and seeks to integrate such understanding with a theological perspective on Christian experience. Prerequisites: PSYC 1013 and 1023. Offered occasionally. Course & Major Descriptions I 134

PSYC 3953* The Psychology and Theology of Forgiveness and Reconciliation In seminar format, students will be given the opportunity to discuss and develop their understanding of the relationship between forgiveness and reconciliation from a psychological perspective and from a biblical/theological perspective. Issues such as the following will be considered: What is forgiveness? How does the process of forgiveness and reconciliation unfold? How can we facilitate others’ efforts to forgive, to be forgiven, and to restore relationships damaged by hurtful interactions? Prerequisites: 6 credit hours in Religious Studies and 6 credit hours in Psychology. Offered in alternate years.

PSYC 4113 Special Topics in Psychology Specific topics relating to the professor’s research interests will form the topic of this course, which will have a seminar format. Prerequisites: 9 credit hours in Psychology. Offered occasionally.

PSYC 4153 Faith Development in Children This course explores the intersections among psychological research related to faith development and spirituality in children, religious education, and faith-forming experience. Theoretical views of how children form their concepts of God will be tested with interviews with children. Prerequisites: PSYC 2113 and 6 additional credit hours in Psychology are required and PSYC 3603 is recommended. Offered annually.

PSYC 4412 Psychology of Prejudice and Prejudice Reduction This seminar focuses on both classic and current research in the realm of prejudice and prejudice reduction. Issues such as the following will be considered: What is prejudice? How is it related to stereotyping and discrimination? How does identity affect prejudice? What are consequences of prejudice? How can prejudice be reduced? Prerequisites: PSYC 1013, 1023, and 6 further credit hours in psychology. PSYC 3413 is highly recommended. Offered in alternate years.

PSYC 4503 Advanced Directed Studies 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 studies. Prerequisites: 18 credit hours of Psychology and permission of the Associate Academic Dean. Offered occasionally.

PSYC 4613 Advanced Research Methods This course will provide the necessary instructions for students to plan the research they intend to carry out for their Senior Seminar. It will include topics such as developing a research idea, using theory to choose a research design, reviewing essential descriptive and inferential statistical procedures, choosing participants, using human or animal participants, and preparing and submitting a research proposal. Prerequisites: MATH 1213 and 3223, PSYC 1013, 1023, 3603 and 6 further credit hours in Psychology. Offered annually. Course & Major Descriptions I 135

PSYC 4813 Principles of Counselling The focus of this course is on the skills required to establish an effective counselling relationship. Students are introduced to a selection of therapeutic interventions arising out of a variety of theoretical approaches to counselling. Ethical issues relevant to the therapeutic relationship will also be considered. Prerequisite: PSYC 1013, 1023, 3013 and 3813. Offered occasionally.

PSYC 4903 Senior Seminar in Psychology This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: PSYC 4613. Open only to majors in their final year. Offered annually.

PSYC 4953 Current Issues in Forgiveness Research This seminar focuses on current issues in forgiveness research. Among the questions presented for discussion are: Can and should we forgive ourselves? When is it beneficial to separate forgiveness and reconciliation? Are there measurable psychological and physical benefits to forgiveness and reconciliation? What are the processes involved in facilitating forgiveness and reconciliation in the context of psychotherapy? Can skills in forgiveness and reconciliation be taught? Are there individual differences in people's capacity to forgive and reconcile? Prerequisites: PSYC 1013, 1023, and 6 further credit hours in psychology. PSYC 3953 is highly recommended. Offered in alternate years.

Recreation Studies

Assistant Professor Clarkson

The Bachelor of Religious Education degree is available with a focus in Recreation Studies. The Recreation focus offers students the techniques and experiences to become professionals in the recreational industry. This program presents an integrated approach toward this academic field as a response to growing importance of leisure and recreation in our communities. The curriculum of recreation studies challenges students to understand the meaning of recreation in our culture as impacted by sociological, theological, historical, philosophical, and economic influences. This foundational multi-disciplinary approach is integrated within the curriculum to prepare students to plan, organize, and lead recreation programs in various settings. Students will also receive supervised practice in the recreation industry through field education placements, an internship, and a wilderness expedition experience.

The Recreation Studies focus requires five courses: RECR 1013 Introduction to Recreation Studies RECR 1023 Healthy Active Lifestyle RECR 3013 Principles of Coaching and Training RECR 3093 Program Development and Risk Management RECR 3393 Recreation Internship Course & Major Descriptions I 136

The following cognates are required for this focus: BUSI 1013 Introduction to Business KINE 1013 Introduction to Kinesiology RLGS 3963 Creation and Recreation

In addition, there are three non-credit graduation requirements: RECR 1910 First Aid/CPR RECR 1920 Skill Certification RECR 1930 Wilderness Expedition

RECR 1013 Introduction to Recreation Studies An overview of the broad field of recreation and leisure services emphasizing the role and benefit recreation plays in our society. Students will explore the values pertaining to changing meaning of recreation in our society, and the relationship between recreation and work. Special attention will be given to the history, scope, rationale, services, basic trends and issues, and professional opportunities in the recreation field.

RECR 1023 Healthy Active Lifestyle In this course, students will be exposed to an overview of current health and fitness issues pertinent to the recreation industry. Topics include personal fitness, diet and nutrition, healthy hearts, physiology, and motivation.

RECR 1910 First Aid/CPR All students must possess current first aid and CPR certifications at the time of graduation. Courses will by arranged by the program coordinator, but it is the student's responsibility to participate and successfully pass the course. Students are responsible for course fees which may vary depending on the number of students participating. A grade of Pass/Fail will be assigned.

RECR 1920 Skill Certification Students must gain skill certification in two sports and at least one certification at the instructor level. Some certifications may be arranged by the program coordinator, but students should endeavour to find their own courses throughout the duration of the program. Students must present evidence of their certifications one month prior to graduation. A grade of Pass/Fail will be assigned.

RECR 1930 Wilderness Expedition Students are required to participate in preparatory seminars and a wilderness expedition. Students will attend and/or present seminars throughout the winter semester, in addition to engaging in a physical training regimen. The expedition will take place in May over the course of Course & Major Descriptions I 137

12-15 days. Students will have an opportunity to provide leadership in the various aspects of expedition planning and implementation, and will be supervised and evaluated throughout the winter term and expedition. A grade of Pass/Fail will be assigned.

RECR 3013 Principles of Coaching and Training Students will gain the knowledge and expertise necessary to become effective coaches in a creation setting. Through readings, research, and practical experience, students will understand the role of the coach, sport safety, analysis and development of skills, and basic coaching techniques and principles. Students will also have opportunity to design and develop a coaching program in a particular sport or activity and receive certification in the National Coaching Certificate Program. Prerequisites: KINE 1013, RECR 1013, and RECR 1023.

RECR 3093 Program Development and Risk Management The scope of recreation programming, design and implementation and evaluation is examined along with current associated trends and issues. An overview of legal liability and negligence within the recreation industry is studied, with special attention given to the process of risk management with respect to program design and development. Prerequisite: RECR 1013.

RECR 3393 Recreation Internship This course is designed to give in-depth exposure to service in an area appropriate to the student's career goals. The intern will be supervised directly by his/her faculty advisor and by a field professional. Field Education (two units) is combined with the student's internship. Internship require a minimum time investment of 210 hours and may be completed over more than one semester. Advance approval must be received from the student's faculty advisor. The student should register for the internship in the semester in which he or she plans to complete all of the course requirements. Prerequisites: FDED 1010, RECR 1013, RECR 1023, and RLGS 3963.

Religious Studies

Associate Professor Carter, Assistant Professors Bodner and Thomson, Professors Emeritus Penner and Wyper, Adjunct Professor Wahba

The Bachelor of Arts in Religious Studies focuses on biblical and theological studies in the Christian tradition, with some attention given to other traditions as well. Tyndale has strength in biblical studies and offers students the opportunity to study two years of both biblical languages. The major in Religious Studies is excellent preparation for seminary studies as well as being a good major for any career in which a liberal arts background is considered desirable. Course & Major Descriptions I 138

The major in Religious Studies requires 12 courses (36 credit hours) in Religious Studies including: RLGS 1013 Hebrew Scriptures RLGS 1023 New Testament Scriptures RLGS 2013 Hermeneutics RLGS 3603 Introduction to Christian Theology RLGS 4903 Senior Seminar in Religious Studies One Religious Studies course at the 4000 level Six further courses in Religious Studies.

At least six of these courses (18 credit hours) must be taken at the 3000 level or above. Two cognate courses (six credit hours) in Greek or Hebrew are also required for the major in Religious Studies.

The Honours Religious Studies degree requires 16 courses (48 credit hours) in Religious Studies including: RLGS 1013 Hebrew Scriptures RLGS 1023 New Testament Scriptures RLGS 2013 Hermeneutics RLGS 3603 Introduction to Christian Theology Two Religious Studies courses at the 4000 level An honours thesis (six credit hours) Eight further courses in Religious Studies.

At least eight of these courses (24 credit hours) must be taken at the 3000 level or above. Four cognate courses in Greek and/or Hebrew (12 credit hours) are also required for the Honours Religious Studies degree. See page 60 for information on admissions to Honours.

RLGS 1013 Hebrew Scriptures A survey of the redemptive story in the three major divisions of the Old Testament (the Law/Torah, the Prophets, and the Writings), including an orientation to the historical backgrounds, religious context, literary forms, apocryphal dimensions, prophetic elements, matters of canon, text, interpretation, and critical issues. Offered every semester.

RLGS 1023 New Testament Scriptures A survey of the redemptive story in the literature of the New Testament, including an orientation to the historical backgrounds, religious context, literary forms, matters of canon, text, interpretation, and critical issues. Offered every semester. Course & Major Descriptions I 139

RLGS 1113 Who is Jesus? Through the lens of the Gospel of Mark students will explore the identity question that Mark asks: Who is Jesus? Students will interpret Mark’s theological conclusions and consider their implications for discipleship and contemporary living. Open only to Leading Edge students. Offered annually.

RLGS 1513 Worship and Christian Spirituality This course will reflect on the nature of Christian spirituality through exploration of classic and contemporary works. Throughout the course students are encouraged to clarify and shape personal understanding of spirituality and worship and develop ways of expressing their connection with God. Open only to Leading Edge students. Offered annually.

RLGS 2013 Hermeneutics A orientation to the different types of literature in the Bible, with a practical study of relevant methods used in their interpretation. Offered every semester.

RLGS 2053 Archaeology and the Bible This course introduces students to the contribution of archaeology in Israel and Jordan to the study of the Bible, particularly as it intersects with history in Old and New Testament times. Archaeological evidence will be examined in terms of its illumination of geography, culture, and religion. Offered occasionally.

RLGS 2063 Study Tour in Lands of the Bible Faculty-escorted trips to countries of biblical significance, such as Egypt, Israel, Greece and Turkey are offered on an occasional basis. Three credit hours may be obtained by participating in such a tour and by completing related research assignments. Offered occasionally.

RLGS 2113 The Torah and the Ancient Near East A study of the first five books of the Hebrew Bible, the Pentateuch, with special reference to introduction, exegesis, and history. Attention will be given to their historical and theological significance for Judaism and Christianity. Offered in alternate years.

RLGS 2123 Literature of the Israelite Kingdoms An interpretation of portions from I and II Kings, with particular attention to the nature of biblical narratives, the theological contributions of these texts to the life of the Israelite community, and the religious and aesthetic value of narrative literature. Offered in alternate years.

RLGS 2133 Wisdom in Near Eastern Imagination An exploration of the place, function, and form of wisdom literature within the context of other ancient Near Eastern literature, including an analysis of selected examples from the Psalms, Proverbs, Ecclesiastes, and Job. Offered in alternate years. Course & Major Descriptions I 140

RLGS 2143 Hebrew Prophets and Poetry A study of the origin, function, and meaning of the prophets through a survey of the prophetic writings of the Hebrew Bible, including a discussion of the historical periods in which they were composed and their theological significance within Judaism and Christianity. Offered in alternate years.

RLGS 2313 The Life and Teachings of Jesus An exploration of Jesus’ life and teachings against the backdrop of the first-century world and the intentional witness of the four evangelists to Jesus. Why was He born? Why did He live? Why did He die? What are the implications of His life and ministry for life and thought today? Offered in alternate years.

RLGS 2323 Early Christianity: Acts of the Apostles A study of the beginning and formation of the Christian church as developed in the Acts of the Apostles, with a focus on its Jewish roots and the important role of Jesus. The relationship between Acts and the Epistles of the New Testament will be explored. Offered in alternate years.

RLGS 2333 Paul and His Letters This course examines the life, writings, and theology of the Apostle Paul. Offered occasionally.

RLGS 2703 Comparative Religion A comparative study of various major religions of the world (such as Shamanism, Animism, Buddhism, Hinduism, Islam, Chinese religions, traditional native religions, new religions, etc.). Questions of how religions are the same, differ, have common points of connection, can interrelate, and be fairly assessed and critically engaged by people committed to the Christian faith will be explored. Offered occasionally.

RLGS 3013 History of Ancient Israel A study of the history of the Hebrew people in the various eras of the Old Testament period, with attention given to pre-history, nationalism, government, religious dynamics, and social institutions. Contemporary theories in historiography will be assessed. Prerequisites: RLGS 1013 and 1023. Offered in alternate years.

RLGS 3053 The Bible and the Dead Sea Scrolls This course includes reading and analysis of selected Semitic texts such as the Moabite stone and the Siloam Inscription, and a survey of the texts and major critical issues concerning the Dead Sea Scrolls. Their origin and impact on the interpretation of the Old and New Testaments will be explored. Prerequisites: RLGS 1013 and 1023. Offered occasionally. Course & Major Descriptions I 141

RLGS 3063* The Bible as Literature This course explores the literacy power and expression of biblical material. The Bible will be read as a work of literature, sensitive to issues of plot, character, point of view, theme and other matters integral to understanding the richness and interconnectedness of the Old and New Testaments. Prerequisites: RLGS 1013 and 1023 plus 6 credit hours of English. Offered occasionally.

RLGS 3103, 3113 . . . Ancient Religious Biography Each course in this series examines the life and thinking of a major figure of the Hebrew Bible in context with an assessment of his or her contribution to the literary, political, social, and religious world of his or her time and his or her continuing influence on the life and literature of Judaism and Christianity. Prerequisites: RLGS 1013 and 1023. Offered annually.

RLGS 3203, 3213 . . . Text and Interpretation Each course in this series examines the literary structure, narrative development, authorial purpose and interpretation of a book in the Hebrew Bible in its historical context, with an effort to discover the continuing relevance of that book in the development of Judeo-Christian theological understanding. Prerequisites: RLGS 1013 and 1023. Offered annually.

RLGS 3313 Ethics of Jesus: Sermon on the Mount An exploration of the teachings of Jesus about discipleship in the kingdom of God by examining the literary structure and content of the sermon in the context of Matthew’s gospel. Various interpretations will be assessed, including the theological, ethical, and social implications of Matthew 5-7. Prerequisites: RLGS 1013 and 1023. Offered occasionally.

RLGS 3323 Jesus in Contemporary Thought An exploration of how the identity and role of Jesus was understood by the various authors of the New Testament, with an examination of central issues of the modern debate about Jesus, and a critical evaluation of past and recent proposals regarding His identity and significance. Prerequisites: RLGS 1013 and 1023. Offered occasionally.

RLGS 3403, 3413 . . . Text and Interpretation Each course in this series examines the literary structure, narrative development, authorial purpose, and interpretation of a New Testament book in its historical context with an effort to discover the continuing relevance of that book in the development of Judeo-Christian theological understanding. Prerequisites: RLGS 1013 and 1023. Offered annually.

RLGS 3503 Directed Studies in Religious Studies This independent study option is open to third- and fourth-year students 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: 12 credit hours in Religious Studies and permission of the Associate Academic Dean. Offered occasionally. Course & Major Descriptions I 142

RLGS 3603 Introduction to Christian Theology An orientation to the central teachings of the Bible as revealed in the flow of redemptive history, including a focus on various theological traditions, methods of doctrinal reflection, and the nature of biblical authority. Prerequisites: RLGS 1013 and 1023. Offered every semester.

RLGS 3613 Biblical Theology I This course introduces the student to Christian theology as it is found in the canonical literature of the Bible. The discipline of biblical theology is an intermediate discipline between the historical- critical study of Scripture and the proclamation of the Christian faith community. Although the Bible is treated as a unity from the perspective of Christian faith, the distinctive witnesses of both Testaments and various blocks of material within each Testament are also considered carefully. Prerequisites: RLGS 1013 and 1023. Offered occasionally.

RLGS 3623 Biblical Theology II This course is a continuation of RLGS 3613 and completes the survey of theology in the Christian canonical Scriptures. Prerequisites: RLGS 3613. Offered occasionally.

RLGS 3633 Contemporary Theology An examination of the historical roots of contemporary theology and an assessment of current trends influencing theological thinking. These will include liberation theology, process theology, feminist theology, post-liberal theology, and postmodern theology. Specific issues such as trinitarian debates and religious pluralism will also be considered. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3643 Christian Apologetics A conceptual and analytical survey of the important questions linking philosophy and religion. Students will consider the chief contemporary approaches to justifying religious belief, as well as various non-theistic challenges to that belief. The following questions will be discussed: Are religious claims subject to rational evaluation? What can reason tell us about the nature of God? Can we prove that God exists? Why would a maximally perfect being permit evil and suffering? Is belief in miracles well-founded? Is the idea of human survival after death a coherent one? Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3653 Christian Spirituality The focus of this course is to develop a mature theological understanding of Christian spirituality, surveying the practice of piety in various Christian traditions through the centuries with a focus on the distinctive theology of each. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered annually. Course & Major Descriptions I 143

RLGS 3663 Christian Ethics This course introduces students to Christian theological ethics including the exegetical bases, the historical development, and the application of Christian ethics to personal and social ethical issues. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered in alternate years.

RLGS 3713 Christianity and Islam: Theological Reflections This course will focus on understanding Islam, particularly its main teachings and beliefs. Students will study the social and political impact of Islam on our contemporary world, especially in North America. Special attention will be given to the theological understanding of, and reflection on, the doctrine of the Trinity, the deity of Christ, and the trustworthiness of the Bible. Prerequisites: RLGS 1013, 1023, 2613 or 3603 are required and 2703 is recommended. Offered occasionally.

RLGS 3723 Contemporary Religious Movements A new name for a centuries-old phenomenon, “new religious movements” is the recently coined term for independent groups that have arisen from the encounter of existing religious traditions, particularly through the latter part of the post-colonial period. The label, “new religious movements”, seems more neutral and is becoming more widely used by scholars to avoid the negative connotations of terms like “cult” and “sect.” This course is a study of the origin, history, and rituals of these contemporary religious movements. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3753* Middle Eastern History, Culture, and Religious Life This course features an historical survey of the modern political and religious life of the Middle East, with a focus on the sources of conflict and accommodation in the region. Special attention will be given to the study of the relationship between Jews, Christians and Muslims in modern Middle Eastern societies, and to the impact of the encounter with the West during the nineteenth and twentieth centuries, and the influence of religious fundamentalism on the formation of contemporary Middle Eastern society. Prerequisites: RLGS 1013 and 1023. Offered occasionally.

RLGS 3773 Reformation Theology This course acquaints students with representative writings in the two most visible Magisterial Reformers, Martin Luther and John Calvin. It commences with the background to Reformation (Late Mediaeval Scholasticism, Humanism, and Erasmus) and then spends five weeks each on the Wittenberger and the Genevan, exploring such topics as Justification, Scripture, Trinity, Providence, Christ’s Three-fold Office, Sanctification, Church, State, Marriage, and Antisemitism. Prerequisites: RLGS 1013, 1023 and 3603. HIST 1013 and 1023 or 1513 are recommended. Offered occasionally. Course & Major Descriptions I 144

RLGS 3783 The Life and Work of Charles Wesley This course examines the life, spiritual formation, poetic genius, and theological contribution of Charles Wesley through an investigation of his sermons, verse, journals, and correspondence. Students will become familiar with his appreciation of other poets, the manner in which he advanced the English hymn in the wake of its “father” (Isaac Watts), and the simultaneity of his Anglican churchmanship and evangelical zeal. Prerequisites: RLGS 1013, 1023 and 3603. HIST 1013 and 1023 or 1513 are recommended. Offered occasionally.

RLGS 3793 The Theology of John Wesley This course examines major aspects of the theology of Wesley himself as expounded chiefly in his sermons. Theological, ecclesiastical, social, and intellectual environments are probed, as well as developments in post-Wesley Wesleyanism. Attention is given to the nuances of the denominations represented by those enrolled in the course. Prerequisites: RLGS 1013, 1023 and 3603. HIST 1013 and 1023 or 1513 are recommended. Offered occasionally.

RLGS 3803, 3813 . . . Themes in Theology Each course in this series examines themes in Christian theology by integrating exegetical analysis, historical development, contemporary perspectives and critical evaluations by other disciplines. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3913 Women and Men: Religion and Gender An interdisciplinary study of the changing images and roles of women and men in society, family, and church. Definitions of various strands of feminism will be analyzed and the implications of feminist thought on our understanding of women and men will be explored. Insights from the Bible, theology, history, psychology, philosophy, and sociology will be used to interpret and evaluate this major paradigm shift in our culture. Prerequisites: RLGS 1013, 1023, and 2613 or 3603. Offered occasionally.

RLGS 3923 Christianity and Science A basic exploration of the relationships between science and the Christian faith which will include both philosophic issues and concrete examples of apparent tensions. An overview of both traditional and contemporary understandings of the scientific method and epistemology will provide the framework for examining specific problem areas. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3933 War and Peace in Christian Perspective This course examines the way in which Christians have thought about the problem of war and the ideal of peace from the early church to the nuclear era. Thinkers such as Augustine, Luther, Menno Simons, Paul Ramsey, and J. H. Yoder and movements such as the monastic orders, the historic peace churches, and the civil rights movement are examined. The goal of the course is to help each student to come to an informed position on Christian participation in war. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally. Course & Major Descriptions I 145

RLGS 3943 Christ and Culture This course in Christian social ethics engages in theological reflection on the relationship of Christ and culture. The central issue will be the concrete meaning of discipleship in modern pluralistic Western societies. Christian witness through involvement in social service work, political action, peacemaking, and ministries of reconciliation will be explored. The focus will be on the Protestant social ethical tradition in North America, including the Social Gospel, Christian Realism, and challenges to the Christian Realist consensus from the Anabaptist-Radical tradition. Prerequisites: RLGS 1013, 1023 and 2613 or 3603. Offered occasionally.

RLGS 3953* The Psychology and Theology of Forgiveness and Reconciliation In seminar format, students will be given the opportunity to discuss and develop their understanding of the relationship between forgiveness and reconciliation from a psychological perspective and from a biblical/theological perspective. Issues such as the following will be considered: What is forgiveness? How does the process of forgiveness and reconciliation unfold? How can we facilitate others’ efforts to forgive, to be forgiven, and to restore relationships damaged by hurtful interactions? Prerequisites: 6 credit hours in Religious Studies and 6 credit hours in Psychology.

RLGS 3963 Creation and Recreation Students will examine the biblical foundations of creation and the human relationship with it (recreation). Special attention will be given to the creation care mandates and the principles of human creativity and use. The relationships between wildness, technology, and creation will also be explored. Prerequisites: RLGS 1013 and 1023.

RLGS 4403, 4413 . . . Biblical Theological Themes Each course in this series examines a selected biblical theological theme such as the theology of the Hebrew Scriptures, the kingdom of God, Pauline theology, Johannine theology, or the biblical view of disadvantaged people. Prerequisites: RLGS 1013, 1023, 2013 or 3603, and 6 further credit hours in Religious Studies. A biblical language is highly recommended. Offered occasionally.

RLGS 4503 Advanced Directed Studies in Religious Studies This independent study option is open to fourth-year Religious Studies 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: 18 credit hours in Religious Studies and permission of the Associate Academic Dean. Offered occasionally.

RLGS 4653 Seminar in Contemporary Social Ethics This seminar surveys developments in North American Christian social ethics from the Social Gospel to current trends such as Narrative Ethics. Writers such as Rauschenbusch, the Niebuhrs, Ramsey, Cone, Gustafson, Yoder, and Hauerwas will be considered. Prerequisites: RLGS 1013, 1023 and 2613 or 3603, and 6 further credit hours in Religious Studies. RLGS 3663 is recommended. Offered occasionally. Course & Major Descriptions I 146

RLGS 4803, 4813 . . . Major Theologians Each course in this series examines a major theologian such as Augustine, Aquinas, Luther, Calvin, or Barth. Prerequisites: RLGS 1013, 1023, and 2613 or 3603, and 6 further credit hours in Religious Studies. Offered occasionally.

RLGS 4903 Senior Seminar in Religious Studies This guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. Prerequisite: Open only to non-honours majors in their final year. Offered annually.

RLGS 4996 Honours Thesis in Religious Studies Like the Senior Seminar, this guided research project culminates in a presentation to the graduating class and faculty near the end of the student’s final semester. However, the honours thesis is worth six credit hours and can only be taken by those admitted to an honours program. Open only to students in their final year of an honours degree. Offered annually.

Sociology

SOCI 1013 Introduction to Sociology A general introduction to basic concepts and themes in sociology. These include social change, institutions, and organizations. Theoretical approaches of classical sociologists such as Durkheim, Weber, and Marx will be examined with special attention to their views concerning religious belief and the church as a social institution. Offered annually.

SOCI 1513 Introduction to Social Work This course investigates social work and social welfare principles, practices, and values in the light of biblical teachings on individuals, families, and communities. The history and development of social work in Canada will be examined. Throughout the course, students will be challenged to develop an understanding of social work as having the goal of empowering the weak and as a struggle against all forms of oppression. Offered annually.

SOCI 3213 Marriage and the Family This course will provide a study of Christian marriage and family life in accord with biblical principles and the relevant findings in the social sciences. Topics to be considered include friendship, marriage 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 1013. Offered annually.

SOCI 3513 Theories of Social Work This course involves a critical and analytical examination of theoretical, ideological, philosophical, political, and socio-economic approaches to social work practice. Specific topics covered may include: child poverty, homelessness, and visible minority youth violence. Prerequisites: SOCI 1013 and 1513. Offered annually. Course & Major Descriptions I 147

SOCI 3603* Research Methods in the Social Sciences This course examines the strengths and weaknesses of various research methods and their appropriate applications within the social sciences. Research designs include qualitative studies, single subject designs, surveys, naturalistic observation, correlational studies, developmental designs, and a variety of experimental designs. Prerequisites: SOCI 1013 and 1513. Offered annually.

CANIL Course Descriptions

The following are the descriptions of the Canada Institute of Linguistics (CanIL) courses. These courses are offered at Trinity Western University and are open to Tyndale students. The credit value (3) is listed next to the title of the course. See page 80 for more information.

For fall and spring semester courses, weekly lecture/laboratory hours are indicated as follows: 3-hour lecture only, fall semester (3-0;0-0) 3-hour lecture only, spring semester (0-0;3-0) 3-hour lecture, 2 hours lab, fall semester (3-2;0-0)

LING 210 Language and Society (2) This course introduces language within its social context through dealing with topics such as dialect and language definition, the role of the mother tongue in defining self-identity, language attitudes, the maintenance, loss, shift or spread of language domains, multilingualism, and sociolinguistic survey. Also, as a means of helping students develop realistic expectations and appropriate approaches for linguistic issues in cross-cultural field work, attention is given to an overview of language study within a world view context, to sociolinguistic factors affecting literacy programs and to methods of second language acquisition. (CanIL summer course - Prerequisites: none)

LING 310 Articulatory Phonetics (3) Includes theoretical and practical introduction to the broad range of human speech sounds including tone, intonation, stress, and duration; extensive drill in producing and recognizing these sounds and recording them with phonetic symbols; and practice in recording and reproducing the sounds of selected languages. (CanIL summer course - Prerequisites: none)

LING 330 Phonological Analysis (3) Introduces background theory of language sound systems, principles to guide methodology and judgment in language analysis (based on frequently-encountered types of linguistic phenomena) and principles for forming orthographies. (CanIL summer course - Co-requisite: LING 310) Course & Major Descriptions I 148

LING 360 Grammatical Analysis (5) This course deals with theories of grammar and principles of language analysis: morphology, syntax, stems, words, phrases, sentences, and categories of meaning. Problem solving with data from a variety of languages is a major part of the course. (CanIL summer course - Prerequisites: none)

LING 460 Communication Analysis: Syntax and Semantics (3) Students will be introduced to semantic analysis and its relationship to morphemic and communication situation analysis (sometimes referred to as pragmatics). The above will be applied to an analysis of a text in a non Indo-European language with some additional data coming from work with a speaker of this language (in LING 470). Emphasis is on a view of language as communication and the factors that can influence possible choices within a language. Prerequisites: LING 210, 310, 330, and 360, or permission of the instructor. (3-0; 0-0)

LING 470 Linguistic Field Methods: Language and Culture Learning (3) Students will be introduced to lexicography and text collection. They will also be encouraged to develop a personal style of language learning. There will also be discussions on various topics related to field work and an emphasis on good technical writing. Throughout the semester the students will get practical experience in the above topics by working with a speaker of a non Indo-European language. In addition, they will work on phonological and grammatical (in conjunction with LING 460) analysis of this language. Students will be expected to keep records of ethnological information obtained during interviews with the language assistant (speaker of a non Indo-European language). Prerequisites: LING 210, 310, 330, and 360, or permission of instructor. (3-2; 0-0)

LING 480 Language and Culture Data Management (3) This course teaches practical methodology for acquiring appropriate language and culture data, and managing that data with computer programs. The most current software for language and culture data management and analysis will be introduced, and students will have ample opportunity for hands-on work with the computer software and interaction with the instructors. Prerequisites: LING 310, 330, and 360. Co-requisites: LING 460 (also recommended: LING 470 and 481). (3-0; 0-0)

LING 481 Culture, Communication and Ethnography (3) This course teaches the concepts of cultural anthropology. It also teaches the knowledge, skills, and attitudes needed for effective cross-cultural communication. There is a strong emphasis on the techniques of participant observation, as the ideal methodology for ethnographic research. The methodology includes the collection of ethnographic data, such as oral traditions, kinship, and social structure. A primary focus will be ethnosemantic analysis, including domain analysis, taxonomic analysis, and analysis of cultural themes and world view. Prerequisites: LING 210, 310. Co-requisite: LING 470. (3-0; 0-0) Course & Major Descriptions I 149

LING 482 Issues and Initiatives in Community Literacy Programs (3) This course takes an in-depth look at the issues of reading theory as well as community and human resource development and applies them to issues facing developing nations. Attention will be paid to cross-cultural issues in human resource development, barriers to technology transfer, poverty, funding and the nature of intercultural community work as related to literacy. Prerequisites: LING 310 and LING 330. (0-0; 3-0)

LING 483 Sociolinguistic Aspects of Language Programs (3) A survey of the linguistic and social factors involved in the development of programs for speakers of vernacular languages. Special attention is given to the effect of using the mother tongue and/or a second language in such programs. Students are taught to design a program to meet the needs of a specific language group. Prerequisites: LING 210 or permission of the instructor. (0-0; 3-0)

LING 484 Principles of Literacy (3) This course covers principles involved in the introduction of literacy to ethnolinguistic minority groups. It includes orthography design, consideration of socio-historical issues, strategies for literacy programs, promotion of local authorship, reading theory and instructional methodologies. Prerequisites: LING 310, 330 or permission of the instructor. (0-0; 3-0)

LING 485 Principles of Translation (3) Theoretical basis and some hands-on skills for the transfer of meaning from one language to another. Discussion will include source language, receptor language, and cross-language transfer, with particular attention to the translation of Scripture. Prerequisites: LING 460, 470 or permission of the instructor. (0-0; 3-0)

LING 486 Advanced Phonological Analysis (3) This course will teach advanced generative phonology. Special attention will be given to the explanatory power of generative accounts and the notion of abstractness in the grammar. Data from many languages will be used. Prerequisites: LING 310, 330. (0-0; 3-0)

PHIL 460 Philosophy of Language: Textlinguistics, Metaphor, and Hermeneutics (3) This course will examine a range of topics within philosophy of language. There will be an overview of several works considered classics in the field (e.g., Wittgenstein, Quine, Searle, Alston, Grice), as well as critical review of two major schools of thought in regard to language and criticism (deconstructionism and phenomenology). Insights from linguistics, particularly psycholinguistics, tetlinguistics, and cognitive science, will be applied to the critique of the schools of thought. Prerequisites: LING 310, 330, and 360, or 6 hours of biblical languages and/or Hermeneutics.

Accreditation & Associations Accreditation I 152

Accreditation/Associations

Tyndale University College is authorized to grant degrees by legislation passed by the province of Ontario. It is also accredited by the Commision on Accreditation of the Association for Biblical Higher Education (ABHE), formerly the Accrediting Association of Bible Colleges (AABC). Tyndale University College is accredited as having the requisite academic standard for undergraduate theological and professional study. ABHE can be reached at 5890 South Semoran Blvd., Orlando, Florida, USA, 32826. The University College is also a member of the Association of Canadian Bible Colleges, 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 College is recognized by the United States Veterans Administration as an eligible training centre under the veteran’s benefit. It is also recognized by the United States Office of Education with regard to the federally-insured student loan plans for American students. Tyndale has also developed working relations with other educational institutions. The University College has conjoint programs with Seneca College in Early Childhood Education and Social Service Work. Tyndale is an associate member of the Jerusalem University College and offers the opportunity for students to supplement their studies with an enriching program of studies in Israel.

University Transfer Credit

Tyndale University College has a long tradition of academic excellence in the liberal arts, as well as in biblical and theological studies and ministry preparation. For decades students have been going on from Tyndale to various universities and receiving various levels of credit for their work here. Our accreditation through the Commision on Accreditation of the Association for Biblical Higher Education (ABHE) has helped this to occur, although it has not permitted full course-for- course transfer credit in most cases. As we have expanded our offerings in the arts and sciences to grant the Bachelor of Arts degree, universities increasingly are recognizing our arts and sciences 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 the University College continues to grow in both size and quality. The following is a partial list of universities that accept transfer credit from Tyndale University College. The absence of an institution from the following list does not necessarily mean that it would not grant transfer credit. Further information may be requested from the Tyndale University College Registrar, who is always ready to discuss the possibility of transfer credit to other institutions. As a pilot project, The University of Toronto (Toronto, ON) will grant Tyndale students transfer credits for up to one year of study (i.e., 30 credit hours) toward a four-year Bachelor Accreditation I 153

of Arts degree. This will be done on a course-by-course basis. Students who transfer must meet the University of Toronto’s admission requirements and must have completed one year (30 credit hours) of arts and science courses at Tyndale. Each course presented for transfer credit will be assessed by the Faculty Registrar and individual departments to ensure that it meets the standards of the University of Toronto. The Faculty of Arts at the University of Toronto requires an OSSD or equivalent plus six OACs including English (old curriculum) or six U/UC courses including English (new curriculum) for admission. Various programs also require other specific courses. For further information on admission requirements, see the University of Toronto Faculty of Arts and Science Academic Calendar. The Faculty of Arts at York University (Toronto, ON) will accept up to two years of transfer credit (i.e., 60 credit hours or 20 semester courses) from Tyndale University College students who meet the minimum entrance requirements for admission to York University and who achieve a minimum overall average of C (i.e., a GPA of 2.00 in the Tyndale grading system) in the courses presented for transfer. Each course accepted for transfer credit must be presented with a grade of C or higher and must be equivalent to a course offered at York. A minimum of C+ standing (i.e., a GPA of 2.30 in the Tyndale grading system) is required for courses applied to an Honours BA degree in the Faculty of Arts at York. Admission requirements for the Faculty of Arts at York University include an Ontario Secondary School Diploma or the equivalent, which includes OAC English (old curriculum) or Grade 12 U English (new curriculum) or the equivalent. For further information on admission requirements, see the York University Undergraduate Calendar or visit www.yorku.ca. Students are able to take one or two years of study at Tyndale and then transfer these one or two years of credit to either a three-year BA degree or a four-year Honours BA degree at York. Thus, a student potentially can complete up to two thirds of a York BA degree (60 out of 90 credits) or up to half of a York Honours BA degree (60 out of 120 credits) at Tyndale. The University of Waterloo (Waterloo, ON) currently grants our graduates transfer credit for up to 45 semester hours (15 semester courses). The remaining course requirements toward a BA or BSc degree will vary, depending on the specific degree and program. Redeemer University College (Ancaster, ON), will grant our graduates transfer credit up to 75 semester hours (25 semester courses). Specific transfer credit for liberal arts and science courses will be determined by the appropriate department. Courses must be acceptable either as required courses or as electives in the program to which transfer is being sought. As is the case for all students transferring to Redeemer University College, completion of degree requirements includes satisfying all core requirements as well as fulfilling requirements for both a major and a minor. After studying for two years at Tyndale, students can transfer to Redeemer and complete a BA in two further years of study in majors not currently available at Tyndale. Trinity Western University (Langley, BC) grants Tyndale graduates transfer credit up to 75 semester hours (25 semester courses). The remaining courses required for a BA or BSc degree will vary from student to student depending on the specific degree and program requirements. Accreditation I 154

Roberts Wesleyan College (Rochester, NY) and Tyndale University College have developed a joint degree program that allows students to begin their studies at Tyndale and to complete their program at Roberts Wesleyan, earning a Bachelor of Arts degree. Students entering the program will normally have completed 6 OACs in required subjects and two years at Tyndale. A third year of studies is taken at Roberts Wesleyan where the Canadian dollar is accepted at par toward tuition. A student can thus earn a degree in only three years (after OACs) with two of those years being spent at Tyndale. Note: It is recommended that students interested in transferring one or two years of Arts from Tyndale University College to any university seek detailed advice from the Registrar or Associate Dean prior to registering at Tyndale.

The Free Methodist Church of Canada

Students preparing for ministry within the Free Methodist Church of Canada can receive some academic credit for taking the course “The Heart of Canadian Methodism,” which is offered by the denomination as a requirement for ordination. This involves enrolling in a University College (or Seminary) directed studies course and completing supplemental assignments in order to receive three hours of academic credit. For more information on the course “The Heart of Canadian Methodism,” contact Rev. Alan Retzman, Superintendent of Personnel for the Free Methodist Church in Canada. For more information on the directed studies course at Tyndale, contact the Tyndale Registrar.

Advanced Standing at Tyndale Seminary

Advanced standing at Tyndale Seminary is possible for graduates of Tyndale University College under certain conditions. Advanced standing may be granted to students with a minimum CGPA of 3.0 and a grade of B+ in parallel University College courses. Students may receive advanced standing on a maximum of four Seminary courses toward the MDiv and three Seminary courses toward the MTS from the following selection: a) New Testament History and Theology b) Old Testament History and Theology c) Elementary Greek I and II d) Hebrew Grammar I and II e) Exegetical Method I and II f) Old Testament Exegesis I and II

University College Personnel University College Personnel I 158

University College Personnel

Board of Governors Tyndale Foundation

Tyndale University College is governed by The Tyndale Foundation, established in a board whose members represent a wide 1992, has a mandate to raise funds for spectrum of denominational affiliations facility renovations and expansion, and professional interests. Current endowment funds for institutional growth members are as follows: and development, financial aid for students, and annual operating needs. Current Archie McLean, Chair members are as follows: Miller Alloway Mark Boehmer Geoffrey Moore, Chair Eddison Doyle Robert Bernardo Michael Ho Donald Greenham Steve Holmes John Harlton David Humphreys Jack Kiervin Norman Kerr Winston Ling Laurie Lowe Les McFarlane Doug McKenzie Laurine Schmelzle Geoffrey Moore Brian C. Stiller Eva Morrison Beverley Muir Stephen Sham Louise Sinclair J.D. Smith Brian C. Stiller

Academic Council

The Academic Council is responsible for student development issues. It is chaired by ensuring that high academic standards are the Provost, Dr. Earl Davey, and consists of maintained at Tyndale and makes academic student and faculty representatives, key recommendations to the Board of Governors academic administrators from both the in areas of programs, faculty appointments University College and the Seminary, and and promotions, academic policies, and external faculty members. University College Personnel I 159

Administration

President Finance and Administration Brian C. Stiller, D.Min., D.Hum., D.H.L., Winston Ling, Vice President, Finance President and Vice Chancellor and Administration Hilkka Aavasalmi, Director of Hospitality President’s Cabinet Management Brian Stiller, President (Chair) Tara Bell, Director of Campus Facilities Earl Davey, Provost and Interim Academic Elise Hung, Controller Dean, University College Philip Kay, Director of Information Technology Brian Cunnington, Academic Dean, Seminary Deepa Varki, Director of Human Resources Barbara Haycraft, Dean of Student Life Winston Ling, Vice President, Finance and Student Life Administration Barbara Haycraft, Dean of Student Life Larry Willard, Vice President, Advancement Sheila Stevens, Director of Counselling George Sweetman, Dean of Students, Academic University College Earl Davey, Ph.D., Provost and Interim Academic Dean, University College Advancement Gladys Chan, M.T.S., Registrar Larry Willard, Vice President, Advancement Elizabeth Davey, M.A., Associate Academic Crystal Campbell, Director of Communications Dean, University College Sheldon Grabke, Director of Enrollment Bill Pitman, Associate Registrar, University College Hugh Rendle, M.L.S., Library Director Daniel Scott, D.Min., Associate Academic Dean, University College

TYNDALE UNIVERSITY COLLEGE Tyndale University College General Inquiries: 416.226.6380 Enrollment Inquiries: 416.218.6757 Toll Free: 1.877.TYNDALE 25 Ballyconnor Court Toronto, ON Canada M2M 4B3 [email protected] www.tyndale.ca

Tyndale University College & Seminary

Research Ethics Policy

Executive Summary

The Research Ethics Board (REB) evaluates any proposed or on-going research 1 involving human subjects 2 conducted under the jurisdiction of Tyndale University College & Seminary (Tyndale). The REB seeks to ensure that as members of the academic and research community we maintain the highest ethical standards in the conduct of research involving human subjects. In addition to the basic principle of respect for human dignity, the ethical principles that guide research include the obligations to:

• Obtain and preserve free and informed consent on the part of research subjects;

• Protect the rights and interests of vulnerable people (including children, the elderly and institutionalized individuals);

• Protect the privacy and confidentiality of research subjects;

• Ensure justice and inclusiveness in research;

• Minimize harm to research subjects by avoiding, preventing or minimizing harm to others;

• Maximize benefits to research subjects; and

• Balance potential harms and benefits to research subjects (i.e. ensure that foreseeable harms do not outweigh anticipated benefits).

In general, the Academic Deans of Tyndale have responsibility for ensuring that research assignments required in courses meet ethical standards. When an academic dean considers that a research assignment using human subjects needs specific approval, the proposal will be brought before the REB for review. Ethical review is not required for research data derived from observations of behaviour within a public gathering that cannot be associated with any particular living individual or group of living individuals, nor is it required for information about a living individual that is already in the public domain (e.g., autobiographies, diaries, or public archives).

In general, faculty and staff of Tyndale are themselves responsible for submitting proposed research for ethics review when their research involves human subjects.

1 In this policy, the term “research” means systematic investigation designed to establish facts, principles, or generalizable knowledge including theses and work done in the context of undergraduate course assignments. 2 In this policy, the terms “human subjects” and “research subjects” refer to living human individuals.

i What follows is a brief description of the parts of the Tyndale Research Ethics Policy faculty and staff should be mindful of when carrying out research that involves human subjects and when assigning classroom projects that involves research with human subjects.

Free and Informed Consent

In the Tyndale Research Ethics Policy, the process of free and informed consent refers to the general process through which individuals choose to volunteer as subjects in research. Researchers shall provide to research subjects or authorized third parties full and frank disclosure of all information required for free and informed consent. Throughout the process, researchers must ensure that research subjects are given opportunities to discuss and contemplate their participation.

Consent from research subjects is required for the collection, use and disclosure of information through (a) personal interviews (e.g., face-to-face, telephone or other electronic encounters), or (b) individualized questionnaires used to gather materials for such purposes as biographical study or other research involving specific personalities.

There are several ways of providing evidence of free and informed consent by research subjects, but the usual and preferred method is to obtain written consent . The course instructor will provide the appropriate letter of informed consent or verbal script to be used in completing course assignments for research involving human subjects.

Voluntariness

Free and informed consent must be voluntarily given, without manipulation, undue influence, or coercion and may be withdrawn at any time. Undue influence may take the form of inducement, deprivation, or the exercise of control or authority over potential research subjects. Voluntariness is especially relevant in research involving vulnerable or dependent research subjects and is absent if consent is secured as a result of coercion or manipulation. The influence of power relationships on voluntary choice should be judged according to the particular context of research subjects. Those carrying out research must therefore pay particular attention to the elements of trust and dependency, and avoid seeking subjects from among individuals they have authority over (for example, youth ministers who want to interview the youth in their church, or pastors who would interview church staff), as these can constitute undue influence on the individual to participate in research projects.

Naturalistic Observation

Ethics approval is normally required for research involving naturalistic observation (i.e. the study of behaviour in a natural environment). Naturalistic observation that does not allow for the identification of the research subjects and is not staged for the purposes of the research is normally regarded as suitable for course assignments. However, such research conducted by faculty or staff would require approval from the REB.

Capacity

Capacity refers to the ability of research subjects to give informed consent. It involves the ability to understand the information presented, to appreciate the potential consequences of a decision, and to provide free and informed consent. Capacity to participate in research is not an all-or-nothing condition, and requires only that research subjects be capable of making an informed decision about their participation in a particular research project.

Capacity will normally be an issue only when minors (i.e., people under the age of majority in their province of residence, which in Ontario is 18 years of age) are the research subjects. If prospective research subjects resident in Ontario are at least 18 years of age, but not capable of giving informed consent, a full REB review is likely to be required.

ii Privacy and Confidentiality

Information that is disclosed in the context of a research relationship must be held confidential. When a research subject confides personal information to a researcher, the researcher may not share the information with others without the research subject’s informed consent. In the informed consent process, researchers should indicate to research subjects the extent of the confidentiality that can be promised, and hence should be aware of any relevant law limiting confidentiality. In the context of research, personal information means information about an identifiable living individual. It includes personal characteristics such as culture, age, religion and social status, as well as their life experience and educational, medical or employment histories. As a general rule, the best protection of the confidentiality of personal information and records will be achieved through anonymity. If the data being stored are truly anonymous, research carried out as part of a course assignment will not require a full REB review.

Researchers have an obligation to ensure that information obtained from research subjects is stored with all the precautions appropriate to the sensitivity of the data. Information reported in a written course assignment shall not contain names, initials or other identifying information. While it may be important to preserve certain types of identifiers, these should be masked as much as possible. Research subjects have the right to know who will have access to identifying information and its nature, and the researcher must therefore inform research subjects of the purpose for which information is being gathered.

iii INTRODUCTION 1

PREAMBLE ...... 1 GUIDING ETHICAL PRINCIPLES ...... 2 SECTION 1: ETHICS REVIEW 3

A. RESEARCH REQUIRING ETHICS REVIEW ...... 3 B. RESEARCH ETHICS BOARDS ...... 3 B.1. Authority of the REB...... 3 B.2. Specific Responsibilities of the REB...... 4 B.3. Tyndale Support of the REB ...... 4 B.4. Membership of the REB...... 5 B.5. Indemnity ...... 6 C. ANALYSIS , B ALANCE AND DISTRIBUTION OF HARMS AND BENEFITS ...... 7 C.1. Minimal Risk...... 7 C.2. Scholarly Review as Part of Ethics Review...... 7 D. PROCEDURAL GUIDELINES FOR THE REVIEW OF A RESEARCH PROPOSAL ...... 8 D.1. Principle of Proportionate Review ...... 8 D.2. Meetings and Attendance...... 11 D.3. Record Keeping...... 11 D.4. Submissions to the REB...... 11 D.5. Review Procedure ...... 12 D.6. Decision-Making...... 12 D.7. Turn-Around Time...... 13 D.8. Interim Approval...... 13 D.9. Reconsiderations...... 13 D.10.Appeals ...... 14 E. CONFLICTS OF INTEREST ...... 14 F. REVIEW PROCEDURES FOR ONGOING RESEARCH ...... 14 G. REVIEW OF MULTI -CENTRED RESEARCH ...... 15 H. REVIEW OF RESEARCH IN OTHER JURISDICTIONS OR COUNTRIES ...... 16 SECTION 2: FREE AND INFORMED CONSENT 17

A. REQUIREMENT FOR FREE AND INFORMED CONSENT ...... 17 B. VOLUNTARINESS ...... 19 C. NATURALISTIC OBSERVATION ...... 19 D. INFORMING POTENTIAL RESEARCH SUBJECTS ...... 19 E. CAPACITY ...... 21 SECTION 3: PRIVACY AND CONFIDENTIALITY 24

A. ACCESSING PRIVATE INFORMATION : P ERSONAL INTERVIEWS ...... 24 B. ACCESSING PRIVATE INFORMATION : S URVEYS , Q UESTIONNAIRES AND THE COLLECTION OF DATA ...... 25 C. SECONDARY USE OF DATA ...... 26 D. DATA LINKAGE ...... 28 SECTION 4: CONFLICT OF INTEREST 29

A. CONFLICTS OF INTEREST INVOLVING RESEARCHERS ...... 29 B. CONFLICTS OF INTEREST BY REB M EMBERS ...... 30 C. TYNDALE CONFLICTS OF INTEREST ...... 30 SECTION 5: INCLUSION IN RESEARCH 31

A. INTRODUCTION ...... 31 B. RESEARCH INVOLVING WOMEN ...... 31 C. RESEARCH INVOLVING THOSE WHO ARE INCAPABLE OF CONSENTING FOR THEMSELVES ...... 32

iv SECTION 6: RESEARCH INVOLVING ABORIGINAL PEOPLES 33

A. GOOD PRACTICES ...... 33 SECTION 7: CLINICAL TRIALS 35

A. CLINICAL EQUIPOISE ...... 35 B. MULTI -CENTRE CLINICAL TRIALS ...... 35 C. ANALYSIS AND DISSEMINATION OF THE RESULTS OF CLINICAL TRIALS ...... 35 SECTION 8: AMENDMENTS 36

SECTION 9: ACKNOWLEDGEMENTS 37

APPENDIX A: SELECTED ARTICLES FROM TRI-COUNCIL POLICY STATEMENT 38

APPENDIX B: APPLICATION FOR ETHICS REVIEW OF FACULTY, STAFF AND STUDENT RESEARCH INVOLVING HUMAN SUBJECTS 46

v Introduction

Preamble

Tyndale University College & Seminary (Tyndale) endorses the principles set out in the Tri- Council Policy Statement: Ethical Conduct for Research Involving Humans 3 (Tri-Council Policy Statement). The Tyndale Research Ethics Board (REB) Policy (Policy) is intended to ensure that the highest ethical standards in the conduct of research involving human subjects are maintained at Tyndale in compliance with the Tri-Council Policy Statement.

The purposes of ethics review of research involving humans are (a) the protection of research subjects, (b) the protection of Tyndale, including its academic staff, support staff and students, and (c) the education of those involved in research. This Policy requires that all research projects involving human subjects undertaken by Tyndale faculty, staff and students, including students carrying out research as part of class assignments, fall within the jurisdiction of the REB, irrespective of the source of financial support, if any, and irrespective of the location of the project. Research from outside Tyndale that accesses resources or human subjects at Tyndale is also required to undergo review.

This Policy parallels the structure of the Tri-Council Policy Statement and, for ease of review, cross-references the Articles of the Tri-Council Policy Statement that are addressed by and discussed in this Policy. Relevant Articles of the Tri-Council Policy Statement addressed by this Policy are attached as Appendix A.

3As published in August, 1998 and amended in May 2000 and September 2002, the “Tri-Council” consists of the Canadian Institutes of Health Research (“CIHR”) (formerly the Medical Research Council of Canada (“MRC”)), the Natural Sciences and Engineering Research Council of Canada (“NSERC”) and the Social Sciences and Humanities Research Council of Canada (“SSHRC”). The Policy will, from time to time, be amended to reflect amendments to the Tri-Council Policy Statement.

1 Guiding Ethical Principles

As a member of the academic and research community, Tyndale has a responsibility to engage in research 4 to advance human welfare, knowledge and understanding. This entails responsibility on the part of both Tyndale and its researchers to ensure that the highest ethical standards in the conduct of research involving human subjects are maintained. In addition to the basic principle of respect for human dignity, the ethical principles that guide this Policy include the obligations to:

• obtain and preserve free and informed consent on the part of research subjects 5;

• protect the rights and interests of vulnerable people (including children, the elderly and institutionalized individuals);

• protect the privacy and confidentiality of research subjects;

• ensure justice and inclusiveness in research;

• minimize harm to research subjects by avoiding, preventing or minimizing harm to others;

• maximize benefits to research subjects; and

• balance potential harms and benefits to research subjects (i.e. ensure that foreseeable harms do not outweigh anticipated benefits).

4 In this Policy, the term “research” means systematic investigation designed to establish facts, principles, or generalizable knowledge, including theses and work done in the context of undergraduate course assignments. 5 In this Policy, the terms “human subjects” and “research subjects” refer to living individuals.

2 Section 1. Ethics Review

A. Research Requiring Ethics Review

All faculty, staff, and student research at or under the auspices of Tyndale that involves, as subjects, living individuals requires review and approval by the REB in accordance with this Policy. 6 Such research includes (a) information that is collected through intervention or interaction with one or more living individuals, (b) information about one or more identifiable living individuals, and (c) graphic, written or recorded information derived from individually identifiable living individuals.

Ethics review is not required for research data derived from (a) observations of behaviour within a public gathering which cannot be associated with any particular living individual or group of living individuals or (b) information about a living individual that is already in the public domain (e.g., autobiographies, diaries, or public archives).

Research about a living individual involved in the public arena, or about an artist, based exclusively on publicly available information, documents, records, works, performances, archival materials or third-party interviews, is not required to undergo ethics review. Such research only requires ethics review if the research subject is approached directly for interviews or for access to private papers, and then only to ensure that such approaches are conducted according to professional protocols and to Section 2.C of this Policy, which deals with naturalistic study. 7 This exemption applies, as such research involves no interaction with the living individual who is the subject of the public records.

Quality assurance studies, performance reviews or testing within normal educational requirements are not subject to REB review unless such activities contain an element of research. 8

B. Research Ethics Boards

B.1. Authority of the REB

The REB will report to the Provost.

The REB is mandated to evaluate, approve, reject, propose modifications to or terminate, in accordance with this Policy, any proposed or ongoing research involving human subjects which is conducted within the facilities or under the jurisdiction of Tyndale or by students, faculty, administration, staff or others (including visiting researchers) at Tyndale whether on the Tyndale campus or elsewhere and irrespective of the source of financial support (if any). 9 This responsibility extends to research carried out in collaboration with researchers from other

6 See Article 1.1(a) of the Tri-Council Policy Statement. 7 See Article 1.1(c) of the Tri-Council Policy Statement. 8 See Article 1.1(d) of the Tri-Council Policy Statement. 9 See Article 1.2 of the Tri-Council Policy Statement.

3 institutions, and to researchers from outside the Tyndale community who access resources or research subjects at Tyndale.

All such research involving human subjects will only proceed after the REB has granted approval. However, research that is exempted by the Tri-Council Policy Statement is also exempt under this Policy. 10

The REB has the authority to deny permission to open research accounts or to access funding for projects that have failed to receive REB approval.

B.2. Specific Responsibilities of the REB

The REB is responsible to the Provost for:

• developing policies regarding ethics issues related to the use of human subjects in research;

• reviewing biannually all policies regarding ethics issues related to the use of human subjects in research projects, in order to ensure that the policies remain current, expeditious and effective;

• reviewing all protocols requiring participation of human subjects in research for ethics approval;

• evaluating the merit and scholarly standards of the research proposed in accordance with the Tri-Council Policy Statement;

• maintaining up-to-date records of all ethics reviews carried out under its jurisdiction;

• maintaining a site on the Tyndale Intranet containing relevant policies, procedures, applications, checklists and sample consent forms;

• dealing with matters involving human-based research referred to the REB by the Provost;

• preparing an annual report for submission to the Provost; and

• participating in continuing education organized for the community in matters relating to ethics and the use of human subjects in research.

B.3. Tyndale Support of the REB

The Provost shall make available adequate resources to support the administrative processes involved in carrying out ethics reviews and to allow REB members to attend, from time to time,

10 See Section 1.A of this Policy.

4 the educational activities provided by the National Council on Ethics in Human Research so that Tyndale remains in compliance with the Tri-Council Policy Statement.

The Provost shall ensure that faculty members are informed each year about the need to comply with the Tri-Council Policy Statement. They will also ensure ongoing faculty education in regard to compliance with ethics review standards and the consequences of non-compliance.

B.4. Membership of the REB

The REB shall consist of a minimum of five members appointed by the Provost, no one of whom shall be perceived to have a conflict of interest in the research under review. The REB shall include both men and women, have multidisciplinary representation, and include at least one member from the University College of Tyndale and at least one member from the Seminary of Tyndale. The membership of the REB shall include:

• a chair (REB Chair) who is a Tyndale faculty member and has broad expertise in the methods or areas of research covered by the REB;

• two Tyndale faculty members who have broad expertise in the methods or areas of research covered by the REB;

• one Tyndale faculty member knowledgeable in ethics;

• one member who has no affiliation with Tyndale, but is recruited from the community served by Tyndale, preferably a person with experience making ethical evaluations of research in another institution;

• the Provost as an ex officio non-voting research officer of Tyndale (REB Research Officer); and

• an alternate member who may be called upon by the REB Chair to attend a meeting if a quorum would otherwise be impossible or if an REB member’s own research project is under review. 11

If a researcher who is also a regular member of the REB has submitted a project being reviewed by the REB, he or she shall be replaced, for the purposes of reviewing his or her particular research project only, by an alternate member who represents the same category of the REB membership structure.

The REB, in the exercise of its powers and discharge of its responsibilities, may, from time to time and in consultation with Tyndale, retain outside legal counsel to provide legal advice to the REB on matters before it. Neither such outside legal counsel nor Tyndale’s regular legal counsel shall serve as a member of the REB. If a member of the REB is a lawyer, the role of that

11 See Article 1.3 of the Tri-Council Policy Statement.

5 individual is to alert the REB to legal issues and their implications, not to provide formal legal opinions nor to serve as legal counsel for the REB.

If a project under review requires specific community or research subject representation, or is a project that requires expertise not available from its regular members, the REB Chair, in consultation with the Provost, shall nominate appropriate ad hoc members for the duration of that particular review. Should the appointment of such ad hoc members become a regular requirement, membership of the REB may, with the approval of the Provost, be modified to include the required representation.

With the exception of the REB Chair and the REB Research Officer, REB members shall serve for staggered three-year terms which may be renewed once. Initially, appointments shall range from two to three years to allow for continuity of membership. Continuity of membership shall be taken into account at all times. In making appointments to the REB, the Provost shall consult with the Tyndale community, especially with faculty members whose research is likely to require REB approval.

B.5. Indemnity

Tyndale will indemnify members of the REB to the maximum amount permitted by law against all costs, charges and expenses (including, without limitation, an amount paid to settle an action or satisfy a claim and any liability for income or other tax by reason of a payment made to a member) that he/she may reasonably incur in respect of any civil, criminal, administrative, investigative or other proceeding in which the member is involved by reason of being or having been a member of the REB if:

(a) the member acted honestly and in good faith with a view to the best interests of Tyndale; and

(b) in the case of a criminal or administrative proceeding, the member had reasonable grounds for believing that his/her conduct was lawful.

Tyndale will advance money to members in respect of all costs, charges and expenses (including, without limitation, an amount to settle an action or satisfy a claim) in respect of a proceeding referred to above, it being Tyndale’s intention that no member of the REB should be out of pocket for such costs, charges and expenses, provided that the member repay the money to Tyndale forthwith upon his/her admission, a negotiated settlement or a judicial determination that he/she has not fulfilled the conditions for indemnification set forth in points (a) and (b).

This indemnity will survive after an individual ceases to be a member of the REB and will enure to the benefit of his/her heirs, executors, administrators and other legal personal representatives and will be binding upon Tyndale and its successors.

6 C. Analysis, Balance and Distribution of Harms and Benefits

C.1. Minimal Risk

In evaluating research proposals involving human subjects, the REB will recognize the need to minimize any harm resulting from such proposed research. If potential research subjects can reasonably be expected to regard the probability and magnitude of possible harms implied by participation in the research to be no greater than those encountered by the research subject in those aspects of everyday life that relate to the research, then the research can be regarded as within the range of minimal risk. Above the threshold of minimal risk, the research warrants a higher degree of scrutiny by the REB and greater provision for the protection of the interests of potential research subjects. There is a similar threshold regarding undue or excessive offers of benefit. As an offer of payment in relation to research participation exceeds the normal range of benefits open to the research subject, it is increasingly likely to amount to an undue incentive for participation.

The concept of minimal risk raises special issues in clinical research, especially clinical trials, in which patients suffering from physical disease or psychological disorder participate in research on interventions undertaken for purposes of therapy. Hence the idea that considerable anticipated therapeutic risks might also be within the range of minimal risks extends to the therapies in the trial.

This consideration however, does not apply to non-therapeutic risks, which arise from actions that go beyond the needs of the research subject as a patient, and that are incurred only for the needs of the research. The REB shall be sensitive to this distinction when evaluating any research project. It shall recognize the need to minimize harms, and to ensure that these harms are proportionate to the benefits that might be expected from the knowledge gained from the study. For projects that involve both therapeutic and non-therapeutic risks, the risks that relate to therapy as opposed to research need to be delineated.

C.2. Scholarly Review as Part of Ethics Review

The REB shall satisfy itself that the design of a research project that poses more than minimal risk is capable of addressing the questions being asked in the research.

Research in the humanities and the social sciences which poses, at most, minimal risks (as defined above) shall not normally be required by the REB to be peer reviewed.

Certain types of research, particularly in the social sciences and the humanities, may legitimately have a negative effect on public figures in politics, business, labour, the arts or other walks of life, or on organizations. Such research should not be blocked through the use of harms/benefits analysis or because of the potentially negative nature of the findings. The safeguard for those in the public arena is through public debate and discourse and, if necessary, through action in the courts for libel. 12

12 See Article 1.5 of the Tri-Council Policy Statement.

7 Traditions for scholarly and ethics review undertaken vary between disciplines. The following mechanisms are among those that should be considered by the REB. The REB may:

• conclude that the proposed research has already passed appropriate peer review, for example by a funding agency;

• establish an ad hoc independent external peer review;

• establish a permanent peer review committee reporting directly to the REB; or

• assume complete responsibility for the scholarly merit of the research, which would require that the REB have the necessary scholarly expertise in the discipline to carry out peer review of the research in question.

The REB should normally avoid duplicating previous professional peer-review assessments unless there is a good and defined reason to do so. However, the REB may request that the researcher provide it with the full documentation of those reviews.

In evaluating the merit and the scholarly standards of a research proposal, the REB should be concerned with a global assessment of the degree to which the research might further the understanding of a phenomenon, and not be driven by factors such as personal biases or preferences. The REB shall not reject research proposals because they are controversial, challenge mainstream thought, or offend powerful or vocal interest groups. The primary tests to be used by the REB to assess research proposals shall be ethical probity and high scientific and scholarly standards.

D. Procedural Guidelines for the Review of a Research Proposal

D.1. Principle of Proportionate Review

The REB shall adopt a proportionate review approach based on the principle that the more invasive the research, the greater the need for care in assessing the research. 13

The concept of proportionate review gives practical expression to the general principle that the more potentially invasive or harmful the proposed or ongoing research, the greater should be the care taken in its review. While all research must be reviewed adequately, proportionate review is intended to reserve the most intensive scrutiny, and correspondingly more protection, for the most ethically challenging research.

A proportionate approach to ethics review thus starts with an assessment, primarily from the viewpoint of the potential research subjects, of the character, magnitude and probability of potential harms inherent in the research.

13 See Article 1.6 of the Tri-Council Policy Statement.

8 The onus is on potential researchers to determine whether an ethics review of their research project is required. Whenever there is uncertainty with regard to the relevance of such an evaluation, the researcher must consult the REB.

In the case of research projects proposed by students in partial fulfilment of course work or degree requirements, it is the responsibility of the course instructor or faculty supervisor to alert the student to the need for an ethics review, and to guide the student through the process of submitting a proposal for evaluation by the REB.

The REB has been established by Tyndale’s Board of Governors, the highest level of the institution and shall cover as broad a range of research as is consistent with manageable workloads. 14

REB Review

Three levels of review will be instituted at Tyndale: full REB review, expedited REB review and departmental level review of undergraduate projects carried out within formal course requirements.

Full REB Review : This is the requirement for all faculty, staff and undergraduate or graduate level student research involving human subjects.

All proposals for staff or faculty research, senior seminars and graduate or undergraduate research or theses involving human subjects must be submitted to the REB. Departmental level review shall not be used for research in which a student is carrying out research that is part of a faculty member's own research program. Such research shall receive a full REB review.

Expedited Review : The REB Chair and one other member of the REB may review annual renewals of approved projects carried out in a manner consistent with the principle of proportionate review in which there has been little or no change in the ongoing research. Any concerns about the appropriateness of renewing an approval shall be forwarded to the REB for a full review.

Departmental Review : This level of review is normally not acceptable, except for the review of undergraduate research within course requirements. If a study is part of an undergraduate course requirement and entails no more than minimal risk, the responsibility for review, on behalf of the REB and in compliance with the Tri-Council Policy Statement, lies within the department in which the course occurs. Instructors have the responsibility of submitting appropriate documentation, as outlined below, and for reviewing the proposed project with the appropriate Academic Dean of Tyndale. The appropriate Associate Dean of Tyndale has the responsibility of forwarding copies of appropriate documentation and for reporting results of such reviews to the REB as they are given. Student research deemed to be beyond minimal risk must receive a full REB review. Any uncertainty concerning the level of risk shall be referred to the REB Chair.

14 See Article 1.4(a) of the Tri-Council Policy Statement.

9 Should the REB Chair question the appropriateness of a departmental review, he or she may request a full review be undertaken by the REB.

• Class Projects Using Students in the Course as Research Subjects : Using the “Request for Departmental Approval ” form, course instructors shall obtain the general approval of the appropriate Academic Dean of Tyndale for class projects involving no more than minimal risk that occur on a continuing basis until the instructor changes the nature or scope of the assignment. The appropriate Academic Dean of Tyndale shall report to the REB Chair all requests that are submitted and whether he or she has approved or denied the request. Course instructors shall also indicate in the syllabus that students are encouraged but not required to serve as research subjects in class projects.

• Class Projects Involving Research Subjects Other Than Those in the Class : Using the “Request for Departmental Approval ” form, course instructors shall first obtain the general approval of the appropriate Academic Dean of Tyndale for such projects, provided that the project involves no more than minimal risk to research subjects. Students must then complete a “ Checklist for Student Research ” form, and if the instructor is satisfied that the project complies with the guidelines set by the Tri- Council Policy Statement, the instructor shall forward a brief description of these approved studies to the appropriate Academic Dean of Tyndale and the REB Chair prior to initiation of research by the student. In the event of uncertainty about the ethical appropriateness of the research, instructors have the responsibility for directing students to submit two copies of the “ Request for Ethics Review ” form to the REB Chair. Students shall not proceed with their research until they have received approval from the REB.

• Class Projects Involving Interviews Only : In courses in which students are required to conduct interviews of research subjects not enrolled as students in the course, and provided that the interviews do not involve students interviewing research subjects in subordinate positions (e.g., employees), the instructor shall first obtain departmental and REB approval as specified above. The instructor shall then authorize students to obtain written consent, wherever possible, for the interview process, and shall provide students with the consent forms to be used in obtaining such consent. The consent forms shall comply with the principles set out in the “Sample Consent Forms to be Used by Students for Written Consent” . Where it is not possible for students to obtain written consent for the interview process (e.g., in the case of telephone interviews), the instructor shall authorize students to obtain verbal consent for the interview process, and provide students with an approved script to be used in obtaining verbal consent. The script must comply with the principles set out in the “Sample Script to be Used by Students for Verbal Consent .” Upon completion of the interviews, students will return to the instructor either the written consent forms or, where the verbal consent of research subjects was obtained, a copy of the script signed by the student indicating his or her compliance with the procedures and the informed verbal consent of the interviewees. Instructors must keep the forms on file for at least one year.

10 D.2. Meetings and Attendance

The REB shall meet regularly to discharge their responsibilities. 15 Given the expectation that the number of proposed projects involving research subjects will be relatively small in number, regularly scheduled meetings shall only be required once per semester. Additional meetings can be scheduled if required. The REB Chair shall call both the regularly scheduled meetings and those required to review proposals submitted between regularly scheduled meetings.

The REB shall also meet on an annual basis to review policies and protocols and to prepare its annual report for submission to the Provost in June of each year.

The REB requires a quorum of at least two-thirds of its members at all meetings concerned with the ethics approval of proposals for research involving human subjects.

Two consecutive unexplained absences by a member of the REB shall be deemed to constitute that member’s resignation from the REB.

D.3. Record Keeping

Minutes of all REB meetings shall be prepared and maintained by a secretary appointed by the REB for the purpose of assisting with internal and external audits or research monitoring, and to facilitate reconsideration or appeals. The minutes shall clearly document the decisions of the REB, along with the reasons for them (including the dissents of any members of the REB). The minutes will be kept in the Provost’s office, and will be made accessible to authorized representatives of the institution, researchers, and funding agencies. 16

All files pertaining to the REB shall be kept in the Provost’s office. To ensure accurate and fair administration and integrity of the research process, the maintenance of satisfactory records and documentation is essential. Failure to do so may expose researchers and Tyndale to legal liability.

D.4. Submissions to the REB

All requests for ethics review must be prepared on the “ Request for Ethics Review ” form and submitted to the REB Chair in duplicate. Researchers are advised to retain a copy for themselves. “ Request for Ethics Review ” forms may be obtained from Tyndale’s Academic office or the Tyndale Intranet.

The REB Chair shall create an “open file” for an ethics review when enough information has been submitted by the researcher to start the review process. All relevant information shall be kept in the file including the original application, a copy of the research proposal, any correspondence between the REB and the researcher, the form of consent letter to be used, the

15 See Article 1.7 of the Tri-Council Policy Statement. 16 See Article 1.8 of the Tri-Council Policy Statement.

11 research protocols, the REB approval, any revised materials, any comments from the public and all other information relevant to the research project.

The onus is on the researcher to address all recommendations made by the REB and to keep the file complete and up-to-date at all times.

When the research project is completed, the principal investigator shall notify the REB, after which the file shall be “closed” and kept as a record of compliance with this Policy.

Ethics review files remain the property of Tyndale and may not be removed by the researchers. The files shall be subject to audit by authorized representatives of Tyndale, members of any applicable appeal board and funding agencies.

All research projects that receive REB approval, irrespective of whether this was through full, expedited, or departmental review process shall require a proper file showing compliance with this Policy. Insufficient information in the file is grounds for refusing or delaying REB approval.

D.5. Review Procedure

The REB Chair will examine all proposals and projects received to ensure that the documentation submitted is complete.

Should the REB Chair decide that a project or proposal is suitable for expedited review, the REB Chair and one other member of the REB shall review the application as described in Section 1.D.1 of this Policy. The course instructor and Academic Dean of Tyndale involved shall review student projects or proposals deemed suitable for departmental review, as described in Section 1.D.1 of this Policy. All other projects shall receive a full review, including ongoing projects where there has been substantive change to protocols or procedures.

Where a full review is conducted, relevant material will be circulated by mail. REB members are to indicate their receipt of relevant material orally or in writing upon receipt of such material, after which the REB Chair will call a meeting of the REB with reasonable notice.

At a full meeting of the REB, the applicant shall have the right to appear and to be heard before the REB, but shall not be present during deliberations or voting. The applicant shall also receive a written summary of the results of the meeting, including dissenting opinions.

No project shall receive REB approval, refusal, or suspension unless quorum exists and there is a majority vote in favour of the decision. Absent a conflict of interest, all voting members present, including the REB Chair, may vote on all proposals.

D.6. Decision-Making

The REB shall meet face-to-face to review research applications that are not delegated to expedited review. REB review shall be based upon fully detailed research proposals or, where

12 applicable, progress reports. The REB shall function impartially and provide a fair hearing to all those involved and provide reasoned and appropriately documented opinions and decisions. 17

All decisions made by the REB shall conform to the guidelines provided by the Tri-Council Policy Statement. The REB shall make every effort to reach consensus.

The REB may request that a researcher attend one of its meetings before rendering a decision. A researcher may also request an audience with the REB by contacting the REB Chair. Especially in complex research proposals, the formal REB decision on whether to allow the research will often be preceded by extensive discussion of (a) ethics concerns and (b) possible means of improving such aspects as the research design or the information to be provided in the free and informed consent process. Participation by the researcher in such discussions is often very helpful to both the REB and researchers. Such discussions, which are an essential part of the educational role of the REB, may result in a deferral of the REB’s decision until the researcher has considered the discussions and possibly modified the proposal. At no time, however, may the researcher participate in the decision-making process concerning his or her research project.

In the event that the REB is considering a negative decision, the researcher shall be informed of the reasons and given an opportunity to reply before the REB makes a final decision.

D.7. Turnaround Time

The turnaround time for submissions that receive expedited review by a subcommittee of the REB is generally within fifteen working days, provided that the request is submitted during the academic year. The turnaround time for submissions requiring a full REB review is generally four to six weeks, provided that the request is submitted during the academic year. Requests submitted between May 1st and August 31st will be dealt with as quickly as possible. To ensure that all required forms are included in the submission, a checklist is provided to applicants with the “ Request for Ethics Review ” form.

D.8. Interim Approval

The REB Chair may grant interim approval when a researcher requires agency consent for carrying out a research project. In the event that interim approval is given, it must be understood that the project cannot commence without a letter of formal approval. Researchers who require ethics review of their projects in order to obtain research funds from granting agencies may request interim approval.

D.9. Reconsiderations

Researchers are entitled to request, and the REB has an obligation to provide, reconsideration of decisions affecting a research project. 18

17 See Article 1.9 of the Tri-Council Policy Statement. 18 See Article 1.10 of the Tri-Council Policy Statement.

13 D.10. Appeals

In cases when researchers and Tyndale cannot reach agreement through discussion and reconsideration, Tyndale shall permit review of the REB decision by an appeal board. No ad hoc appeal boards are permitted. 19

Researchers must apply to the Provost to appeal a decision of the REB within one month from the date of the decision. A copy of the appeal letter must also be sent to the REB Chair. Tyndale shall use as its appeal board (Appeal Board) the research ethics board of another institution whose ethics review policy is consistent with the Tri-Council Policy Statement and the policies and practices of Tyndale.

Non-compliance with the Tri-Council Policy Statement may be a reason for refusing to grant an appeal. Appeals may be granted only on procedural grounds or when there is a significant disagreement over an interpretation of some aspect of the Tri-Council Policy Statement. The decision of the Appeal Board shall be binding.

While Tyndale may refuse to allow certain research within its jurisdiction, Tyndale may not override negative decisions of the REB reached on ethical grounds.

E. Conflicts of Interest

If the REB is reviewing research in which a member of the REB has a personal interest in the research under review, conflict of interest principles require that the member not be present when the REB is discussing or making its decision. The REB member may disclose and explain the conflict of interest and offer evidence to the REB provided the conflict is fully explained to the REB. The applicant who proposed the research has the right to hear the evidence and to offer a rebuttal. 20

Any questions concerning a conflict of interest should be directed to the REB Chair. Members of the REB should err on the side of caution when determining whether or not they have a conflict of interest.

Section 4 of this Policy gives additional information about conflicts of interest.

F. Review Procedures for Ongoing Research

Ongoing research shall be subject to continuing ethics review. The rigour of the review should be conducted in accordance with a proportionate approach to ethics assessment.

As part of each research proposal submitted for REB review, the researcher shall propose to the REB the continuing review process deemed appropriate for that project.

19 See Article 1.11 of the Tri-Council Policy Statement. 20 See Article 1.12 of the Tri-Council Policy Statement.

14 Ethics approval will be issued for one year from date of initial approval. Normally, continuing review should consist of at least the submission of a succinct annual status report to the REB. An “ Annual Renewal and Amendment ” form must be submitted annually to the REB for projects that continue beyond one year. If no substantial change has been made to the research plan or protocol, an expedited review by the REB will be carried out. Should the REB Chair be of the opinion that there have been substantial changes, re-submission and a full review by the REB will be required. Researchers shall promptly notify the REB when the research project concludes. 21

In accordance with the principle of proportionate review, research that exposes research subjects to no more than minimal risk requires only a minimal review process. The continuing review of research exceeding the threshold of minimal risk in Section 1.C.1 of this Policy, in addition to annual review might include:

• a formal review of the consent process;

• the establishment of a safety monitoring committee;

• a review by a third party of the documents generated by the study;

• a review of reports of adverse events;

• a review of research subjects' files; or

• a random audit of the consent process.

Substantial changes to a research plan or protocol must be communicated immediately to the REB by the principal investigator. All changes in letters of consent must also be filed with the REB immediately. Any research involving more than minimal risk must provide to research subjects a means by which research subjects may report their concerns to the REB. All student researchers must include the name and telephone number of their course instructor or faculty supervisor so research subjects may contact them with concerns.

The process of a continuing ethics review is the collective responsibility of Tyndale, the REB and the researchers and shall be carried out with the common interest of maintaining the highest ethical and scientific standards. Tyndale shall strive to educate its researchers on the process of a continuing ethics review through the provision of workshops, seminars, and other educational opportunities. The REB, in consultation with the Provost, shall arrange these educational opportunities.

G. Review of Multi-Centred Research

Multi-centred research occurs where several research ethics boards consider the same proposal from the perspectives of their respective institutions. In order to facilitate co-ordination of ethics

21 See Article 1.13 of the Tri-Council Policy Statement.

15 review for multi-centred research projects, researchers may wish to distinguish between core elements of the research (i.e. those which cannot be altered without invalidating the pooling of data from the participating institutions) and those elements that can be altered to comply with local research ethics board requirements without invalidating the research project. Where the REB is involved in reviewing multi-centred research, it shall attempt to co-ordinate its review of such project and to communicate any concerns it may have about the project to the other research ethics boards. In order to facilitate communication with other research ethics boards involved, researchers shall provide contact information for the other research ethics boards.

H. Review of Research in Other Jurisdictions or Countries

Tyndale is responsible for the ethical conduct of research undertaken by its faculty, staff, and students regardless of the location where the research is conducted. For this reason, when research is to be carried out by a Tyndale faculty, staff, or student outside the jurisdiction of Tyndale or outside Canada, the research shall undergo ethics review both by the REB and by the research ethics board of the other institution (if it exists), with the legal responsibility and equivalent ethical and procedural safeguards in the country or jurisdiction where the research is to be done. 22

22 See Article 1.14 of the Tri-Council Policy Statement.

16 Section 2: Free and Informed Consent

A. Requirement for Free and Informed Consent

Free and informed consent lies at the heart of research involving human subjects. It encompasses a process that begins with the initial contact and carries through to the end of the involvement of research subjects in the project. In this Policy, the process of free and informed consent refers to the dialogue, information sharing and general process through which potential research subjects choose to participate in research involving themselves.

Research governed by this Policy may begin only if (a) potential research subjects (or their authorized third parties) have been given the opportunity to give free and informed consent to participate, and (b) their free and informed consent is maintained throughout their participation in the research. 23

Evidence of free and informed consent by the potential research subjects (or their authorized third parties) shall ordinarily be obtained by researchers in writing. Where written consent is culturally unacceptable, or where there are good reasons for not recording the consent in writing (e.g., in the case of telephone interviews), the procedures used to seek free and informed consent shall be first approved by the REB and documented by the researcher. 24 Where oral consent is appropriate, the researcher shall make a contemporaneous journal entry of the event and circumstances.

When in doubt about an issue involving free and informed consent, researchers shall consult the REB.

It is the responsibility of the Provost to ensure current sample consent forms and a checklist of required information are posted by the Office of the Provost on the Tyndale Intranet site.

In limited circumstances, the REB may approve a consent procedure that does not include, or which alters some or all of the elements of informed consent set forth above, or waives the requirement to obtain informed consent, provided that the REB finds and documents that:

• the research involves no more than minimal risk to the research subjects;

• the waiver or alteration is unlikely to adversely affect the rights and welfare of the research subjects;

• the research could not practicably be carried out without the waiver or alteration;

• whenever possible and appropriate, the research subjects will be provided with additional pertinent information after participation. This debriefing should be proportionate to the sensitivity of the research. In sensitive cases, researchers

23 See Article 2.1(a) of the Tri-Council Policy Statement. 24 See Article 2.1(b) of the Tri-Council Policy Statement.

17 should provide, in addition to candid disclosure, a full explanation as to why research subjects were temporarily led to believe that the research or some aspect of it had a different purpose, or received less than full disclosure. Researchers should remove any misconceptions that may have arisen, and re-establish any trust which might have been lost, assuring the research subject during debriefing that these research procedures were neither arbitrary nor capricious, but necessary for scientifically valid findings; and

• the waived or altered consent does not involve a therapeutic intervention. 25

In such cases, research subjects may be given only partial information or may be temporarily led to believe that the research has some other purpose because full disclosure would be likely to alter the responses of the research subjects and thus invalidate the research. For example, some research in psychology seeks to study human responses to situations that have been created experimentally and can only be carried out if the research subjects do not know in advance the true purposes of the research. In some research, therefore, research subjects may be told in advance about the task they will be asked to perform, however, they are given additional information, perhaps as part of the consent process or as part of the manipulated experimental conditions, that provides research subjects with a different perspective on some aspect of the task or experiment and/or its purpose. Another scenario, in questionnaire research, embeds questions that are central to the researcher’s hypothesis within distracter questions, decreasing the likelihood that research subjects will adapt their responses to their perceptions of the true objectives of the research. For such techniques to fall within the exception to the general requirement of full disclosure for free and informed consent, the research must meet the requirements set out above.

Where research subjects express significant concern about being temporarily misled or the use of partial disclosure in the research, the researcher shall report those concerns to the REB.

In studies including randomization and blinding in clinical trials, neither the research subjects nor those responsible for their care know which treatment the research subjects are receiving before the project commences. Such research is not regarded as a waiver or alteration of the requirements for consent if research subjects are informed of the probability of being randomly assigned to one arm of the study or another. 26

Consent is not required from organizations such as corporations or governments for research about their institutions. However, individuals who are approached to participate in a research project about their organization have the right to give free and informed consent. In particular, they should be fully informed about the views of the organization’s authorities, if known, and about the possible consequences of participation. In this context, researchers should pay special attention to confidentiality.

25 See Article 2.1(c) of the Tri-Council Policy Statement. 26 See Article 2.1(d) of the Tri-Council Policy Statement.

18 B. Voluntariness

Free and informed consent must be voluntarily given, without manipulation, undue influence, or coercion and may be withdrawn at any time. 27 Undue influence may take the form of inducement, deprivation, or the exercise of control or authority over potential research subjects.

Voluntariness is especially relevant in research involving restricted or dependent research subjects and is absent if consent is secured as a result of coercion or manipulation. The influence of power relationships on voluntary choice should be judged according to the particular context of potential research subjects (e.g., students may be restricted because their institutional context implies undue influence). Care should be exercised in developing relationships between researchers and authorities, so as not to compromise either the free and informed consent or the privacy and confidentiality of research subjects.

The REB shall also pay particular attention to the elements of trust and dependency, for example, within doctor/patient, employer/employee, counsellor/client, or professor/student relationships, as these can constitute undue influence on the individual to participate in research projects.

The onus is on the researcher to provide the REB with explanations of special care to be taken to eliminate coercion or undue influence in obtaining informed consent.

C. Naturalistic Observation

REB review is normally required for research involving naturalistic observation (i.e. the study of behaviour in a natural environment). However, research involving observation of research subjects in, for example, political rallies, demonstrations or public meetings, should not require REB review since it can be expected that the research subjects are seeking public visibility. 28

In considering research involving naturalistic observation, Tyndale researchers and the REB shall pay close attention to the ethical implications of factors such as (a) the nature of the activities to be observed, (b) the environment in which the activities are to be observed (in particular, whether it is to be staged for the purposes of the research), and (c) the means of recording the observations (in particular, if the records will allow subsequent identification of the research subjects). Naturalistic observation that does not allow for the identification of the research subjects, and that is not staged, shall normally be regarded as being of minimal risk.

D. Informing Potential Research Subjects

Researchers shall provide, to potential research subjects or authorized third parties, full and frank disclosure of all information relevant to free and informed consent. Throughout the free and informed consent process, the researcher must ensure that potential research subjects are given adequate opportunities to discuss and contemplate their participation. Subject to the exceptions in the limited circumstances set forth in Section 2.A of this Policy, at the commencement of the

27 See Article 2.2 of the Tri-Council Policy Statement. 28 See Article 2.3 of the Tri-Council Policy Statement.

19 free and informed consent process, researchers or their qualified designated representatives shall provide potential research subjects with the following:

• information that the potential research subject is being invited to participate in a research project;

• a comprehensible statement of the research purpose, the identity of the researcher, the expected duration and nature of participation and a description of research procedures;

• a comprehensible description of reasonably foreseeable harms and benefits that may arise from the research participation, as well as the likely consequences of non-action, particularly in research related to treatment, or where invasive methodologies are involved, or where there is a potential for physical or psychological harm to the potential research subject;

• an assurance that potential research subjects are free not to participate, have the right to withdraw at any time without prejudice to pre-existing entitlements, and will be given continuing and meaningful opportunities for deciding whether or not to continue to participate; and

• the possibility of commercialization of research findings, and the presence of any apparent or actual or potential conflict of interest on the part of researchers, their institutions or sponsors. 29

In light of the foregoing, the REB may require researchers to provide additional information for some projects, including:

• an assurance that new information will be provided to the research subjects in a timely manner whenever such information is relevant to a research subject's decision to continue or withdraw from participation;

• the identity of the qualified designated representative who can the explain scientific or scholarly aspects of the research;

• information on the appropriate resources outside the research team to contact regarding possible ethical issues of the research;

• an indication as to who will have access to information collected on the identity of research subjects, and descriptions of how confidentiality will be protected and anticipated uses of data;

• an explanation of the responsibilities of the research subject;

29 See Article 2.4 of the Tri-Council Policy Statement.

20 • information on the circumstances under which the researcher may terminate the research subject’s participation in the research;

• information on any costs, payments, reimbursement for expenses or compensation for injury;

• in the case of randomized trials, the probability of assignment to each option; and

• the ways in which the research results will be published, and how the research subjects will be informed of the results of the research. 30

The consent of the potential research subjects shall not be conditional upon or include any statement to the effect that, by consenting, such research subjects waive any of their legal rights.

In projects where research subjects will be compensated, the REB should be sensitive to the possibility of undue inducement for participation, such as payments that would lead research subjects to undertake actions that they would not ordinarily accept.

Two copies of the letter of informed consent must be signed by both the researcher and by each potential research subject for each aspect of a study that requires free and informed consent (e.g., one consent for an intake assessment; another for participation in treatment). The researcher shall retain one of the signed copies for his or her files and the other copy shall be given to the potential research subject along with any other relevant information.

Further REB approval must be obtained before researchers engage in secondary use of identifiable data. Approval would depend on whether research subjects had been informed that data would be retained for additional use, and the extent to which the researcher has minimized the potential for harm.

Depending on the nature of the information collected, research subjects should also be told if mandatory reporting of certain behaviours is required (e.g., current abuse of a minor or risk of harm to oneself or others).

E. Capacity 31

In this Policy, the following terms have the following meanings:

• “authorized representative of the incapable person” means a person who is legally authorized to make relevant decisions on behalf of the incapable person;

30 See “Table 1: Additional Information that May be Required for Some Projects” of the Tri-Council Policy Statement. 31 The term “competence” is used in the Tri-Council Policy Statement, which is national in scope. Given that most of Tyndale’s research will be conducted in Ontario, on the advice of legal counsel, the word “capacity” has been substituted as the more appropriate term in Ontario.

21 • “capable” mean legally mentally capable and “capacity” has a corresponding meaning; and

• “incapable” means legally mentally incapable and “incapacity” has a corresponding meaning.

Capacity refers to the ability of potential research subjects to give informed consent in accordance with their own fundamental values. It involves the ability to understand the information presented, to appreciate the potential consequences of a decision, and to provide free and informed consent. This ability may vary according to the choice being made, the circumstances surrounding the decision, or the time in question. Capacity to participate in research, then, is not an all-or-nothing condition. It does not require potential research subjects to have capacity to make every kind of decision. It requires only that they be capable of making an informed decision about their participation in particular research. Capacity is neither a global condition nor a static one; it may be temporary or permanent.

The law on capacity varies from jurisdiction to jurisdiction. In addition to meeting the requirements set out in this Policy, Tyndale researchers must comply with all applicable legislative requirements. Any questions that arise concerning the capacity of potential research subjects should be raised with the REB who has access to legal counsel to answer such questions, if necessary.

Ethical considerations surrounding research involving those who are not capable of giving free and informed consent on their own behalf must seek to balance the vulnerability that arises from their incapacity with the injustice that would arise from their exclusion from the benefits of research.

Subject to applicable legal requirements, persons who are incapable shall only be asked to become research subjects when:

• the research question can only be addressed using the identified group(s);

• free and informed consent will be sought from the authorized representative of the incapable person; and

• the research does not expose them to more than minimal risks without the potential for direct benefits for them. 32

For research involving incapable persons, the REB shall ensure that, as a minimum, the following conditions are met:

32 See Article 2.5 of the Tri-Council Policy Statement.

22 • the researcher shall show how the free and informed consent will be sought from the authorized representative of the incapable person, and how the research subject’s best interests will be protected;

• the authorized representative of the incapable person may not be the researcher or any other member of the research team;

• the continued free and informed consent of the authorized representative of the incapable person will be required to continue the participation of the incapable person in the research, so long as the person remains incapable; and

• when an incapable research subject who has entered into a research project through an authorized representative becomes capable during the project, his or her informed consent shall be sought as a condition of continuing participation. 33

Where free and informed consent has been obtained from the authorized representative of an incapable person, and in those circumstances where the incapable person understands the nature and consequences of the research, the researcher shall seek to ascertain the wishes of the incapable person concerning participation. The potential research subject’s dissent will preclude his or her participation. 34

Those who may be capable of dissent include (a) those whose capacity is in the process of development, such as children whose capacity and self-direction is maturing, (b) those who were once capable of making an informed decision about informed consent but whose capacity is now considerably, but not completely, diminished (e.g., individuals with Alzheimer’s disease), and (c) those whose capacity remains only partially developed, such as those suffering from permanent cognitive impairment.

The law on the ability of minors (i.e. those under 18 years of age in the Province of Ontario) to consent to participation in a research study is unclear. Other than for class projects which involve minimal harm and use students in the course as research subjects, researchers shall normally obtain both the minor’s consent and the consent of his or her substitute decision-maker for the minor’s participation in research studies.

In rare circumstances and if pre-approved by the REB, consent may be obtained solely from a minor to participate in research (i.e. without the consent of that minor’s substitute decision- maker), if the REB determines, on the advice of legal counsel, that the minor has the capacity to give consent. Such a determination will depend, among other things, on the maturity of the minor in question, his or her mental ability and the research in which the minor is being asked to participate.

33 See Article 2.6 of the Tri-Council Policy Statement. 34 See Article 2.7 of the Tri-Council Policy Statement.

23 Section 3: Privacy and Confidentiality

Dignity and autonomy of humans is the ethical basis of respect for the privacy of research subjects. Privacy is a fundamental value, perceived by many as essential for the protection and promotion of human dignity. Hence, the access, control and dissemination of personal information are essential to ethical research.

Information that is disclosed in the context of a professional or research relationship must be held confidential. Thus, when a research subject confides personal information to a researcher, the researcher has a duty not to share the information with others without the research subject’s free and informed consent. Breaches of confidentiality may cause harm to (a) the research subject; (b) the trust relationship between the researcher and the research subject; (c) other individuals or groups; or (d) the reputation of the research community. Confidentiality applies to information obtained directly from research subjects or from other researchers or organizations that have a legal obligation to maintain the confidentiality of personal information.

The values underlying the respect and protection of privacy and confidentiality are not absolute, however. Compelling and specifically identified public interests may justify infringement of privacy and confidentiality. For example, laws compelling mandatory reporting of child abuse, sexually transmitted diseases or intent to murder are grounded on such reasoning. The REB plays an important role in balancing the need for research against infringements of privacy and minimizing any necessary invasions of privacy. Individuals should be protected from harm caused by unauthorized use of personal information in which they believed they had an expectation of privacy and the benefit of confidentiality.

In the free and informed consent process, researchers should indicate to research subjects the extent of the confidentiality that can be promised, and hence should be aware of the relevant law.

For the purposes of this Policy, personal information means information about an identifiable living individual. It includes information about personal characteristics such as culture, age, religion and social status, as well as their life experience and educational, medical or employment histories.

As a general rule, the best protection of the confidentiality of personal information and records will be achieved through anonymity. If the data being stored are truly anonymous, the research project will need only minimal REB scrutiny.

A. Accessing Private Information: Personal Interviews

Subject to exceptions in Section 1.A of this Policy, researchers who intend to interview a research subject to secure personal information, shall secure REB approval for the interview procedure used and shall obtain the free and informed consent of the interviewee as required in Section 2.D of this Policy. As indicated in Section 1.A of this Policy, REB approval is not

24 required for access to publicly available information or materials, including archival documents and records of public interviews or performances. 35

REB approval and research subject consents are required for collection, use and disclosure of information through personal interviews which includes such means as face-to-face, telephone or other electronic encounters, or individualized questionnaires which the researcher uses to gather materials for such purposes as biographical study or other research involving specific personalities. Where a research protocol is repeated (e.g., as in the case of class projects that are repeated year after year), standard interview procedures shall be developed by the REB.

The task of the REB is to ensure that individuals who are approached for interviews are given the information required by this Policy in order to be able to give free and informed consent. Individuals shall have the right to refuse to be interviewed, if they so wish.

B. Accessing Private Information: Surveys, Questionnaires and the Collection of Data

Subject to Section 3.A of this Policy, researchers shall secure REB approval for obtaining personal information about research subjects. Approval for such research shall include such considerations as:

• the type of data to be collected;

• the purpose for which the data will be used;

• limits on the use, disclosure and retention of the data;

• appropriate safeguards for security and confidentiality;

• any modes of observation (e.g., photographs or videos) or access to information (e.g., sound recordings) in the research that allow identification of particular research subjects;

• any anticipated secondary uses of personal information from the research;

• any anticipated linkage of data gathered in the research with other data about research subjects that would permit the research subjects to be identified, whether such data are contained in public or personal records; and

• provisions for confidentiality of data resulting from the research. 36

35 See Article 3.1 of the Tri-Council Policy Statement. 36 See Article 3.2 of the Tri-Council Policy Statement.

25 Researchers are required to secure REB review before commencing research involving personal information collected from research subjects by such means as interviews, questionnaires, observation, access to private files or records.

Researchers shall ensure that the data obtained are stored with all the precautions appropriate to the sensitivity of the data. Data released shall not contain names, initials or other identifying information. While it may be important to preserve certain types of identifiers, these should be masked as much as possible using a standardized protocol before the data are released for research purposes. However, legitimate circumstances may exist where such information is critical for the research project. Accordingly, information that identifies individuals or groups shall be kept in separate files that are password-protected and shall be coded with unique identifiers. Researchers should take reasonable measures to ensure against inadvertent identification of individuals or groups, and must address this issue to the satisfaction of the REB.

Research subjects have the right to know who will have access to identifying information and its nature. The researcher must inform the research subject if the information is to be provided to government, government agencies, personnel from an agency that monitors the research, the research sponsor, the REB or a regulatory agency. The REB and the researcher must be sensitive to the interests of those who might suffer from stigmatization. For example, when records of prisoners, employees, students or others are used for research purposes, the researcher must not provide authorities with results that could identify individuals, unless the prior written consent of such research subjects is obtained. Researchers may, however, provide aggregated data, which cannot be linked, to individuals to administrative bodies for policy decision-making purposes.

Research subjects must be informed of any subsequent use of the collected data. This is especially important when research takes the form of interviews, or when research subjects are otherwise identifiable (e.g., from photographs, video or audio recordings). Research subjects shall be informed in the letter of consent as to who specifically will have access to such identifiable information, whether information will be stored in anonymous or identifiable form, and what will happen to the data at the conclusion of the study. For example, at the end of a study, transcripts might be made of interviews with all identifying information removed, names replaced with pseudonyms and audio or video recordings destroyed.

This section refers not only to the secondary uses of information in research, but also for other purposes such as the subsequent use of research videos for educational purposes. It is essential that subsequent uses of data be specified in sufficient detail that potential research subjects may give free and informed consent. It is inappropriate to seek a blanket permission for “research in general.” This is important because information that may on its own be seen as innocuous by the researcher or the research subject may take on a completely different meaning if linked to other data.

C. Secondary Use of Data

Secondary use of data refers to the use in research of data contained in records collected for a purpose other than the research itself. Common examples are records originally produced for therapeutic or educational purposes, but now proposed for use in research. This issue becomes

26 of concern only when data can be linked to individuals, and becomes critical when the possibility exists that individuals can be identified in the published reports.

If identifying information is involved, REB approval shall be sought for secondary uses of data. Researchers may gain access to identifying information if they have demonstrated to the satisfaction of the REB that:

• identifying information is essential to the research;

• they will take appropriate measures to protect the privacy of the individuals, to ensure the confidentiality of the data, and to minimize harms to the individuals; and

• individuals to whom the data refer have not objected to secondary use. 37

Databases can vary greatly in the degree to which personal information is identifiable. A proportionate approach shall be applied by the REB to evaluate the sensitivity of the information in the database and to modulate its requirements accordingly. When it is impossible to identify individuals whose records exist within a database, then researchers will be permitted to use the data.

The REB and researchers shall also be sensitive to the context in which the database was created, such as a confidential relationship, as well as to the expectations of the groups or individuals at the time of the collection of the data with regard to its use, retention and disclosure. When it is unclear as to whether information is to be regarded as personal, researchers should consult the REB.

The REB may also require that a researcher’s access to secondary use of data involving identifying information be dependent on:

• the informed consent of those who contributed data or of authorized third parties;

• an appropriate strategy for informing the research subjects; or

• consultations with representatives of those who contributed the data. 38

The REB shall focus on projects above minimal risk, or modulate requirements and protection proportionate to the magnitude and probability of harms, including the likelihood that published data can be linked to individuals.

Researchers who wish to contact individuals to whom data refer shall seek the authorization of the REB prior to contact. 39

37 See Article 3.3 of the Tri-Council Policy Statement. 38 See Article 3.4 of the Tri-Council Policy Statement.

27 In certain cases, the research goal may only be achieved by follow-up contact and interviews with persons. It is evident that individuals or groups might be sensitive if they discover that research was conducted on their data without their knowledge; others may not want any further contact. This potential harm underlines the importance for researchers to make all efforts to allow research subjects the right to freely consent that their personal information be part of a study.

D. Data Linkage

REB approval is required for any research in which information about research subjects may become identifiable through the linkage of such information with other data.

Advances in our abilities to link databases create both new research opportunities and new threats to privacy. The values underlying the ethical obligation to respect privacy oblige researchers and the REB to exercise caution in the creation and use of data of this kind.

39 See Article 3.5 of the Tri-Council Policy Statement.

28 Section 4: Conflict of Interest

Researchers hold trust relationships with research subjects, research sponsors, institutions, their professional bodies and society. These trust relationships can be put at risk by conflicts of interest that may compromise independence, objectivity or ethical duties of loyalty. Researchers, Tyndale, and the REB shall identify and address conflicts of interest – real or apparent – to maintain the public confidence and trust, discharge their professional obligations and ensure accountability.

A. Conflicts of Interest Involving Researchers

Researchers and REB members shall disclose real or apparent (which include perceived or potential) conflicts of interest to the REB. The REB shall develop mechanisms to address and resolve conflicts of interest. 40 41

The REB shall assess the likelihood that the researcher’s judgement may be influenced, or appear to be influenced, by private or personal interests, and assess the seriousness of any harm that is likely to result from such influence or from the mere appearance of undue influence. Competing interests may arise from family relationships, financial partnerships or other economic interests.

The appearance of a conflict may in some cases be as damaging as a real conflict. Two approaches can be suggested for assessing the potential implications of real or apparent conflicts of interest. One might ask whether an outside observer would question the ability of the individual to make a proper decision despite possible considerations of private or personal interests. Alternatively, one might ask whether the public would believe that the trust relationship between the relevant parties could reasonably be maintained if they had accurate information on the potential sources of conflict of interest.

All conflicts of interest, whether real or apparent, shall be disclosed to the REB. In addition, all conflicts of interest shall be disclosed by the researcher to the potential research subjects during the free and informed consent process, in order that research subjects are fully informed of the researcher’s real or apparent conflict(s) of interest. The REB shall be provided with details on the research project, budgets, commercial interests, consultative relationships, and other relevant information.

The REB’s management of conflicts of interest requires a proportionate approach. Sometimes, the conflict of interest is so pervasive that it is not enough to merely disclose it to all involved. In such instances, the REB may require that the researcher abandon the research or one of the interests in conflict. A conscientious researcher will, under such circumstances, either withdraw from the research or allow others to make research-related decisions without being directed to do so.

40 See Article 4.1 of the Tri-Council Policy Statement. 41 For more detailed definitions and examples of various types of conflicts of interest, refer to Tyndale’s Conflict of Interest Policy.

29 B. Conflicts of Interest by REB Members

To maintain the independence and integrity of ethics review, it is of the highest importance that members of the REB avoid real or apparent conflicts of interest. For example, REB members are in a clear conflict of interest when their own research projects are under review by the REB or when they have been in direct academic conflict or collaboration with the researcher whose proposal is under review. To manage such conflicts, REB members are required to withdraw from the REB when such projects are under consideration. In some instances, individual members of the REB may also have a conflict of interest in accepting undue or excessive honoraria for their participation on the REB (e.g., on commercial REBs).

REB members may be reimbursed by Tyndale for reasonable and documented expenses incurred by them in performing their REB duties, such as travel to and from REB meetings, but shall not receive any remuneration for their services to the REB as members.

C. Tyndale Conflicts of Interest

The REB shall act independently from Tyndale’s management and Board of Governors. It is the policy of Tyndale to respect the autonomy of the REB and ensure that the REB has the appropriate financial and administrative independence to fulfil its primary duties. Situations may arise where Tyndale has a strong interest in seeing a project approved before all ethical questions are resolved. As the body mandated to maintain high ethical standards, however, the public trust and integrity of the research process require that the REB maintain an arms-length relationship with Tyndale and avoid or manage real or apparent conflicts of interest.

30 Section 5: Inclusion in Research

A. Introduction

Concerns for justice in research require that research subjects be treated fairly, the benefits of participation outweigh the harms, and harms be minimized to the fullest degree possible. Justice in research also requires that the overall benefits and burdens of research be distributed fairly and disadvantaged individuals and groups receive a fair share of the benefits of research. These concerns form the basis of the principle of distributive justice: members of society should neither bear an unfair share of the direct burdens of participating in research, nor should they be unfairly excluded from the potential benefits of research participation.

A commitment to distributive justice in research imposes obligations on, and concerted activities by researchers, Tyndale, and the REB, all of whom have important roles to play in ensuring a fairer distribution of the benefits and burdens of research. Researchers and the REB therefore have a duty not to act in a discriminatory fashion. Sometimes this may impose positive duties to include disadvantaged groups in research involving human subjects.

Where research is designed to survey a number of living research subjects because of their involvement in generic activities that are not specific to particular identifiable groups, researchers shall not exclude potential or actual research subjects on the basis of such attributes as culture, religion, race, mental or physical disability, sexual orientation, ethnicity, sex or age, unless there is a valid reason for doing so. 42

This section is not intended to preclude research focused on a single living individual or on a group of individuals who share a specific characteristic. 43

B. Research Involving Women

Tyndale researchers shall not automatically exclude women from research solely on the basis of sex or reproductive capacity. 44

Women have historically been excluded from participating in some research largely because of concerns about damaging either the foetus or the woman’s reproductive capacity, harming the newborn through breast-feeding, the influence of hormonal cycles, or failing to recognize the diseases and conditions might affect men and women differently. Such exclusions retard the advance of knowledge, deny potential benefits to women and may expose women to heightened risk. For example, the exclusion of women as research subjects raises serious concerns regarding the generalizability and reliability of some research data. As a result, data for women are lacking and often must be inferred, despite important differences which may render such inferences

42 See Article 5.1(a) of the Tri-Council Policy Statement. 43 See Article 5.1(b) of the Tri-Council Policy Statement. 44 See Article 5.2 of the Tri-Council Policy Statement.

31 inaccurate and treatments or interventions based thereon more harmful. The inclusion of women in research is essential if men and women are equally to benefit from research. It advances both the commitment to justice and to rigorous scholarly or scientific analysis.

C. Research Involving Those Who Are Incapable of Consenting For Themselves 45

Although ethical duties to vulnerable populations preclude the exploitation of those who are incapable of consenting for themselves for research purposes, there is nonetheless an obligation to conduct research involving such people because it is unjust to exclude them from the benefits that can be expected from research. Those who do not have the capacity to consent for themselves shall not be automatically excluded from research which is potentially beneficial to them as individuals or to the group that they represent. 46

The behaviour, psychology, biology and diseases of infants and children who are incapable because of immaturity often differ markedly from those of adults. Also, incapacity is often caused by disease, which cannot be studied only in those without the disease. However, the ethical imperative for research must be interpreted in the context of the safeguards expressed in Section 2.E of this Policy.

45 As mentioned above in footnote 30, the term “competence” is used in the Tri-Council Policy Statement, which is national in scope. Given that most of Tyndale’s research will be conducted in Ontario, on the advice of legal counsel, the word “capacity” has been substituted as the more appropriate term in Ontario. 46 See Article 5.3 of the Tri-Council Policy Statement.

32 Section 6: Research Involving Aboriginal Peoples

The Tri-Council recognizes that research involving aboriginal peoples may involve unique considerations to reflect the distinctive perspectives and understandings embodied in their cultures and histories. Accordingly, this Policy recognizes the international consensus that has developed over recent decades that aboriginal peoples have a unique interest in ensuring accurate and informed research concerning their heritage, customs and communities.

While the Tri-Council has not established policies concerning research involving aboriginal peoples, they have listed good practices (set forth below) that researchers and research ethics boards should consider when conducting research with these particular groups.

If policies for research involving aboriginal peoples are established by the Tri-Council, this Policy shall be revised to incorporate them.

A. Good Practices

When research involves a group of aboriginal peoples as research subjects, the REB and researchers of Tyndale shall:

• respect the culture, traditions and knowledge of the aboriginal group;

• conceptualize and conduct research with the aboriginal group as a partnership;

• consult members of the aboriginal group who have relevant expertise;

• involve the aboriginal group in the design of the project;

• examine how the research may be shaped to address the needs and concerns of the aboriginal group;

• make best efforts to ensure that the emphasis of the research, and the ways chosen to conduct it, respect the many viewpoints of different segments of the aboriginal group in question;

• provide the aboriginal group with information respecting the following:

o protection of the aboriginal group’s cultural estate and other property;

o the availability of a preliminary report for comment;

o the potential employment by researchers of members of the aboriginal group appropriate and without prejudice;

o researchers’ willingness to co-operate with the aboriginal group’s community institutions;

33 o researchers’ willingness to deposit data, working papers and related materials in an agreed-upon repository;

• acknowledge in the publication of the research results the various viewpoints of the aboriginal group on the topic researched; and

• afford the aboriginal group an opportunity to react and respond to the research findings before the completion of the final report, in the final report or even in all relevant publications. 47

Aboriginal peoples may wish to react to research findings. It is inappropriate for researchers to dismiss matters of disagreement with the aboriginal group without giving such matters due consideration. If the disagreement persists, researchers should afford the aboriginal group an opportunity to make its views known, or they should accurately report any disagreement about the interpretation of the data in their reports or publications.

47 These good practices reflect those set out on pages 6.3 and 6.4 of the Tri-Council Policy Statement.

34 Section 7: Clinical Trials

Clinical trials are most frequently undertaken in biomedical or health research, although other clinically-related disciplines, such as psychology, also conduct research that evaluates interventions, usually by comparing two or more approaches. As Tyndale is not currently involved in biomedical or health research, this section is written with only psychotherapy research in mind. Should biomedical or health research begin to be undertaken at Tyndale, this section will be revised to reflect these other types of research.

Clinical trials may include questions that are not directly related to therapy, in addition to those that directly affect the treatment of the research subjects. They may also take the form of case studies, cohort studies, case control students, “n of 1” studies or multi-centre clinical trials.

A. Clinical Equipoise

Clinical equipoise means a genuine uncertainty on the part of the expert community about the comparative therapeutic merits of each arm of a clinical trial. The tenet of clinical equipoise provides a clear moral foundation to the requirement that the psychological well being of research subjects not be disadvantaged by participation in research. For example, should it become clear in a clinical trial that one form of therapeutic intervention is clearly better than another, the researcher has an obligation to subsequently offer the better treatment to research subjects who originally received the less efficacious intervention. By the same token, researchers will not intentionally choose, as a comparison condition, a form of treatment that is known to be ineffective in treating the psychological condition under investigation.

B. Multi-Centre Clinical Trials

Multi-centre clinical trials are now commonplace, and reflect not only the need for increased numbers of research subjects but also the multidisciplinary nature of contemporary human research. Issues raised by multi-centre trials are discussed in Section 1.G of this Policy.

C. Analysis and Dissemination of the Results of Clinical Trials

While sponsors may obtain contractual rights to the initial analysis and interpretation of the resultant data, researchers must ensure that final analysis and the interpretation of such data remains with the researchers, whose duty is to ensure the integrity of their research. In addition, it is also the researchers’ duty to disseminate the analysis and interpretation of the results to the research community including negative results and outcomes.

35 Section 8: Amendments

It is the responsibility of the REB to review and evaluate this Policy annually. Any changes to this Policy that the REB recommends shall be conveyed to the Provost, who is responsible to obtain appropriate approval from the Academic Council and the Board of Governors.

36 Section 9: Acknowledgements

In preparing this Policy, Tyndale relied substantially on the Tri-Council Policy Statement. The research ethics policies of Redeemer University College, Trinity Western University, the University of Calgary, and the University of Prince Edward Island were also consulted.

37 ∗ Appendix A: Selected Articles From Tri-Council Policy Statement ∗∗

For ease of reference, the following is a comprehensive listing of all Articles of the Tri-Council Policy Statement referred to in this Policy.

Article 1: Ethics Review Article 1.1 (a) All research that involves living human subjects requires review and approval by an REB in accordance with this Policy Statement, before the research is started, except as stipulated below. (c) Research about a living individual involved in the public arena, or about an artist, based exclusively on publicly available information, documents, records, works, performances, archival materials or third-party interviews, is not required to undergo ethics review. Such research only requires ethics review if the subject is approached directly for interviews or for access to private papers, and then only to ensure that such approaches are conducted according to professional protocols and to Article 2.3 of this Policy. (d) Quality assurance studies, performance reviews or testing within normal educational requirements should also not be subject to REB review. Article 1.2 The institution in which research involving human subjects is carried out shall mandate the REB to approve, reject, propose modifications to, or terminate any proposed or ongoing research involving human subjects which is conducted within, or by members of, the institution, using the considerations set forth in this Policy as the minimum standard. Article 1.3 The REB shall consist of at least five members, including both men and women, of whom: (a) at least two members have broad expertise in the methods or in the areas of research that are covered by the REB; (b) at least one member is knowledgeable in ethics; (c) for biomedical research, at least one member is knowledgeable in the relevant law; this is advisable but not mandatory for other areas of research; and (d) at least one member has no affiliation with the institution, but is recruited from the community served by the institution. Article 1.4 (a) REBs shall be established by the highest levels of the institution, and cover as broad a range of research as is consistent with manageable workloads. Departmental REBs normally are not acceptable (except as discussed below for review of undergraduate

∗ Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans published August, 1998, as amended May 2000 and September 2002.

38 research within course requirements). A multiplicity of REBs with small workloads within the same institution should be avoided. (b) Large institutions may find it necessary to create more than one REB, usually to cover different areas of research. The jurisdiction of each REB should be clearly defined by the normal processes of governance within the Institution, and a mechanism should be established to co-ordinate the practices of all REBs within the Institution. (c) Small institutions may wish to explore regional co-operation or alliances, including the sharing of REBs. Article 1.5 (a) The REB shall satisfy itself that the design of a research project that poses more than minimal risk is capable of addressing the questions being asked in the research. (b) The extent of the review for scholarly standards that is required for biomedical research that does not involve more than minimal risk will vary according to the research being carried out. (c) Research in the humanities and the social sciences which poses, at most, minimal risk shall not normally be required by the REB to be peer reviewed. (d) Certain types of research, particularly in the social sciences and the humanities, may legitimately have a negative effect on public figures in politics, business, labour, the arts or other walks of life, or on organisations. Such research should not be blocked through the use of harms/benefits analysis or because of the potentially negative nature of the findings. The safeguard for those in the public arena is through public debate and discourse and, in extremis , through action in the courts for libel. Article 1.6 The REB should adopt a proportionate approach based on the general principle that the more invasive the research, the greater should be the care in assessing the research. Article 1.7 REBs shall meet regularly to discharge their responsibilities. Article 1.8 Minutes of all REB meetings shall be prepared and maintained by the REB. The minutes shall clearly document the REB's decisions and any dissents, and the reasons for them. In order to assist internal and external audits or research monitoring, and to facilitate reconsideration or appeals, the minutes must be accessible to authorized representatives of the institution, researchers and funding agencies. Article 1.9 REBs shall meet face-to-face to review proposed research that is not delegated to expedited review. REB review shall be based upon fully detailed research proposals or, where applicable, progress reports. The REB shall function impartially, provide a fair hearing to those involved and provide reasoned and appropriately documented opinions and decisions. The REB shall accommodate reasonable requests from researchers to participate in discussions about their proposals, but not be present when the REB is making its decision. When an REB is considering a negative decision, it shall provide the researcher with all the reasons for doing so and give the researcher an opportunity to reply before making a final decision.

39 Article 1.10 Researchers have the right to request, and REBs have an obligation to provide, reconsideration of decisions affecting a research project. Article 1.11 (a) In cases when researchers and REBs cannot reach agreement through discussion and reconsideration, an institution should permit review of an REB decision by an appeal board, provided that the board’s membership and procedures meet the requirements of this Policy. No ad hoc appeal boards are permitted. (c) The Councils will not entertain any appeals of REB decisions. Article 1.12 If an REB is reviewing research in which a member of the REB has a personal interest in the research under review (e.g., as a researcher or as an entrepreneur), conflict of interest principles require that the member not be present when the REB is discussing or making its decision. The REB member may disclose and explain the conflict of interest and offer evidence to the REB provided the conflict is fully explained to the REB, and the proposer of the research has the right to hear the evidence and to offer a rebuttal. Article 1.13 (a) Ongoing research shall be subject to continuing ethics review. The rigour of the review should be in accordance with a proportionate approach to ethics assessment. (b) As part of each research proposal submitted for REB review, the researcher shall propose to the REB the continuing review process deemed appropriate for that project. (c) Normally, continuing review shall consist of at least the submission of a succinct annual status report to the REB. The REB shall be promptly notified when the project concludes. Article 1.14 Research to be performed outside the jurisdiction or country of the institution which employs the researcher shall undergo potential ethics review both (a) by the REB within the researcher's institution; and (b) by the REB, where such exists, with the legal responsibility and equivalent ethical and procedural safeguards in the country or jurisdiction where the research is to be done.

Article 2: Free and Informed Consent Article 2.1 (a) Research governed by this Policy (see Article 1.1) may begin only if (1) prospective subjects, or authorized third parties, have been given the opportunity to give free and informed consent about participation, and (2) their free and informed consent has been given and is maintained throughout their participation in the research. Articles 2.1(c), 2.3 and 2.8 provide exceptions to Article 2.1(a). (b) Evidence of free and informed consent by the subject or authorized third party should ordinarily be obtained in writing. Where written consent is culturally unacceptable, or where there are good reasons for not recording consent in writing, the procedures used to seek free and informed consent shall be documented.

40 (c) The REB may approve a consent procedure which does not include, or which alters, some or all of the elements of informed consent set forth above, or waive the requirement to obtain informed consent, provided that the REB finds and documents that: (i) The research involves no more than minimal risk to the subjects; (ii) The waiver or alteration is unlikely to adversely affect the rights and welfare of the subjects; (iii) The research could not practicably be carried out without the waiver or alteration; (iv) Whenever possible and appropriate, the subjects will be provided with additional pertinent information after participation; and (v) The waived or altered consent does not involve a therapeutic intervention. (d) In studies including randomization and blinding in clinical trials, neither the research subjects nor those responsible for their care know which treatment the subjects are receiving before the project commences. Such research is not regarded as a waiver or alteration of the requirements for consent if subjects are informed of the probability of being randomly assigned to one arm of the study or another. Article 2.2 Free and informed consent must be voluntarily given, without manipulation, undue influence or coercion. Article 2.3 REB review is normally required for research involving naturalistic observation. However, research involving observation of participants in, for example, political rallies, demonstrations or public meetings should not require REB review since it can be expected that the participants are seeking public visibility. Article 2.4 Researchers shall provide, to prospective subjects or authorized third parties, full and frank disclosure of all information relevant to free and informed consent. Throughout the free and informed consent process, the researcher must ensure that prospective subjects are given adequate opportunities to discuss and contemplate their participation. Subject to the exception in Article 2.1(c), at the commencement of the free and informed consent process, researchers or their qualified designated representatives shall provide prospective subjects with the following: (a) Information that the individual is being invited to participate in a research project; (b) A comprehensible statement of the research purpose, the identity of the researcher, the expected duration and nature of participation, and a description of research procedures; (c) A comprehensible description of reasonably foreseeable harms and benefits that may arise from research participation, as well as the likely consequences of non-action, particularly in research related to treatment, or where invasive methodologies are involved, or where there is a potential for physical or psychological harm; (d) An assurance that prospective subjects are free not to participate, have the right to withdraw at any time without prejudice to pre-existing entitlements, and will be given continuing and meaningful opportunities for deciding whether or not to continue to participate; and

41 (e) The possibility of commercialization of research findings, and the presence of any apparent or actual or potential conflict of interest on the part of researchers, their institutions or sponsors. In light of (b) and (c), REBs may require researchers to provide below:

Table 1 : Additional information that may be required for some projects 1. An assurance that new information will be provided to the subjects in a timely manner whenever such information is relevant to a subject's decision to continue or withdraw from participation; 2. The identity of the qualified designated representative who can explain scientific or scholarly aspects of the research; 3. Information on the appropriate resources outside the research team to contact regarding possible ethical issues in the research; 4. An indication as to who will have access to information collected on the identity of subjects, and descriptions of how confidentiality will be protected, and anticipated uses of data; 5. An explanation of the responsibilities of the subject; 6. Information on the circumstances under which the researcher may terminate the subject's participation in the research; 7. Information on any costs, payments, reimbursement for expenses or compensation for injury; 8. In the case of randomised trials, the probability of assignment to each option; 9. For research on biomedical procedures, including health care interventions: information about (a) foregoing alternative procedures that might be advantageous to the subject, (b) which aspects of the research involve the use of procedures that are not generally recognized or accepted; and, (c) particularly in trials of therapeutic interventions, the care provided if the prospective subject decides not to consent to participation in the study; 10. The ways in which the research results will be published, and how the subjects will be informed of the results of the research.

Article 2.5 Subject to applicable legal requirements, individuals who are not legally competent shall only be asked to become research subjects when: (a) the research question can only be addressed using the identified group(s); and (b) free and informed consent will be sought from their authorized representative(s); and (c) the research does not expose them to more than minimal risks without the potential for direct benefits for them.

42 Article 2.6 For research involving incompetent individuals, the REB shall ensure that, as a minimum, the following conditions are met: (a) The researcher shall show how the free and informed consent will be sought from the authorized third party, and how the subjects' best interests will be protected. (b) The authorized third party may not be the researcher or any other member of the research team. (c) The continued free and informed consent of an appropriately authorized third party will be required to continue the participation of a legally incompetent subject in research, so long as the subject remains incompetent. (d) When a subject who was entered into a research project through third-party authorization becomes competent during the project, his or her informed consent shall be sought as a condition of continuing participation. Article 2.7 Where free and informed consent has been obtained from an authorized third party, and in those circumstances where the legally incompetent individual understands the nature and consequences of the research, the researcher shall seek to ascertain the wishes of the individual concerning participation. The potential subject's dissent will preclude his or her participation.

Article 3 – Privacy and Confidentiality Article 3.1 Subject to the exceptions in Article 1.1(c), researchers who intend to interview a human subject to secure identifiable personal information shall secure REB approval for the interview procedure used and shall ensure the free and informed consent of the interviewee as required in Article 2.4. As indicated in Article 1.1, REB approval is not required for access to publicly available information or materials, including archival documents and records of public interviews or performances. Article 3.2 Subject to Article 3.1 above, researchers shall secure REB approval for obtaining identifiable personal information about subjects. Approval for such research shall include such considerations as: (a) The type of data to be collected; (b) The purpose for the which the data will be used; (c) Limits on the use, disclosure and retention of the data; (d) Appropriate safeguards for security and confidentiality; (e) Any modes of observation (e.g., photographs or videos) or access to information (e.g., sound recordings) in the research that allow identification of particular subjects; (f) Any anticipated secondary uses of identifiable data from the research; (g) Any anticipated linkage of data gathered in the research with other data about subjects, whether those data are contained in public or personal records; and

43 (h) Provisions for confidentiality of data resulting from the research. Article 3.3 If identifying information is involved, REB approval shall be sought for secondary uses of data. Researchers may gain access to identifying information if they have demonstrated to the satisfaction of the REB that: (a) Identifying information is essential to the research; and (b) They will take appropriate measures to protect the privacy of the individuals, to ensure the confidentiality of the data, and to minimize harms to subjects; (c) Individuals to whom the data refer have not objected to secondary use. Article 3.4 The REB may also require that a researcher's access to secondary use of data involving identifying information be dependent on: (a) The informed consent of those who contributed data or of authorized third parties; or (b) An appropriate strategy for informing the subjects; or (c) Consultation with representatives of those who contributed data. Article 3.5 Researchers who wish to contact individuals to whom data refer shall seek the authorization of the REB prior to contact. Article 3.6 The implications of approved data linkage in which research subjects may be identifiable shall be approved by the REB.

Article 4 – Conflict of Interest Article 4.1 Researchers and REB members shall disclose actual, perceived or potential conflicts of interest to the REB. REBs should develop mechanisms to address and resolve conflicts of interest.

Article 5 – Inclusion in Research Article 5.1 (a) Where research is designed to survey a number of living research subjects because of their involvement in generic activities (e.g., in many areas of health research or in some social science research such as studies of child poverty or of access to legal clinics) that are not specific to particular identifiable groups, researchers shall not exclude prospective or actual research subjects on the basis of such attributes as culture, religion, race, mental or physical disability, sexual orientation, ethnicity, sex or age, unless there is a valid reason for doing so. (b) This article is not intended to preclude research focused on a single living individual (such as in a biography) or on a group of individuals who share a specific characteristic

44 (as in a study of an identifiable group of painters who happen to be all of one sex, colour or religion, or of a religious order which is restricted to one sex). Article 5.2 Women shall not automatically be excluded from research solely on the basis of sex or reproductive capacity. Article 5.3 Subject to the provisions in Articles 2.6 to 2.8, those who are not competent to consent for themselves shall not be automatically excluded from research which is potentially beneficial to them as individuals, or to the group that they represent.

Article 6 – Research Involving Aboriginal Peoples (None)

Article 7 – Clinical Trials Article 7.4 The use of placebo controls in clinical trials is generally unacceptable when standard therapies or interventions are available for a particular patient population.

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Appendix B

Monitoring: ___Y ___N Expected Start Date: ______

End Date: ______Report Due: ______

Tyndale University College & Seminary

Application for Ethics Review of Faculty, Staff and Student Research Involving Human Subjects

Each person who intends to carry out research involving human subjects must complete the following application. The application is to be filled out electronically, with required explanations typed in the spaces provided on the form. Except where specifically requested, attachments should be avoided whenever possible. All sections of this application MUST be completed before it will be considered for REB review. If not applicable, please indicate “N/A.”

Before undertaking any research with human subjects, the researcher must be thoroughly familiar with the principles of research ethics in the Tyndale University College & Seminary Research Ethics Policy (click here) and the Tri-Council Policy Statement on the Conduct of Research Involving Humans http://www.sshrc.ca/english/programinfo/policies/Index.htm . If you are participating in multi- institutional research, refer to these Research Ethics Guidelines (click here) . If you are preparing a request for ethics approval which involves research not sufficiently developed to prepare a complete ethics protocol submission, please complete the " Request for ethics approval form for underdeveloped projects " (click here ) to facilitate the release of funds. No research involving human subjects shall commence prior to receiving approval from the Research Ethics Board.

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A. Study Personnel

Principal Investigator or Dept Employee or Phone e-mail address Student Investigator Student #

I have read the Tyndale University College & Seminary Research Ethics Policy pertaining to research involving human subjects and agree to comply with the policies and procedures outlined therein. I will report any adverse outcomes to the Research Ethics Board. Additions to or changes in research procedures after the project has been approved will be submitted to the Research Ethics Board for review. I agree to request renewal of approval for any project continuing more than one year. I will submit a final report to the Chair of the Research Ethics Board once the research has been completed.

Signature: ______Date: ______

B. Protocol Information

1. Title of Project:

2. Level of Project (please check those which apply):

Faculty Research Ongoing track of research Independent Study

Graduate Course (specify course) Masters Thesis Masters Project Course Assignment

Undergraduate Course (specify course) Senior Seminar Undergraduate Project Course Assignment

Administration (specify department)

Other (please specify)

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3. Funding Status:

Is this project currently funded? Yes No If No , is funding being sought? Yes No If Yes, please complete the next section. If No, proceed to question #4. If Yes, please complete the next section. Funding Sponsor:

Title of Grant:

Period of Funding:

Have you submitted a copy of the application for funding to the REB? Yes No

If the study is funded, will the Principal Investigator require the approval of the sponsor(s) before publication of the findings? Yes No If yes, please explain.

Does the Principle Investigator(s) or Co-Investigator(s) have a financial or personal relationship with member(s) of the funding agency? Yes No If yes, please explain.

Please attach a copy of the contract/application.

4. Has this application been submitted to another institution’s Research Ethics Board? Yes No

If Yes , provide the name(s) of all investigators, their respective institution(s), the date of ethics review and the decision. Attach a copy of the ethics clearance certificate, if applicable .

5. Indicate the anticipated dates of contact with study subjects:

First Contact (Month/Day/Year):

Last Contact (Month/Day/Year):

Not applicable. Please specify:

6. Anticipated Completion Date: (Month/Day/Year):

Researchers conducting research over several years must complete an annual report and final report. Research is subject to monitoring as required by the Tri-Council Policy Statement on Ethics for Research

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Involving Human Subjects. Reminders to submit reports will be sent to you by the Secretary of the Research Ethics Board.

C. Summary of Proposed Research

1. Which of the following research designs will be used?

experimental and quasi-experimental designs correlational designs survey designs grounded theory designs ethnographic designs narrative research designs mixed method designs action research designs other Please specify:

2. Purpose and Rationale of Proposed Research

In lay language, (100-250 words) briefly describe the purpose (objectives) and rationale of the proposed project and include any hypothesis(es) or research questions to be investigated. Please do not include a copy of your research proposal.

3. Methodology/Procedures a. Which of the following procedures will be used? Check all that apply. Provide a copy of all materials to be used in this study.

Survey(s) or questionnaire(s) (mail-back) Survey(s) or questionnaire(s) (in person) Survey(s) or questionnaire(s) (e-mail) Computer-administered task(s) Interview(s) (in person) Interview(s) (by telephone) Focus group(s) Journals Diaries Audiotaping Videotaping Non-invasive physiological measurement (eg. exercise, heart rate, blood pressure, electromyography, lower body negative pressure, etc.) Unobtrusive observations Analysis of secondary data set (no involvement with human subjects) Other (specify):

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b. Does your project involve the use of standard psychological questionnaires produced by people other than the researcher? Are intellectual property rights being respected (i.e. is the proper acknowledgement of payment being provided, or the appropriate consent being sought, for the use of these tests?)

c. Provide a brief, sequential description of the methodology to be used in this study (approximately one page).

4. Subjects Involved in the Study a. Indicate who will be recruited as potential subjects in this study.

Tyndale Subjects: University College students Seminary students Faculty and/or staff

Non-Tyndale Subjects: Children (12 years and under) Teenagers (13 - 18 years) Adults Seniors Persons in Institutional Settings Aboriginals or First Nation Populations Other (Specify) b. Describe the prospective research subjects in this study, and explain why this particular type of subject is being recruited. Describe group affiliation, gender, age range and any other special characteristics that are the basis for inclusion or exclusion of potential subjects.

c. How many subjects are expected to be involved in this study?

5. Recruitment Process and Research Location a. From what source(s) will the potential subjects be recruited? Tyndale University College & Seminary classes Other Tyndale sources (specify):

Church/para-church organizations Local School Boards GTA Community

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Businesses, industries Health care settings, nursing homes, etc. Other (specify) :

b. Describe how and by whom the potential subjects will be recruited.

Provide a copy of any materials to be used for recruitment (e.g. posters(s), flyers, advertisement(s), letter(s), telephone and other verbal scripts).

c. Where will the study take place? On campus Location : ______

Off campus Location :

6. Compensation of Subjects

Will subjects receive compensation (financial or otherwise) for participation? Yes No

If Yes , provide details: (Please note that compensation is not required and, if compensation is offered , it should be in the form of a token of appreciation or reimbursement of expenses incurred due to participation in the project.)

7. Feedback to Subjects

Briefly describe the plans for provision of feedback. Where feasible, a letter of appreciation should be provided to subjects. It should include details about the purpose and findings of the study, and if possible, an executive summary of the study outcomes. If you have a working draft of the type of feedback letter you intend to use, please attach a copy. A copy of the actual feedback letter must accompany the “Final Report for Research Involving Human Subjects” (REB-04/2005).

What is the anticipated date that subjects should expect to receive feedback from you?

D. Potential BenefBenefitsits from the Study

51 REB-01/2005 REB use only File #: ______

1. Identify and describe any known or anticipated direct benefits to the subjects from their involvement in the project.

2. Identify and describe any known or anticipated benefits to the research community/society from this study.

E. Potential Risks from the Study

The purpose of this checklist is to facilitate the review process by identifying the ethical issues with which the Research Ethics Board is concerned.

Please check all that apply to the research you are conducting and provide further information in the space below.

The populations studied will be defined as consisting of any of the following: minors, pregnant women, prisoners, or incapable persons. (Circle or highlight all that apply.) It will be possible to associate specific information in the records with specific subjects on the basis of name, position, or other identifying information contained in the records. Persons participating or queried in this investigation will be subjected to physical discomfort, pain, aversive stimuli, or the threat of any of these. (Circle or highlight all that apply.) The investigation will use procedures with the potential to induce subjects to act contrary to their wishes. The investigation uses procedures with the potential to induce embarrassment, humiliation, lowered self-esteem, guilt, conflict, anger, stress, discouragement, or other emotional reactions. (Circle or highlight all that apply.) Subjects will be induced to disclose information of an intimate or otherwise sensitive nature. Subjects will engage in strenuous or unaccustomed physical activity. Subjects will be deceived (actively misled). ** SEE QUESTION #E3 This research may infringe on the rights of subjects (e.g. withholding of beneficial treatments in control groups, restricting access to education or treatment, participation cost, etc.). The subject and the researcher will be in a private room together. Subjects will receive compensation for their participation (any type). A penalty may result if they decide to withdraw from the study or not participate at all. Subjects will be exposed to physical or psychological risks not indicated above. This research requires audio or videotaping for research purposes. This research requires the study of existing data, documents, records, pathological specimens, or diagnostic specimens. (Secondary Use of Data) There are institutional/formal power relationships present between researcher and subject (i.e. student/teacher, employer/employee, counsellor/client, youth pastor/youth group member).

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1. For each procedure used in this study, provide a description of any known or anticipated risks/stressors to the subjects. Stressors or risks include but are not limited to physiological, psychological, emotional, social, economic risks/stressors. A study-specific medical screening form must be included when physiological assessments are used and associated risk(s) to subjects are minimal or greater.

Minimal risk. Description of risks:

Greater than minimal risk. Description of risks:

2. Describe the procedures or safeguards in place to protect the physical and psychological health of the subjects in light of the risks/stresses identified.

3. Will this study involve the use of deception? Yes No

If Yes, describe how subjects will be deceived. Justify the deception. Attach a copy of the written debriefing sheet and the materials used to obtain consent following debriefing.

F. Informed Consent Process

1. What process will be used to inform the potential subjects about the study details and to obtain their consent for participation?

Information letter with written consent form; provide a copy Information letter with verbal consent; provide a copy of script for obtaining consent. An explanation of the rationale for using this method must be attached. Information/cover letter stating that completion of task indicates consent (e.g., internet survey); provide a copy Information provided verbally; consent provided verbally; provide a copy of script for obtaining consent. An explanation of the rationale for using this method must be attached. Consent not solicited (e.g., observations in public spaces, or archived non-identifiable data) Other (specify)

For Transcribers and others who will have access to raw data: Non-disclosure and Data Management Agreements ; provide a copy. Click here to view sample forms (insert link address here) For Minors or individuals who are not competent to provide informed consent: Attach the Information Letter and Permission Form to be used to obtain permission from substitute

53 REB-01/2005 REB use only File #: ______

decision-makers. Also attach information letter or verbal script to be used to provide information to potential subjects.

The following items should be included in your information/consent letter. Click here to view sample letters (insert link address here) .

A statement indicating that the study has been reviewed and received ethics approval through the REB. The title of the project and date. Name of Principal Investigator, (status and/or role), phone numbers, Faculty supervisor’s name (if applicable), department, email address and phone number. (Use University phone numbers only.) A statement that the study involves research and that the individual is being invited to participate in the project. An explanation of the purposes of the research in language that is absent of technical terms and jargon, and understandable to a person with a grade 8/9 education. The expected duration of the subject’s participation. A description of the proposed procedure, described as it will be experienced by the research subject. A description of any reasonably foreseeable risks or discomforts to the subject. A description of any benefits to the subject or to others that may reasonably be expected from the research. A statement describing the extent, if any, to which confidentiality of records identifying the subject will be maintained. An explanation of whom to contact for answers to pertinent questions about the research subjects’ rights. Include contact information for the Research Ethics Officer (Dr. Earl Davey; [email protected] ; ext. 6780). A statement that participation is voluntary; that refusal to participate will involve no penalty or loss of benefits to which the subject is otherwise entitled; and that the subject may discontinue participation at any time without penalty or loss of benefits. The name of any companies or granting agencies that may be sponsoring the research. Indicate whether or not this is a single-site project or multi-centre project. Details of any plan to recontact subjects for follow-up sessions or subsequent related studies. Include a description of the ways in which the results will be published, and how the subjects will be informed of the results of the research and of their publication. The research consent form should describe any apparent, actual or potential conflict of interest on the part of the researchers, their institutions or sponsors. There should be a statement to the effect that the prospective research subject: (1) has read and understood the relevant information; (2) understands that he or she may ask questions in the future; (3) indicates free consent to research participation by signing the research consent form. The research consent form should not include any reference to a waiver by the subject of any of the subject's legal rights. The subject should not be asked to release the researcher, the sponsor, or the institution where the research is being conducted, from liability or negligence. In rare cases it may not be possible to ensure confidentiality because of mandatory reporting laws (e.g. suspected child abuse; reportable communicable diseases). When this is the case, the prospective research subject should be aware of this limitation. Provide an optional opportunity for subjects to allow their data to be used in secondary use of data studies.

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2. How much time will be given to subjects to review the information before being asked to give consent?

G.G.G. Anonymity of Subjects, Confidentiality of Data and Secondary Use of Data

1. Explain the procedures to be used to ensure anonymity of subjects.

2. Explain the procedures to be used to ensure the confidentiality of data both during the research and in the release of the findings.

3. Describe the procedures for securing written records, questionnaires, video/audio tapes and electronic data, etc .

4. Indicate how long the data will be securely stored and the method to be used for final disposal of the data.

Paper Records Confidential shredding after _____years Data will be retained indefinitely in a secure location

Audio/Video Recordings Erasing of audio/video tapes after ______years Data will be retained indefinitely in a secure location

Electronic Data Secure destruction of electronic data after ______years Data will be retained indefinitely in a secure location

Other (Provide details on type, retention period and final disposition, if applicable)

5. Are there conditions under which anonymity of subjects or confidentiality of data cannot be guaranteed? Yes No

If Yes, please provide details.

55 REB-01/2005 REB use only File #: ______

6. Secondary Use of Data

Is it your intention to allow the study and data to be reanalyzed by colleagues, students or other researchers? Yes No

If yes, how will you allow your subjects the opportunity to choose to participate in a study where their data could be distributed to others?

Is it your intention to re-analyze the data for purposes other than those described in this application? Yes No

If yes, how will you contact subjects to obtain their re-consent?

H. Documents that Must Accompany Application

Yes Verbal script or letter providing information to potential subjects about the study (c.f. Section F: Informed Consent Process) . Yes Verbal script or document for obtaining informed consent (c.f. Section F: Informed Consent Process). Yes Completed and signed peer review form from a researcher competent to comment on the scientific merit of the proposed research Yes A list and brief description of the proposed data-gathering instruments, including published/known reliability and validity values. Yes Materials to be used for recruitment (e.g., posters, flyers, advertisements, letters, telephone and other verbal scripts). Yes Other (e.g., draft of feedback letter) ______ Yes N/A Letter of approval for research from cooperating organizations or institutions Yes N/A Parental or legal guardian consent form (for minors and adults who are not capable of giving informed consent). Yes N/A Non-disclosure form. Yes N/A Data management agreement. Yes N/A Study-specific medical screening form (to be included if physiological assessments are made and associated risks are minimal or greater). Yes N/A Copies of data-gathering instruments developed specifically for use in this study. Yes N/A If you refer to a previously approved protocol, please attach a copy of the original application and approval letter. It is the researcher’s responsibility to provide this information.

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PLEASE SUBMIT ONE SIGNED PAPER COPY AND ONE ELECTRONIC COPY TO THE RESEARCH ETHICS BOARD, [email protected]

Questions? Please contact:

Wanda Malcolm Chair, Research Ethics Board [email protected] ext. 6775

Earl Davey Research Ethics Officer [email protected] ext. 6780

Visit our home page

(insert webpage address here)

57 REB-02/2005 REB use only File #: ______

Tyndale University College & Seminary

REB Checklist of Documents

This checklist is to be attached to the cover of each application file, and will be maintained by the REB Secretary. It is the researcher’s responsibility to ensure that all required forms are submitted.

Forms that must be included prior to REB review. The REB will not review incomplete files. One (or more) of the following: Information letter with written consent form Information letter with verbal consent. An explanation of the rationale for using this method must be attached. Information/cover letter stating that completion of task indicates consent (e.g., internet survey) Information provided verbally; consent provided verbally. An explanation of the rationale for using this method must be attached. Consent not solicited (e.g., observations in public spaces, or archived non-identifiable data) Other ______

Other forms (if applicable):

Yes N/A Substitute decision-maker consent form (for minors and adults who are not capable of giving informed consent). A verbal script or letter that provides information to prospective subjects is still required Yes N/A Non-disclosure form

Yes N/A Data management agreement

Yes N/A Draft copy of feedback letter (only required for projects that are part of an ongoing track of research; the actual feedback letter must accompany the final project report) Yes N/A Study-specific medical screening form (to be included if physiological assessments are used and associated risks are minimal or greater) Yes N/A REB “ Continuing Review for Research Involving Human Subjects ” (REB-06/2005) to be completed and submitted by the end of the anniversary month for research that extends beyond one year from date of initial certificate. Yes N/A REB “ Request for Ethics Clearance for Research Based on Secondary Use of Data ” (REB- 07/2005). Yes N/A REB “ Request for Ethics Clearance of a Revision or Modification to an Ongoing Application to Conduct Research Involving Human Subjects ” (REB-08/2005). Yes N/A Other: ______

Forms that must be included in the file prior to commencement of the proposed research: REB “ Peer Review Form for Scientific Merit” (REB-03/2005) completed and signed by a colleague competent to comment on the scientific merit of the proposed research. REB “Ethics Review Form ” (REB-04/2005) completed and signed by two REB members. REB “ Certificate of Ethics Review Clearance for Research Involving Human Subjects” (REB-05/2005) completed and signed by the REB chair.

Form to be received on completion of the proposed research, in order to close the REB file: REB “Final Report for Research Involving Human Subjects” (REB-06/2005) completed and submitted by the end of the anniversary month of the date of the initial approval certificate. The REB Chair must sign this form before the file can be officially closed.

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Tyndale University College & Seminary

REB Peer Review Form for Scientific Merit

Project Title: ______

Principal Researcher: ______

Reviewed by: ______Date: ______

Marking Key: Yes CR (Clarification Required) No NA (Not applicable)

Yes CR No NA Notes/References Background and Objectives 1. Is/are the objective(s) of the study clearly described? 2. Is/are the objective(s) achievable? 3. Is the literature review complete and up-to- date? 4. Is the rationale for the study clearly outlined? 5. Is the study sufficiently different from previous studies?

Study Design 6. Is the study design clearly described? 7. Is the study appropriate to the objectives? 8. Are the source and number of subjects clearly stated? 9. Are the eligibility criteria (screening, inclusion, exclusion) clearly defined? 10. If there is randomization, is it adequately described? 11. Are the methods/procedures to achieve the intended results clearly described? 12. Are the methods/procedures appropriate to achieve the intended results? 13. Are the proposed outcome/process measures appropriate? 14. Does/do the outcome/process measures have adequate reliability? 15. Does/do the outcome/process measures have adequate validity?

59 REB-03/2005 REB Use Only File #______

Yes CR No NA Notes/References Analysis 16. Is the rationale for the sample size clearly stated? 17. Is the sample size adequate to address the research question? 18. Is the statistical analysis described (probability levels, confidence boundaries, statistical package, etc.)? 19. Does the proposed data analysis address the study’s primary objective?

Time Schedule 20. Is the time schedule stated and realistic?

Ethical Issues 21. Is the group of research subjects appropriate to the study? 22. Is the access to subjects and method(s) of recruitment appropriate? 23. If there are anticipated adverse effects, risks or discomforts of participating, are they adequately described? 24. If yes, are the anticipated adverse affects, risks or discomforts adequately addressed? 25. Is any deception involved? 26. If yes, is the deception necessary to address the research question?

Summary 27. Has your review of this research proposal raised any ethical issues not adequately addressed? If yes, please specify your concerns. 28. Has your review of this research proposal raised any concerns about scientific merit? If yes, please specify your concerns

Notes:

______Reviewer’s signature Date

Email Address: ______Phone Number: ______

To be completed by the applicant following Review for Scientific Merit:

I have read this review and have addressed any concerns raised by the reviewer:

______Applicant’s signature Date 60 REB-04/2005 REB Use Only File #______

Tyndale University College & Seminary

REB Ethics Review Form

Project Title: ______

Principal Researcher: ______

Reviewed by: ______Date: ______

1. Were any concerns expressed by the peer reviewer? Yes No If yes, were they adequately addressed?

2. Specify any concerns about the content or format of the consent form. (c.f. Application: Section F: Informed Consent Process )

3. Specify any concerns about ensuring the anonymity of subjects and the confidentiality of their data. (c.f. Application Section G: Anonymity of Subjects, Confidentiality of Data, and Secondary Use of Data )

4. Specify any concerns about the risks/benefit analysis of the study. (c.f. Application Sections D: Potential Benefits from the Study and E: Potential Risks from the Study )

5. Specify any concerns about the power differential between researcher and subjects.

6. Specify any concerns about the applicants’ description of the procedures or safeguards in place to protect the physical and psychological health of the subjects in light of the risks/stresses identified.

7. Has the proposed study been judged to be scientifically valid? Yes No

8. Is the proposed study judged to be ethical? Yes No

______REB Reviewer Signature Date

SUBMIT ONE COPY TO THE RESEARCH ETHICS BOARD, [email protected]

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Tyndale University College & Seminary

Certificate of Ethics Review Clearance for Research Involving Human Subjects

Primary Investigator: Faculty Supervisor: REB File Number: Title of Project:

Status of Approval

Approved Revisions required Denied

Notes:

______Chair, Research Ethics Board Date

62 REB-06/2005 REB Use Only File #______

Tyndale University College & Seminary

REB Continuing Review/ Final Report for Research Involving Human Subjects

To update the Research Ethics Board records and for review, this form should be completed and returned to the Chair of the Research Ethics Board as soon as possible .

Date:

PRINCIPAL INVESTIGATOR EMAIL FACULTY SUPERVISOR DEPARTMENT PHONE EXT. EMAIL FILE # PROJECT TITLE ORIGINAL CLOSING DATE REVISED CLOSING DATE

Status of Project A. This study is active (The researcher will be recruiting or re-contacting subjects during the next approval period.)

This is an annual progress report for ongoing research . There have been no modifications to the protocol since receiving original ethics clearance.

This is an annual progress report for ongoing research . I am requesting to have changes in the protocol approved. Attached please find a completed “Request for Ethics Clearance of a Revision or Modification to an Ongoing Application to Conduct Research Involving Human Subjects” (REB-08/2005) .

I would like to request an extension to continue this research. There have been no changes in the protocol. I will notify the committee before implementing any protocol revisions.

I would like to request an extension to continue this research. I am requesting to have changes in the protocol approved. Attached please find a completed “Request for Ethics Clearance of a Revision or Modification to an Ongoing Application to Conduct Research Involving Human Subjects ” (REB-08/2005).

I would like to request an extension to continue this research for another year for follow-up only . No new subjects will be recruited.

Please complete the Subject and Project Information sections.

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Section B: Inactive Research

The researcher will not be recruiting new subjects and will not be actively contacting any subjects.

Inactive with respect to data collection. Contact with subjects only for feedback.

Please complete the Subject and Project Information sections.

Section C: Discontinued or Withdrawn Research

The proposed research has been withdrawn. Subjects will be not be contacted.

Please go to signature section.

Section D: Completed Research

The researcher will not be recruiting new subjects and will no longer work with readily identifiable data.

Please provide a brief description of the protocol: (50 words or less)

Please provide a description of the results of the protocol: (50 words or less)

Please complete the Subject and Project Information sections .

Subject Information (completed for those projects deemed completed, active, or inactive only)

1. Total number of subjects enrolled in the study to date

2. Number of subjects who have completed the study

3. Number of additional subjects still required for the study

4. Number of subjects who have withdrawn from the study

5. To your knowledge, have any subjects experienced any unanticipated social (e.g., financial, occupational), psychological (e.g., emotional), or physical problems as a result of this research? Yes No

6. If yes, please describe these in detail and how the situation(s) was/were resolved .

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7. If Yes, what procedures/safeguards are now in place to protect the subjects from these risks?

Project Information

What is the funding status of the project? Funded Funding Sponsor: Funding Period: Title of Grant: Funding Sought Funding Sponsor: Funding Period: Title of Grant: Unfunded

Please attach one copy of the current consent form, advertisements, questionnaires or other instruments/tools used.

I respectfully request renewal of approval for the project described above. I certify that as of the date below, subjects are no longer being studied or followed on the above protocol and therefore, this protocol should be officially terminated by the REB.

______Signature of Principal Investigator Date

______Signature of Faculty Supervisor Date

I have reviewed the above continuing review/ final report.

______Chair, Research Ethics Board Date

Notes:

SUBMIT ONE COPY TO THE RESEARCH ETHICS BOARD, [email protected]

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Tyndale University College & Seminary

REB Request for Ethics Clearance for Research

Based on Secondary Use of Data

Researchers must review Section 3 (Privacy and Confidentiality), Clauses C (Secondary Use of Data) of the Tri-Council Policy Statement (TCPS) as well as the “ Tyndale University College & Seminary Research Ethics Policy” (Section 3C; Link to policy here), prior to embarking on any research that involves secondary use of data. (Note: If documents used are all publicly available, such as newspapers, literary review, public policies, etc., you will not need the REB approval or the consent of subjects.)

Original Information : Information regarding the approved protocol from which data was collected.

Original Investigator DEPARTMENT EMAIL FACULTY SUPERVISOR DEPARTMENT EMAIL PHONE EXT. FILE # PROJECT TITLE ORIGINAL ACCEPTANCE ANTICIPATED CLOSING DATE

New Protocol Information:

PRINCIPAL INVESTIGATOR DEPARTMENT EMAIL FACULTY SUPERVISOR DEPARTMENT EMAIL PHONE EXT. FILE # PROJECT TITLE ANTICIPATED CLOSING DATE

Protocol Information

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Level of Project (please check those which apply):

Faculty Research Ongoing Track of Research Independent Study

Graduate Course (specify course) Masters Thesis Masters Project Course Assignment

Undergraduate Course (specify course) Senior Seminar Undergraduate Project Course Assignment

Administration (specify department)

Other (please specify)

Funding Status:

Is this project currently funded? Yes No If Yes, please provide the name of the following: If No , is funding being sought? Yes No Funding Sponsor: Funding Sponsor: Title of Grant: Period of Funding: Period of Funding Have you submitted a copy of the application for funding to the REB? Yes No

Please attach a copy of the contract/application.

Has this application been submitted to another institution’s REB? Yes No

If Yes , provide the name of the Principal Investigator, Institution, date of ethics review and the decision. Attach a copy of the ethics clearance certificate, if applicable .

Summary of Proposed Research

In lay language, (100-250 words) briefly describe the purpose (objectives) and rationale of the proposed project and include any hypothesis(es)/research questions to be investigated. Please do not include a copy of your research proposal.

Research Subjects

Describe the individuals from which the data has been previously collected. Be as specific as possible by indicating the number of individuals, their status, their age, their characteristics, etc . Describe any special characteristics that were the basis for inclusion or exclusion of subjects. (Note: If data intended does not permit the identification of any individual, please indicate).

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Describe the conditions under which the data were collected initially and the reasons why it was collected.

Please attach a copy of the consent form from which the data was originally collected. Evaluate and comment on the degree of expectation the subjects had that their data would be kept confidential and would not be used for other purposes.

Free and Informed Consent

Indicate from which organization or institution data is obtained . (Please attach the letter of approval from that organization concerning the use of data they collected.)

Indicate, if applicable, how you will obtain free and informed consent of research subjects. (It is possible, in some cases , that the consent of subjects (or the above-mentioned organization or institution) must be obtained. This becomes necessary when data can be linked to individuals, and is critical when the possibility exists that individuals can be identified in the published reports. See Tri-Council Policy Statement C.3. Secondary Use of Data)

Please submit the consent form or information sheet to be given to the research subjects.

Proportionality of Harms and Benefits

Indicate whether the methods used in the previous research involved the risk of causing harm or inconvenience to the research subjects. Describe the nature of such harms or the potential consequences on any physical, psychological or social aspect associated with each procedure in the research or the methods used.

Evaluate the level of physical or emotional harms or discomfort the current research could create for the research subjects. (None, low, moderate or high) Indicate the measures you have taken to minimize such harms.

Justify the potential harms by describing the anticipated benefits of the research (for general knowledge and for the research subjects), and the way these benefits will be maximized.

Anonymity of Subjects, Confidentiality of Data and Secondary Use of Data

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1. Explain the procedures to be used to ensure anonymity of subjects.

2. Explain the procedures to be used to ensure the confidentiality of data both during the research and in the release of the findings.

3. Describe the procedures for securing written records, questionnaires, video/audio tapes and electronic data, etc .

4. Indicate how long the data will be securely stored and the method to be used for final disposal of the data.

Paper Records Confidential shredding after ______years Data will be retained indefinitely in a secure location

Audio/Video Recordings Erasing of audio/video tapes after ______years Data will be retained indefinitely in a secure location

Electronic Data Secure destruction of electronic data after ______years Data will be retained indefinitely in a secure location

Other (Provide details on type, retention period and final disposition, if applicable)

5. Are there conditions under which anonymity of subjects or confidentiality of data cannot be guaranteed? Yes No

If Yes, please provide details.

6. Secondary Use of Data

Is it your intention to allow the study and data to be reanalyzed by colleagues, students or other researchers? Yes No

If yes, how will you allow your subjects the opportunity to choose to participate in a study where their data could be distributed to others?

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Is it your intention to re-analyze the data for purposes other than those described in this application? Yes No

If yes, how will you contact subjects to obtain their re-consent?

Documents that Must Accompany Application

Yes Completed and signed peer review form from a researcher competent to comment on the scientific merit of the proposed research Yes Letter of approval for research from cooperating organizations or institutions Yes N/A Verbal script or letter providing information to potential subjects about the study (c.f. Section F: Informed Consent Process) . Yes N/A Verbal script or document for obtaining informed consent (c.f. Section F: Informed Consent Process). Yes N/A Substitute decision-maker consent form (for minors and adults who are not capable of giving informed consent). Yes N/A Non-disclosure form. Yes N/A Data management agreement. Yes N/A If you refer to a previously approved protocol, please attach a copy of the original application and approval letter. It is the researcher’s responsibility to provide this information. Yes N/A Other (e.g., draft of feedback letter) ______

Faculty Supervisor (if applicable) Department Ext. e-mail address

I agree to provide the proper surveillance of this project to ensure that the rights and welfare of the human subjects are protected. I agree to request renewal of approval for any project continuing more than one year. I will ensure that a final report is submitted to the Chair of the Research Ethics Board. I have read and approved the application and proposal, and deem the project to be valid and worthwhile.

Signature: ______Date: ______

Principal Investigator Dept Employee or Phone e-mail address or Student Investigator Student #

Co-Principal Dept Employee or Phone e-mail address Investigators/ Student # Co-Investigators

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Signature: ______Date: ______

This request for access to secondary use of data involving human subjects has been reviewed and received ethics clearance.

______Chair, Research Ethics Board Date

SUBMIT ONE COPY TO THE RESEARCH ETHICS BOARD, [email protected]

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Tyndale University College & Seminary

REB Request for Ethics Clearance of a Revision or Modification to an Ongoing Application to Conduct Research Involving Human Subjects

Date: ______

PRINCIPAL INVESTIGATOR DEPARTMENT EMAIL FACULTY SUPERVISOR DEPARTMENT EMAIL PHONE EXT. FILE # PROJECT TITLE ORIGINAL APPROVAL DATE ANTICIPATED CLOSING DATE

Provide a brief description of, and explanation for, the revision(s) or modification(s) requested to your application that previously received ethics clearance. Attach responses to applicable sections of the “Application for Ethics Review” (REB-01/2005) that are revised as a result of the proposed modification. If the revision(s) is/are to a questionnaire or interview protocol with previous ethics clearance, submit the entire document and highlight the sections that are revised or added . A complete copy of any new measure(s) or scale(s) must be attached for ethics review.

Do the revised procedures outlined above require any change(s) to the Information Letter and/or Consent Form currently in use and that previously received ethics clearance? Yes No

If Yes , briefly describe these changes. Attach a copy of the revised Information Letter and/or Consent Form and highlight the revised sections .

I/We respectfully request ethics approval of the modifications/revisions described above. All modified documents and procedures have been submitted for REB review and approval.

______Signature of Principal/Student Investigator Date

______Signature of Faculty Supervisor (if applicable) Date

The requested revision or modification to an ongoing project involving human subjects has been reviewed and received ethics clearance.

______

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Chair, Research Ethics Board Date

SUBMIT ONE SIGNED COPY TO THE RESEARCH ETHICS BOARD, [email protected]

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Tyndale University College & Seminary

Request for Departmental Approval of Course Syllabi and Assignments

Date: ______

INSTRUCTOR DEPARTMENT EMAIL PHONE EXT. COURSE CODE AND NUMBER COURSE TITLE

For any course with a human research component, REB-09, “Departmental Ethics Clearance of Syllabus and Assignments,” must be signed by the Dean or appropriate designate and filed with the Research Ethics Board. This form does not need to be completed if there is no human research component (e.g., assignments requiring students to interact with a living person or people for the purpose of systematically collecting information).

Notes Does the syllabus include an assignment or assignments that Yes No CR NA require students to interact with a living person or people for the purpose of systematically collecting information? Are measures taken to ensure anonymity of respondents? Yes No CR NA Are measures taken to preserve the confidentiality of Yes No CR NA information provided by respondents? Will the information provided by respondents be recorded? Yes No CR NA If so, please indicate the recording method under notes. Will the instructor have access to identifiable information? Yes No CR NA Will other students have access to identifiable information? Yes No CR NA Will the records of the responses be destroyed at the end of Yes No CR NA the semester? If not, how will the information be stored, and by whom? In your judgment, are the proposed assignments ethical? Yes No CR Note: CR = Clarification Required; NA = Not Applicable

______Dean or appropriate designate Date

SUBMIT ONE SIGNED COPY TO THE RESEARCH ETHICS BOARD, [email protected]

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Tyndale University College & Seminary

Research Ethics Policy Student Research Information and Checklist

As a member of the academic and research community, student researchers share responsibility with other members of the Tyndale University College & Seminary to ensure that the highest ethical standards in the conduct of research involving human subjects are maintained. In addition to the basic principle of respect for human dignity, the ethical principles that guide research include the obligations to: • Obtain and preserve free and informed consent on the part of potential research subjects 1; • Protect the rights and interests of vulnerable people (including children, the elderly and institutionalized individuals); • Protect the privacy and confidentiality of research subjects; • Ensure justice and inclusiveness in research; • Minimize harm to research subjects by avoiding, preventing or minimizing harm to others; • Maximize benefits to research subjects; and • Balance potential harms and benefits to research subjects (i.e. ensure that foreseeable harms do not outweigh anticipated benefits).

The purposes of carrying out an ethics review of research involving human subjects are (a) the protection of research subjects, (b) the protection of Tyndale faculty and students, and (c) the education of those involved in research. As a student researcher, it is your responsibility to review the pertinent parts of the Tyndale Research Ethics Policy, which can be found on the Research Ethics Board (REB) intranet site (insert link address here ). What follows is a brief description of the parts of the policy student researchers must be mindful of when carrying out research involving human subjects.

Free and Informed Consent Free and informed consent lies at the heart of research involving human subjects. It encompasses a process that begins with the initial contact and carries through to the end of the involvement of subjects in a research project. In the Tyndale Research Ethics Policy, the process of free and informed consent refers to the dialogue, information sharing and general process through which individuals choose to volunteer as subjects in research. Student researchers shall provide, to potential research subjects or authorized third parties, full and frank disclosure of all information relevant to free and informed consent. Throughout the free and informed consent process, student researchers must ensure that potential research subjects are given adequate opportunities to discuss and contemplate their participation. Consent from research subjects is required for the collection, use and disclosure of information through (a) personal interviews that includes such means as face-to-face, telephone or other electronic encounters, or (b) individualized questionnaires that the researcher uses to gather materials for such purposes as biographical study or other research involving specific personalities. There are a number of ways of providing evidence of free and informed consent by potential research subjects, but the usual and preferred method is to obtain written consent. The course instructor will provide the appropriate consent form or verbal script to be used in completing course assignments for research involving human subjects.

Two copies of the consent form must be signed by both the researcher and by each potential research subject. A student researcher shall attach one of the signed copies to his or her course assignment when it is handed in to the course instructor, and the other copy shall be given to the potential research subject along with any other relevant information.

Have you attached to your assignment a signed copy of the consent form for submission to the course instructor?

1 In the Tyndale Research Ethics Policy, the term “research subject” refers to a living human individual.

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YES NO. If your answer is no, provide an explanation here.

Voluntariness Free and informed consent must be voluntarily given, without manipulation, undue influence, or coercion and may be withdrawn at any time. Undue influence may take the form of inducement, deprivation, or the exercise of control or authority over potential research subjects. Voluntariness is especially relevant in research involving vulnerable or dependent research subjects and is absent if consent is secured as a result of coercion or manipulation. The influence of power relationships on voluntary choice should be judged according to the particular context of potential research subjects. Students carrying out research must therefore pay particular attention to the elements of trust and dependency, and avoid seeking potential subjects from among individuals they have authority over (for example, youth ministers who want to interview the youth in their church, or pastors who would interview church staff), as these can constitute undue influence on the individual to participate in research projects.

Have you refrained from seeking subjects from among those individuals over whom you have power or authority? YES NO. If your answer is no, provide an explanation here.

Naturalistic Observation Ethics approval is normally required for research involving naturalistic observation (i.e. the study of behaviour in a natural environment). Naturalistic observation that does not allow for the identification of the research subjects and is not staged for the purposes of the research is normally regarded as suitable for course assignments.

Does your research involve naturalistic observation? YES NO. If your answer is no, proceed to the section on capacity.

Have you taken steps to anonymize the information collected from your observation(s) and described in your course assignment? YES NO. If your answer is no, provide an explanation here.

Capacity Capacity refers to the ability of potential research subjects to give informed consent. It involves the ability to understand the information presented, to appreciate the potential consequences of a decision, and to provide free and informed consent. Capacity to participate in research is not an all-or-nothing condition. It does not require potential research subjects to have capacity to make every kind of decision. It requires only that they be capable of making an informed decision about their participation in particular research. Capacity is neither a global condition nor static one; it may be temporary or permanent. For course assignments, capacity will normally be an issue only when minors (i.e., people under the age of majority in their province of residence, which in Ontario is 18 years of age) are the potential subjects. If prospective subjects resident in Ontario are at least 18 years of age but not capable of giving informed consent, a full REB review is likely to be required and is therefore not suitable for a course assignment. Where free and informed consent has been obtained from the substitute decision-maker of the minor, and in those circumstances where the minor understands the nature and consequences of the research, the student researcher is additionally obligated to ascertain whether the minor wishes to participate.

If a minor is the subject in your research, have you obtained informed consent from his or her substitute decision-maker? YES NO. If your answer is no, provide an explanation here.

Have you provided adequate, age-appropriate written or verbal information to the minor him or herself?

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YES NO. If your answer is no, provide an explanation here.

Have you ascertained that the minor wished to participate? YES NO. If your answer is no, provide an explanation here.

Privacy and Confidentiality Dignity and autonomy of humans is the ethical basis of respect for the privacy of research subjects. Privacy is a fundamental value, perceived by many as essential for the protection and promotion of human dignity. It is also the case that breaches of confidentiality may cause harm to (a) the trust relationship between the researcher and the research subject, (b) other individuals or groups; or (c) the reputation of the research community. For these reasons, information that is disclosed in the context of a research relationship must be held confidential. In other words, when a research subject confides personal information to a researcher, the researcher has a duty not to share the information with others without the research subject’s free and informed consent. In the free and informed consent process, researchers should indicate to research subjects the extent of the confidentiality that can be promised, and hence should be aware of the relevant law. In the context of research carried out for course assignments, personal information means information about an identifiable living individual. It includes information about personal characteristics such as culture, age, religion and social status, as well as their life experience and educational, medical or employment histories. As a general rule, the best protection of the confidentiality of personal information and records will be achieved through anonymity. If the data being stored are truly anonymous, research carried out at part of a course assignment will not require a full REB ethics review. Student researchers have an obligation to ensure that information obtained from research subjects are stored with all the precautions appropriate to the sensitivity of the data. Information reported in a written course assignment shall not contain names, initials or other identifying information. While it may be important to preserve certain types of identifiers, these should be masked as much as possible. Research subjects have the right to know who will have access to identifying information and its nature, and the student researcher must therefore inform subjects that information is being gathered for the purpose of a course assignment and that it will be submitted to the course instructor.

Was the research subject or subjects informed of what type of information would be included with the course assignment, and that it will be known to the course instructor who grades the assignment? YES NO. If your answer is no, provide an explanation here.

With the exception of the specific information the research subject knows you are reporting in your course assignment, have you otherwise kept confidential the information provided by your research subject(s)? YES NO. If your answer is no, provide an explanation here.

To the best of my ability, I have conducted research for my course assignment according to the ethics principles outlined above. I have also answered the questions truthfully and provided explanations where required.

______Student Name (please print) Signature

______Course Code and Name Course Instructor

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______Date

Submit one copy of this document with each course assignment involving research with human subjects. Retain a copy for your own records.

Table of Contents

Welcome To Tyndale ______111 HisHistorytory And Mission ______222 Philosophy Of Community Life and StandardsStandards______333 Christian Maturity ______333 Moral Behaviour ______444 Campus Conduct ______666 Financial Information ______777 Spiritual Life ______101010 Redemptive DisciplineDiscipline______111111 NonNon----AcademicAcademic Appeal Procedures ______171717 Student Services and Activities ______181818 Student Facilities ______181818 Student Activities ______262626 Campus Security ______292929 Residence and Housing Arrangements ______313131 Miscellaneous ______323232 Health Policies ______343434 Alumni ______363636 Communications ______373737 Tyndale 2004/2005 Student Handbook

Welcome To Tyndale

Welcome to Tyndale!

Since our first tentative steps as a child, we have always explored, always discovered, always been surprised by life. And now that your searching has brought you to Tyndale, we hope that discoveries and surprises will continue for you over the next few months. While you’re here you will discover more about yourself and God and explore the meaning of faith, community, learning, Scripture, and integration.

Tyndale is a remarkable place: here you’ll find people from incredibly different backgrounds coming together to study, live, worship, and play. Whether you are in your final year in an MDiv program at the Seminary or in your first semester of the Leading Edge program at the University College, anticipate wonderful things from God during the coming year: friendships that will last a lifetime; challenging studies that will broaden your mind and enrich your life; and beautiful worship that will lift your spirit. But don’t forget to give of yourself while you’re here too: participate in Chapel, play floor-hockey, join others on a “street run”, get to know a professor, and, in Christ, develop a greater and more intimate love of God.

What you hold in your hands is a copy of the Student Handbook. The purpose of this book is to convey to you the philosophy of the community as well as services, expectations, and opportunities for your involvement while a student at Tyndale. It also serves as a practical guide for enhancing your Tyndale experience.

We hope that you will drink deeply and take much of all that will come your way during this next year. Welcome again to this new sojourn of discovery, surprises, and reveling in God’s presence. We’re glad you’re here!

George W. Sweetman Kaarina Hsieh University College Dean of Students Seminary Dean of Students

Tyndale 2004/2005 Student Handbook

History And Mission

Ontario Bible College Ontario Theological Seminary Ontario Bible College came into existence on June 1, In 1976, the Bible College expanded to form a 1968, as the result of the merger of two educational Seminary – Ontario Theological Seminary. It was institutions: Toronto Bible College and London intended that the Seminary share the convictions and College of Bible and Missions. The merging of these ideals of the College and yet be distinct. Therefore, two Colleges combined a total of 110 years of the mission statement became: experience in providing the churches of Canada and the world with trained leadership. Toronto Bible Under the authority of Scripture and in the College was founded in 1894, and is the third oldest power of the Holy Spirit, the Seminary is Bible College on the North American continent; dedicated to the graduate theological training London College of Bible and Missions came into and spiritual development of men and women existence in 1935. The rich heritage of these two committed to the service of Jesus Christ, and the founding Colleges became the possession of Ontario buibuildinglding of His church, to the glory of God. Bible College whose purpose was: Tyndale College & Seminary To prepare consecrated men and women for Finally, in 1996, it was decided to encompass both Christian ministries and vocations throughout the College the Seminary in one mission statement the world in keeping with the commission of which, since the schools’ name change in April 1998, our divine Saviour and LLordord Jesus Christ. now reads as follows:

The missimissionon of Tyndale College & Seminary is to educate and equip Christians to serve the world with passion for Jesus Christ.

Tyndale University College & Seminary On June 26, 2003, Tyndale received permission from the Ontario government to grant BA degrees and to change its name to Tyndale University College & Seminary.

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Philosophy Of Community Life and Standards

Tyndale affirms that men and women are equipped RESPECT OF DIVERGENT VIEWPOINTS for Christian service by their personal holiness, spiritual giftedness, academic competence and We are a multi-denominational and evangelical ministry skills. This means that personal qualities are community. As with all evangelicals, we stress the as important as the acquisition of knowledge and the historic Christian faith of the gospel which is mastery of specific ministerial skills. The process of reflected in our Doctrinal Statement. We are whole- moving toward more effective ministry, therefore, heartedly committed to these foundational truths. requires an intentional focus on the building of Christian character. There are other matters of faith and practice which are considered as secondary issues. These relate to Since community life has a significant bearing on matters where scripture does not appear conclusive, character development, involvement at Tyndale beyond or on which evangelicals have not reached a clear the classroom setting is seen as important. The focus of consensus. In these areas, we need to study, pray, student life is not the creation of community itself but and work together for greater light and closer rather the personal maturing process of each student fellowship in Christ. within the community. It is our goal to foster a quality of life that will stimulate each student to develop When secondary matters are given absolute intellectually, physically, socially, emotionally, and importance, interdenominational co-operation is spiritually. Luke 2:52, “and Jesus grew in wisdom and strained and mutual acceptance is precluded by stature and in favour with God and man.” sectarian narrowness.

Community counters individualism and isolation and, While emphasizing the primary truths shared by all among other things, involves mutual accountability (Matt. evangelicals, we also recognize the right of 18:15-17), support and encouragement when students congregations and denominations to develop and struggle with issues. Personal development and growth teach their own distinctives. Tyndale is committed thrives when there is commitment to community. Each to helping students relate positively to their heritage student is expected to have some level of ongoing and work enthusiastically in the affiliations to which community involvement and responsibility at Tyndale. God calls them. Faculty members are also expected to be loyal to their churches, graciously maintaining the viewpoint of their own background. Christian Maturity Tyndale is pledged to demonstrate how Christians CHRISTIAN LIVING should deal with controversial issues, through a fair consideration of the various options and due Being born again to new life in Jesus Christ, the Christ- sensitivity to divergent understandings. Students ian's manner of living is to be characterized by holiness should deal with one another in the same way, and obedience to God in all areas of life. All behaviour is whether in the classroom, the dining hall, the to be subjected to the standards set forth in the scriptures. lounges, or the relationships involved in residence. We are to walk worthy of the gospel of Christ as new No one has any right to pressure persons or impose creations free from the bondage of sin and of the sinful tenets on others but are encouraged to exercise nature (1 Corinthians 10:31,32; Ephesians 2:10, 4:20-24, responsible freedom to discuss such matters in 5:15; Colossians 1:10; Romans 6:4). keeping with God's word and the guidance of His Spirit. For this reason every member of the University College & Seminary ccommunityommunity is expected to evidence mature Christian discernment and a love for whatever is noble, true, pure, lovely, and admirable (Philippians 4:8, NIV), and to refrain from all appearance and practice of evil.

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It is expected that students will evidence a DANCING commitment to their own theological convictions, a graciousness to those with different convictions, and Dancing, for many Christians, is a form of physical a genuine openness to continually examine and recreation that is both healthy and fun. While this is reform their convictions through the study of recognized and appreciated, it is also clear that many Scripture and through dialogue within the community forms of dancing are not honouring to God. In light of faith. Tyndale expects students will demonstrate of the difficulty in drawing clear guidelines for what an attitude of respect and Christian maturity by is appropriate as well as the varying responses to refraining from any written or verbal dancing within the Christian community, Tyndale communications which may be construed as being chooses not to allow organized social dancing on demeaning to an individual or group. campus or under our sponsorship.

Moral Behaviour SEXUAL PURITY

Tyndale affirms that Scripture teaches that Students, whether on or off campus, are responsible heterosexual union is reserved for marriage, that to refrain from practices which are biblically celibacy is required of the unmarried and that the condemned. These include drunkenness, swearing Christian is called to a life of sexual purity in both or use of profane language, all forms of dishonest thought and action. In light of this, Tyndale expects practices including cheating and stealing, that behaviour in all interpersonal relationships will involvement in the occult, and sexual sins including be characterized by self-discipline and respect with a premarital sex, adultery, homosexual activity and use commitment to a lifestyle of biblical obedience and of pornography. responsibility in one's life as a sexual being whether

single or married. If a student is found to be living in Tyndale is declared an alcohol free, drug free, smoke sexual sin, the Dean of Students is to be contacted in free campus. All students, staff, faculty, residents order for appropriate counselling and discipline to be and guests are expected to refrain from the use of conducted. illegal non-prescription drugs, alcohol and tobacco while on campus or while involved in an event officially sponsored by Tyndale or when PREGNANCY OUTSIDE OF MARRIAGE representing Tyndale at a public event. Possession of alcohol or non-prescription drugs is prohibited on Pregnancy outside of marriage may be the result of campus. Those who claim the freedom to use either rape or of sexual sin. In either case, Tyndale affirms tobacco or alcohol off campus are expected to do so the sacred value of all human life, including the in moderation and in such a way that it is not a unborn. New life is a cause for celebration. It can hindrance to others. also present pressing decisions, disrupt relationships, and raise important financial and health concerns. We recognize that Scripture does not include These issues often become magnified when specific teaching for every social practice or pregnancy occurs outside of marriage. The following situation, but does provide guidelines for community policy has been established to deal with both the life in controversial matters (e.g. Romans 14). cause and the result.

STEWARDSHIP 1. Any student, male or female, who becomes involved in pregnancy outside of marriage must contact the Dean of Students who will seek to It is expected that community members exercise assist the student in an atmosphere which is careful judgement in the stewardship of time, energy, caring and confidential. Appropriate counselling and material resources. This means a wise choice of and/or accountability structures will be entertainment including television, Internet, established by the Dean of Students along with computer games, movies, and live productions, the exploring of community resources which respect for the property of others and behaviour may be brought to bear in support of the student. which reflects a concern for others' safety and well- being.

Tyndale 2004/2005 Student Handbook

2. Tyndale policy is open to supporting the student to continue on with his/her education program at • Men and women can be both victims and Tyndale in a spirit of ongoing cooperation and harassers within a commitment by the student to adhere to • Harassment can be between members of the Biblical standards of moral conduct. same or opposite gender • The victim does not have to be the person 3. Should an unmarried pregnant student wish to harassed but can be anyone affected by the remain in classes through the advanced stages of offensive conduct the term of her pregnancy, she will be required to meet with the Dean of Students to discuss her Sexual harassment can occur in relationships with: academic options. The Dean of Students will act • peers and student leaders on her behalf to foster a spirit of caring for her • faculty, staff and administration within the community. • any other member of the Tyndale community

SEXUAL HARASSMENT What can a student do?

What is Sexual Harassment? Tyndale encourages anyone who believes they have been harassed to report all incidents to the President, Tyndale understands harassment to be any unwanted Provost, Dean of Student Life, University sexual attention from any member of the Tyndale College/Seminary Academic Dean, or the Dean of community (students, staff, faculty, administration or Students. volunteer). The Tyndale Sexual Harassment Policy includes a comprehensive definition recognizing There are full and documented procedures to follow sexual harassment as “engaging in a course of in filing a complaint. It will be necessary for any vexatious comments or conduct that is known or verbal reports to be put in writing in order for a ought reasonably to be known to be unwelcome”. complaint to be formally filed and processed.

Sexual harassment is NOT tolerated and is Important facts to be aware of: reprehensible in any situation. It is clearly a violation of Christ’s commandment to love and build 1. A complainant has the right to withdraw the up one another, denying the image of God in the complaint in writing at any point in the process. other person. As members of the body of Christ we 2. Incidents should be reported immediately as must take seriously the call of Ephesians 5:3,4 to significant time from the point of occurrence sexual purity and relational holiness: impedes the process. It is preferable that it not exceed six months. “But among you there must not be even a hint of 3. An initial report can be made on behalf of sexual immorality, or of any kind of impurity, or of another person; however, the individual involved greed, because these are improper for God’s holy must also submit a formal report for action to be people. Nor should there be obscenity, foolish talk taken. or coarse joking which are out of place, but rather 4. Confidentiality, within the framework of the thanksgiving” (NIV). policy requirements, will be ensured.

5. Students who make a complaint against any Examples of Harassment: member of the Tyndale community who is in a position of authority or power can be assured Harassment includes, but is not limited to the they will be protected from any negative following: consequences or prejudices with regards to either • verbal insult or abuse their academic work or employment status. • pressure for dates or a date ending in unwelcome 6. The Tyndale Sexual Harassment Policy is sexual intimacy available from Tyndale Counselling Services, • intrusive physical conduct or unwanted touching the Human Resources Director, the Dean of • promise of reward or threat of reprisal attached Students and the Dean of Student Life. to sexual favours • repeated jokes or innuendoes about physical appearance • one person stalking another

Who can be involved? 5

Tyndale 2004/2005 Student Handbook

Campus Conduct CHILDREN ON CAMPUS

Tyndale seeks to provide a positive learning APPROPRIATE DRESS environment, and therefore, children should not normally be brought to class. However, nursing Tyndale expects that students will display mature mothers or students with special circumstances may discernment regarding appropriate attire both on and bring children to class, subject to the approval of the off campus so that ministry opportunities are not course instructor, obtained in advance. hampered and others are not offended by extreme or inappropriate demeanor. Since the Tyndale facility The Tyndale facility is geared for traditional combines residence, recreation, worship, classrooms, university age and older students. Children may get and office areas in one building, students need to be lost in the facility, hurt themselves, damage property, sensitive to the fact that appearance appropriate in or disrupt classes. Therefore,, ALL CHILDREN some settings may not be appropriate in others. Care UNDER 16 YEARS OF AGAGEE MUST BE UNDER should be taken to wear clothes suitable to public THE SUPERVISION OF AANN ADULT AT ALL places on floors one and two (i.e. always wear shoes TIMESTIMES. Unsupervised children will be requested to but not slippers, do not wear clothes that are sweaty wait in the front reception area while the adult is or dirty, immodest or inappropriate, such as paged. sleepwear or bathing suits).

BUSINESS AREA CONDUCT

Noise levels in all administrative and office areas of Tyndale (located on the first and second floors) need to be kept to a minimum, particularly around the reception area, elevator, and main hallways. Students are requested not to congregate around the Reception Desk or other office areas during the day, evening or weekend; likewise, although Tyndale encourages interaction with staff, it is asked that you be sensitive to the needs of administrative and secretarial personnel during business hours. Please remember that Tyndale hosts off-campus business and community visitors on a daily basis; we would therefore ask that you assist us in promoting an atmosphere conducive to professionalism.

Tyndale 2004/2005 Student Handbook

Financial Information

STUDENT FINANCIAL RESPONSIBILITY NSF Cheques / Declined Credit Cards

All academic student fees are due and payable at An administrative fee of $25 will be applied to a Student Accounts at the time of registration. student's account for each incident of an NSF (non- Payment terms are provided to assist students. sufficient funds) cheque or declined credit card. Furthermore, after two NSF cheques or declined Methods of Payment credit card payments, Tyndale will no longer accept personal cheques or credit cards as payment methods Payment is to be made by Visa, MasterCard, Interac, from the student. cash or cheque in Canadian funds. U.S. cash and cheque are also acceptable. Payment by credit card is We expect that students will not write cheques unless subject to a 2% surcharge. they are certain of sufficient funds in their bank account and will not charge amounts to their credit Payment Terms for 2004/2005 card unless sufficient credit is available.

Should a student decide to pay by installments, the Outstanding Accounts terms are as follows: In the event that a student has unpaid accounts at the 1. A minimum of $800 or 33% of the total costs end of a semester the following restrictions will (whichever is larger) is due at registration. apply: Students registering for one course must pay fees in full at time of registration. If students wish to 1. the student will not be able to register for classes pay by installments, a $50 installment fee must or residence the following semester. be paid in full with the first payment. During the first two months of payment no interest will be 2. no credit will be given for completed courses charged providing all payments are on time and until the student's account is paid in full. This honoured. Deadline for the registration and the means that a student is required to have paid all first payment are as follows: accounts prior to the granting of a degree/ certificate or issuance of transcripts. Fall Semester: August 20, 2004 Winter Semester: December 6, 2004 3. The student’s account may be turned over to a collection agency 45 days after the end of the 2. The balance of the account must be paid by post- semester if all outstanding fees are not paid in dated cheques in two equal installments dated as full. This is a last resort after attempts at follows: contacting the students have been unsuccessful.

Fall Semester: Sept. 30, Oct. 29 Should a resident student fail to meet payment terms Winter Semester: Jan. 31, Feb. 28 they will be in breach of the residence contract and 3. If after the third payment the student has an may be required to leave the residence within 30 days outstanding balance, interest charges will accrue of written notification. at a rate of 1.5% per month on a compounding basis.

All student fees must be paid in full by the end of the semester.

Tyndale 2004/2005 Student Handbook

Cheque Refund Policy 4. Full refund of tuition and related fees collected less $50 and less the fees proportionate to the Every Wednesday there will be a cheque run for services provided, if the student gives the Office those students who have a credit in their account and of Registration written notice of intent to would like a refund. Students MUST fill out a withdraw after the program start date but before refund request form at Student Accounts. If a form is two thirds of the program has been delivered or not filled out a refund will not be issued. The the student has been dismissed for cause. deadline for the weekly cheque run is Monday at 4:00 p.m. Forms submitted after this time will be For information on residence withdrawal dduringuring fall processed the following week. or winter semesters please refer to the Departure from Residence information in the Residence section Local Banks of this Handbook.

Students are encouraged to open a bank account FINANCIAL ASSISTANCE either close to home or close to the University Janis Ruff, ext. 6738 College & Seminary. Due to the close proximity of banks to Tyndale, it is not the practice of the General Policies University College & Seminary to cash cheques.

1. Students depending upon OSAP loans or other Withdrawal and Refund Policy bursaries must make interim financial

arrangements to meet payment deadlines while Once officially registered in a class, students are waiting for such aid to be processed. considered to be regular class members until official notification of withdrawal or disciplinary dismissal 2. Tyndale may indicate on the OSAP loan form has been given. that the total or a portion of the loan is to be paid

directly to Tyndale to cover tuition fees. 1. Full refund of tuition and related fees collected,

if the student rescinds the registration agreement 3. Loan cheques from outside sources as well as by filling in the Drop Form and gives it to the Tyndale bursaries and awards are credited to the Office of Registration within two days of student's account. receiving a duplicate original signed copy of the

registration agreement. 4. Where there is a credit balance after the charges

for the current semester are determined, the 2. Full refund of tuition and related fees collected credit balance will remain on the student's less $25, if account to be applied against upcoming fees. A) the student fills in the Drop Form and gives Students preferring to have the credit refunded it to the Office of Registration, at least 21 days must contact Student Accounts and fill out a before the program start date; cheque request form. Ten business days should B) the student fills in the Drop Form and gives be allowed for the processing of refund cheques. it to the Office of Registration, less than 21 days

before the program start date; and if the student contracted for the program less than 21 days before the start date.

3. Full refund of tuition and related fees collected less $50, if the student does not give any notice of withdrawal from the program before the program start date and does not attend the first five consecutive days of the program.

Tyndale 2004/2005 Student Handbook

Loans Bursaries

1. Government Loans Bursaries are available based on financial need and other specified criteria stated by the Bursary Donor. A) Full-time Tyndale students from Ontario The deadline for the first round of applications is may apply for loans from the Ontario April 1, 2005. We will attempt to assist students who Government (OSAP). apply after this date as resources allow. The Financial B) Applications are available online at Aid Committee meets formally to decide how to www.osap.gov.on.ca . The application takes distribute the available money. approximately two to three months to process and initial notification is sent to the student, Many people donate to the bursary funds in wills or preceding the loan documents being received by with an annual gift. Since much of the bursary Tyndale. The amount of the loan varies money comes from interest earned on these depending on the student’s need. donations, the amounts may vary from year to year. C) OSAP funds cannot be sent to Tyndale to cover residence fees. Awards and Scholarships D) Students from other provinces are eligible to apply for their own provincial loans. There are a number of awards which are presented at E) US government loans are available to graduation to students chosen by the Faculty. These American students. Please contact the Financial are not applied for, but are given according to donor Aid Office for more information. criteria. In addition there are some scholarships available through resources other than Tyndale. 2. Forgivable Loans Information pertaining to these scholarships is available through the Financial Aid Office and notice The Forgivable Loan Program (FLP) is a loan of application dates is given in the Eye on Campus . program whereby qualifying students receive a loan to pay for part or all of their tuition and related costs For the Seminary students there are a number of for the academic year. If certain conditions are met Scholarships available through resources other than (students must complete their year and not be the Seminary. Applications and information dismissed for disciplinary reasons) the entire loan pertaining to these scholarships are available may be forgiven after the end of the academic year. throughout the year at the Financial Aid Office. To qualify for the program students must demonstrate financial need. Since the amount of the loan is subject to the availability of funds, students are encouraged to solicit donations to the FLP to ensure sufficient funds are raised to cover the cost of the program.

Donations to the program may be made by anyone (excluding a student’s spouse, parents, grandparents, or siblings), and all gifts to the fund are receipted for income tax purposes. Donors have included friends, employers, and churches. Decisions with respect to the allocation of loans are completely at the discretion of Tyndale University College & Seminary. Currently, 90% of all gifts designated for the FLP support the program, while 10% is set aside to cover the cost of administering the program.

Tyndale 2004/2005 Student Handbook

Spiritual Life

PERSONAL SPIRITUAL DISCIPLINES

The first community of believers entered into a lifestyle Chapel times offer a variety in both style and that evidenced the marks of spiritual maturity. We are content: celebration, praise, prayer, communion, told that they continually devoted themselves to the Word drama, debate, preaching, multi-media, and music. of God, fellowship, worship, and prayer (Acts 2:42-47). All students are expected to commit themselves to a These daily spiritual disciplines, which were fundamental growing personal relationship with God through to communion with God, formed the basis for their whole individual spiritual disciplines and participation in lives. the Tyndale chapels. Chapels should not be viewvieweded as optional. To help facilitate worship with the Tyndale, as a community of believers, recognizes the community, we would ask that you be considerate of need to include these same spiritual exercises. They your fellow worshippers at all times. Items of demonstrate responsiveness to God and are vitally related sensitivity and respect that will help include: to both academic responsibilities and social relationships. • come with an expectant heart Promoting spiritual growth and maturity is central to the • DO NOT BRING FOOD OR DRINK reason for Tyndale’s existence. If we are to develop our INTO THE CHAPEL (EITHER FOR intellects, sharpen our abilities, discipline our time, CHAPEL OR CLASS) expand our vision of God's purposes and learn to care, we • please arrive on time and stay for the entire must corporately experience a vital communion with God. service This can only happen when individuals within the • respect the facility and equipment community exercise personal spiritual discipline and responsibility. A strong relationship with God must be Chapel Schedule maintained if spiritual growth is to take place under the pressures of academic life. The Department of Student On Mondays there are chapels organized for the Life is available to all students who need some help in University College community, Kairos:UCKairos:UC. These these areas. chapels are held 9:55 – 10:35 am.

COMMUNITY WORSHIP Tuesday’s chapels, 11:45 am – 12:45 pm, are Community Chapels and everyone on campus is George Sweetman, UC Dean of expected to attend. All offices and student services Students, ext. 6743 will be closed to permit staff, faculty and students Barbara Haycraft, Dean of Student Life, this one opportunity in the week to worship together. ext. 2702 Kaarina Hsieh, Seminary Dean of On Thursdays there are chapels organized for the Seminary community, Kairos:Sem.Kairos:Sem These chapels Students, ext. 2758 Kairos:Sem are held 10:00 - 10:30 am.

Tyndale is committed to fostering spiritual growth This year we will continue to hold chapel services on and a strong sense of our unity as members of the Sunday nights, UncoveredUncovered, which will incorporate body of Christ. One of the ways we seek to facilitate aspects of community life with praise and worship this goal is through our chapel program. The purpose and vibrant preaching from the Word of God. This of the chapel time is to promote the holistic service will be held on campus in various locations development of students, staff and faculty through and will commence at 8:00 pm and close at around corporate worship, to give students opportunity and 9:30 pm. appropriate evaluation for leading in worship and preaching, to expose students to faculty, pastors and Christian workers who are competent models for ministry, to build community and to raise awareness of the issues of living as a Christian in our world.

Tyndale 2004/2005 Student Handbook

CHURCH COMMITMENT

Tyndale has a transdenominational representation in the University College & Seminary expect students its student body. In keeping with the principle of to evidence a commitment to the ministry of a local Hebrew 10:25 ("let us not give up meeting together") church through worship, fellowship, and ministry.

Redemptive Discipline

Since Tyndale is a Christian educational community values and lifestyles as a natural part of growing in which seeks to uphold the moral teachings of scripture, community. We wish to be sensitive to this in the Tyndale reserves the right to dismiss or refuse process of interacting with students and provide the readmission to a student who, in its assessment, is not counsel and support necessary to promote this supporting the standards or who does not fit in with the growth. goals of the college and seminary by actions and/or attitude. COMPLAINT PROCESS

If a student believes his/her integrity is being Complaints being made in all areas except sexual compromised under Tyndale’s standards, the student harassment, appealing a grade on a paper, or should seek a learning situation more acceptable to them. requesting a facility repair are to be dealt with in the Tyndale reserves the right to dismiss or refuse following manner: readmission to students who, in its assessment, are not supporting the standards of the University College & 1. If the complaint specifically relates to an Seminary by their actions and/or attitude. individual within the community:

• the first step is to address your concern Accountability and discipline serves an important purpose directly with the person involved (see Step 2 in the growth of the individual and the well-being of the in Discipline Procedures). community at Tyndale University College & Seminary. • if direct confrontation does not bring By virtue of attending Tyndale, students become resolution, a verbal complaint may be given to members of this community and therefore have agreed to the appropriate faculty or staff (see Step 3) adhere to the standards and expectations of Tyndale who will interview both parties in order to University College & Seminary, including those outlined attempt resolution. in this handbook. When individuals fail to meet the • responsibilities of the community by not adhering to the lacking resolution, a written complaint needs standards and expectations by Tyndale, accountability to be made which will be taken by the Dean of becomes a necessary step. Students for resolution (see Step 4). Any appeal of this decision would need to follow We believe Christian character is built by experiencing the appeal procedures outlined in this handbook. and practising the community of God's people and is developed by self-discipline rather than an externally- enforced discipline. While there are some clear standards 2. If the complaint is of a more general type, not which are expected of all members of the community, we covered in the other categories, the procedure is function without an emphasis on sets of rules. We to take your concerns to the student council who believe that students develop character and self-discipline will then direct it to the appropriate department better through an educational, supportive approach within the school. The complainant must focusing on grace and redemption, rather than through a identify him or herself in order for it to be dealt punitive approach focusing on the infraction. with. Anonymous complaints will not be taken seriously. The complainant may be asked to Every effort is made to consider students as provide further information and the process and responsible members of the Christian community, results of the process will be communicated back each one with problems and needs reflective of to the complainant. individual maturity and self understanding. It is expected that students will struggle with personal 11

Tyndale 2004/2005 Student Handbook

DISCIPLINE PROCEDURES community. A primary part of community life is mutual accountabilityaccountability. Instead of one specific office To facilitate personal growth, the following in the organization being responsible to provide discipline process has been established. behavioural checks and balances, each community member is expected to assist other community STEP ONE: SELFSELF- ---DISCIDISCIDISCIPLINEPLINE members in their faithful growth as disciples.

This is the ideal and when achieved, no further Friends and other students should recognize their action is required. responsibility in exercising effective care for their peers. When one student is concerned about the The best discipline is self-discipline, that is, actions or attitudes of another, he or she is adherence to one's own faithful high standards of encouraged to speak with them directly before personal conduct and to the social and intellectual involving others. Such confrontation can be commitments one has made, even in the face of productive when done in a spirit of love and events and pressures to abandon these. In other humility. words, it is the kind of discipline which forms a disciple. STEP THREE: FACULTY OR STAFF

Self-discipline, while sometimes established through When self-discipline or peer confrontation does not personal struggle, is best strengthened in an result in appropriate adherence to community environment of community sharing and guidance. standards and expectations, or when serious offences At Tyndale, students are advised to involve others as occur, a staff or faculty member may need to become they commit themselves to intentionally deepening involved. their own understanding, seeking true wisdom, and strengthening their ability to maintain faithful There are two concepts associated with the word lifestyles. "discipline". One is inner learning and self-control. The other is teaching through confrontation and Students are encouraged to approach friends, direction from the outside. We recognize that, in develop prayer partners, consult a trusted staff or order to have the first concept become the primary faculty member or make contact with counsellors as one at Tyndale, the second concept must also be they work through issues which come from an employed. In keeping with the spirit of Scripture, attempt to live, work, and pursue academic tasks in we believe that confrontation is a shared ways marked by their deepening relationship with responsibility. It is one that: Jesus Christ. 1. recommends a life of discipline, from the crucial It is expected that a commitment to personal growth self-confrontation based on one's own integrity, will mean that a student who becomes aware of to peer ministry through other students and/or his/her failure to evidence the standards expected by the appropriate student leadership and Student the community, will seek the help of the community Life staff; to bring about repentance, reconciliation and restoration where possible. When this does not 2. communicates discipline within a "caring-for" happen, students can expect a fair, understanding and rather than a "lording-over" relationship; and appropriate response from the community. 3. involves more people in the process of STEP TWO: STUDENT TO STUDENT confrontation when a person continues to be uncooperative. In any community of people there will be times when a complaint is in order. As a member of a Christian Our understanding of Scripture indicates that this community, there are appropriate ways of making a approach is not just a good idea, but is a scriptural complaint so that people are respected and results are command. Thus, we have an obligation to confront beneficial to the whole community. unhealthy or unfaithful behaviour and to enlarge the circle of confrontation when the behaviour does not Interpersonal involvement on campus must go change appropriately. deeper than the traditional role relationships of faculty, students, and staff, if we are to be a learning

Tyndale 2004/2005 Student Handbook

Examples of serious behavioural and attitudinal offences are persistent disturbances of others in the A copy of an Official Notification is given to the residence, property abuse, opening locked doors student and is kept on file in the Department of without permission, inappropriate behaviour with the Student Life until the student graduates, at which opposite sex, being in the residence of the opposite time it will be destroyed. All Official Notifications sex without permission from the RA, disregard for are reported to the Student Life Committee or the safety and the property of others, disobeying Academic Standards Committee for their safety rules or building hours, theft, copying keys or information. possession of unauthorized keys, use of tobacco on campus, possession or use of alcohol on campus, If the Dean of Students is not confident that the possession or use of non-medicinal drugs, verbal, issues have been adequately resolved after meeting emotional or physical abuse, non-co-operative with the student, or if the student refuses to meet, the response to discipline processes or other offences Dean of Students may take the matter to the that significantly affect the welfare of the community Discipline Committee which is comprised of the and/or the witness to the neighbourhood. major coordinator of the student’s program, a faculty member of the student’s choice, the Student Life Various steps may be taken at this stage in the Committee and two students chosen by the student discipline process to help resolve problems, seek council. Upon the student’s request, the two student solutions, recommend resolutions, and bring the members will withdraw from the committee while the appropriate personnel resources to bear. At this student’s case is under consideration. stage the discipline process provides for a number of possibilities. The Discipline Committee may enact any or all of the following: 1. Discussion: Often a discussion with a staff or faculty person will help to clarify for the student 1. Consultation with the student's church and/or what Tyndale’s expectations and requirements denominational leadership. are, and will be adequate to bring about the required compliance. 2. A written warning given to the student and placed in his/her personal file. Specific 2. Incident Reports: At other times, or when conditions for further evaluations will be offences are repeated, the problem may be included. described in writing by a staff/faculty member in an "Incident Report" which is then forwarded to 3. Disciplinary probationprobation: a specific period of time the Dean of Students for his/her consideration. during which the student will be subject to ongoing evaluations. STAGE 4: THE DEAN OF STUDENTS During this time the student must abide by terms If a satisfactory resolution cannot be reached at the determined by the Committee and detailed in informal levels above, the problem must be brought writing. As the end of the probationary period to the Dean of Students who will attempt to meet approaches, the Committee will decide whether with the student to resolve the issue and who may to remove the probationary standing of the discuss it with the Academic Standards Committee or student or to continue it further, again for a the Student Life Committee and/or the leadership of specified length of time. While on probation the student’s church or denomination. any infraction of community standards and regulations may result in suspension or If an incident or infraction of rules or policies is dismissal from the University College or considered to be severe enough, or when relatively Seminary. minor problems are repeated, a Student Development staff member (Dean of Students or Dean of Student 4. SuspensionSuspension: a temporary separation of the Life) may place the student on "Official student from the University College or Notification." Official Notification is a written Seminary. record of the issue and the person involved and will include a clear statement of what is needed to resolve A suspension by the Discipline Committee can the issue and satisfy expectations. Receiving an be for a period of up to one year. In the case of Official Notification can be one step away from a suspension, the Discipline Committee will being placed on disciplinary probation and should be considered to be a very serious matter. 13

Tyndale 2004/2005 Student Handbook

determine what conditions must be met before under Appeal Procedures. The student may the student is allowed to re-enrol. The student remain on campus or visit campus while will be allowed to re-enrol only with the awaiting the decision of the Appeal Committee permission of the Discipline Committee. only within the terms of a written permission Students under suspension may not receive from the Dean of Students. Without such transfer credit for courses taken elsewhere permission, the student must leave campus during this time. and/or remain off campus on the schedule communicated to him/her by the Dean. 5. DismissalDismissal: a termination of the relationship between the student and the University College REINSTATEMENT or Seminary and will only be done in consultation with the Academic Planning 1. A student seeking removal of probationary Committee or Academic Standards Committee. restrictions will need to satisfy the Student Life Committee that all conditions of the probation In the case of suspension or dismissal, the have been met and will be notified of the assigned grade and tuition refund will be removal of the probationary status by the assigned according to the normal University Registrar or the Dean of Students. College & Seminary policy on dropping courses. 2. A student seeking readmission after suspension The Dean of Students will communicate any will be required to meet with the Dean of disciplinary decision in writing to the student Students to review the terms of readmission. If and the faculty. these have been satisfactorily met, the Dean of Students will seek the approval of the Academic Administrative Dismissal: Behaviour that is Standards Committee or the Student Life either significantly disruptive, dishonest or Committee and the Academic Dean. illegal may result in immediate expulsion through an administrative dismissal. The President, Provost, Academic Dean, Dean of DISRUPTIVE BEHAVIOUR Student Life and/or Dean of Students may enact an administrative dismissal on their own Tyndale is committed to helping students succeed, authority if any one of them believes that the even if they may be experiencing difficulties. Past or continuing presence of a student on campus may present circumstances can be the source of great endanger the health and safety of that student or emotional stress for students. We encourage those other community members or if it could result in who are experiencing emotional stress to seek help. significant damage to University College and/or Seminary property or reputation. Students who are in a situation where there is potential to harm themselves, or others, need to be in Behaviour that cannot be classified as dangerous an environment that is safe and therapeutic. Tyndale but is nevertheless disruptive to the point that it University College & Seminary is not primarily a interferes with the education of classmates or therapeutic environment and cannot care for students their spiritual or emotional well-being may also who are psychologically unstable. result in an administrative dismissal. If a student becomes emotionally unstable to the If a student becomes emotionally disturbed to the point that he/she is not able to function successfully point that he or she is not able to function as a student, engages in behaviour that is potentially successfully as a student, engages in behaviour harmful to self or others, or cannot meet reasonable that is potentially harmful to self or others or institution standards, it is not in the best interest of cannot meet reasonable institution standards, the the student or the school for the student to remain on University College or Seminary will intervene, campus. In such a situation the University CCCollegeC or following established procedures [see Disruptive Seminary will intervene. Behaviour Policy]. Anyone who exhibits suicidal gestures, inflicts self- A student receiving an administrative dismissal injury, or talks of suicide, even in jest, will be taken must comply with its terms, but may appeal the seriously. decision by following the procedure outlined

Tyndale 2004/2005 Student Handbook

Procedures for Intervening 5. Where determination is made that withdrawal is appropriate, a written statement of the reason for An emotionally troubled student can be defined as the decision will be given. one who demonstrates any or all of the following characteristics: 6. Fees will be refunded according to the policies in the catalogue and Student Handbook. • Causing physical or emotional harm to self, others or school property 7. If the student refuses to withdraw voluntarily, a • Unable to attend and participate recommendation for dismissal will be utilized. appropriately in class or other school activities. In emergency situations: • Creating a disturbance within the community Tyndale University College & Seminary reserves the • Appearing to not be perceiving reality right to act outside the normal meeting process and to and/or displaying delusional thought act in accordance with its best judgment for the processes benefit and health of the student and for the best • Behaving off campus in a way that creates interest of the University College & Seminary and its problems or embarrassment for the school students. • Unable to take care of self If the student has inflicted harm to self and/or others, If a student exhibits any of the above characteristics, or is seriously contemplating physical harm to self the school will intervene according to the following and/or others, Tyndale University College & procedures. Seminary will call 911 and/or the police and will also notify the next of kin or the emergency contact In non-emergency situations: person recorded in the student record.

1. The Dean of Students, in consultation with the Returning to Campus student and appropriate faculty, staff or committees and, if needed, the student’s family 1. A student who has voluntarily withdrawn in members, will evaluate the circumstances to order to seek medical help for emotional determine if they are severe enough to request problems will need to see the Dean of Students the student to withdraw. before being readmitted.

2. If so, the Dean of Students or a designate shall 2. A student who has been taken to the hospital will counsel with the student in order to facilitate a not be allowed to return directly from the voluntary withdrawal. hospital back to campus. Students wishing to continue to remain enrolled at the University 3. An outside, independent psychological College or Seminary must first contact the Dean evaluation of the student’s ability to continue as of Students. a member of the University College or Seminary may be requested of the student at the student’s 3. A student returning to campus must agree to expense. release all medical records pertaining to the incident and the student’s condition so that they 4. An informal meeting may be held with the may be evaluated to determine if it is in the best student and any other people deemed appropriate interest of the student and the school to readmit by the Dean of Students, depending on the the student. A release will be requested for the circumstances. The student may be Dean of Students to discuss the student’s accompanied by a family member or another condition with his/her professional primary caregiver. person of the student’s choice from within the community.

Tyndale 2004/2005 Student Handbook

4. The Dean of Students, in consultation with other 6. Before a student returns to the campus, they will appropriate faculty, staff or committees will be asked to meet with a counsellor in determine one of the following options: Counselling Services in order to outline a plan to avoid similar situations in the future. The plan • The student will be allowed to return to might include continued counselling/treatment as classes and continue living in the residence. an opportunity for the student to discuss • The student will be allowed to return to concerns and progress. classes but must reside off campus. • The student will not be allowed to return to 7. If a student is not permitted to return to classes classes for a specified period of time. or residence, a letter will be given to the student outlining what needs to be accomplished before 5. After a suicide attempt, a student will not be the student may be readmitted. allowed to return directly from the hospital to the residence living situation. The legal guardian, The above policy, while primarily intended for the parents or emergency contact person will be wellwell----beingbeing of students of Tyndale University responsible for the student’s housing until the College & SeminarySeminary,, also covers any nonnon----TyndaleTyndaleTyndale---- student has exhibited stability over an extended student living in the residence. period of time. The length of time required will be determined by the school administration in An appeal may be made following the standard consultation with the medical professionals appeal process as outlined in this Handbook. involved and the primary care-giver.

Tyndale 2004/2005 Student Handbook

Non-Academic Appeal Procedures

A student may appeal a non-academic decision made 2. The Appeal Committee is required to make by the faculty, staff or the Student Life Committee every effort to follow the timeline outlined (SLC) to the Appeal Committee of the University below: College or Seminary. The grounds of the appeal must be stated in writing, to the Dean of Student A) meet within five business days after Life. If the appeal is in response to a disciplinary receiving the application for appealing an decision, it must be submitted within three days of administrative dismissal. having been informed of the disciplinary decision. B) meet within 15 business days after receiving One non-voting advocate (i.e. a Pastor or a the application for appealing all other decisions Denominational leader) may be chosen by the student to be present at the meeting. A majority vote 3. If the student chooses to waive any of the steps decision of the committee is final. outlined above, the decision of the Dean of Student Life will be final. 1. The Appeal Committee is made up of the following members: 4. The Appeal Committee will appoint one member of the committee to act as the secretary to A) the Dean of Student Life (chair), document the proceedings. The minutes are to B) the Dean of Students, include the names of the committee members C) one Faculty member selected by the student, present, the date of the appeal meeting and the D) one Faculty member selected by the SLC, decision reached. Copies of the minutes will be E) the President of the Student Council. distributed to the Student Life Committee, the Dean of Student Life’s office and placed in the It is recommended that one faculty member be student's permanent file. the student’s faculty advisor. If the Dean of Student Life or the student being reviewed 5. All correspondence regarding an appeal believes any chosen member to be unfairly procedure will be added as documentation along prejudiced against the student, a second selection with the minutes. may be requested. Only one such substitution will be allowed. If the student requests it, the . Student Council President can be asked to withdraw while the case is under consideration.

Tyndale 2004/2005 Student Handbook

Student Services and Activities

Student Facilities LIBRARY Hugh Rendle, Library Director, BOOKSTORE ext. 6716 Ruth Chan, Manager, ext. 2188 Emmie Leung, Public Services Librarian, ext. 2126 At Tyndale Bookstore we seek to help students build Monica Duce, Circulation Technician, a personal library of resources for ongoing ministry ext. 2125 and personal development. This includes supplying all required textbooks for Tyndale University College The J. William Horsey Library supports the curricula & Seminary courses. (Texts are normally available of Tyndale University College & Seminary by in the month before a new semester.) providing materials and services to help library users develop the knowledge and skills needed for critical We sell all items at the publisher’s recommended thinking and research in the courses offered at both price or lower, so that we can pass on the greatest schools. savings to you. Additional sales and specials are offered throughout the year, including a clearance Hours sale in October. When classes are in session during the school year, We also carry CD’s, gifts, cards, TTC tickets, the library is usually open: stamps, office supplies and Tyndale merchandise. If there is an item you’d like to purchase that we don’t Monday - Thursday 8:00 am - 10:30 pm have in stock, we would be happy to place a special Friday 8:00 am - 5:00 pm order for you. Saturday 10:00 am - 5:00 pm

The staff at Tyndale Bookstore are ready and The library is closed for Community Chapel every available to serve you! We are committed to Tuesday during the school year from 11:40 am to providing a selection of materials that will be helpful 12:50 pm. for students, staff, faculty, church and para-church ministry professionals, and the Christian community Hours vary on holidays, summer breaks, and other at large. We consider it our ministry to serve you! special occasions. Changes in hours will be posted on the library door as well as the library’s web page Hours (http://www.tyndale.ca/library). Phone for information: (416)226-6620, ext. 2125. Monday - Thursday 9:00 am - 8:30 pm Friday 9:00 am - 4:00 pm Online Catalogue Saturday 10:00 am - 4:00 pm All library holdings are listed in OnTRAC, our online We are closed for Community Chapel every Tuesday catalogue. Students must activate their Tyndale I.D. during the school year from 11:40 am - 12:45 pm. cards in the library in order to borrow. OnTRAC is available 24 hours a day at www.cat.tyndale.ca . Extended hours for the first two weeks of the Fall & Winter semesters, and Holiday hours, will be posted.

Tyndale 2004/2005 Student Handbook

Loan Information You will find that all library workers will offer friendly assistance upon request, but your best Reference Generally remain in library Collection at starting point for research instruction is to ask our all times. Public Services Librarian, Emmie Leung, at ext. Reserve Two hour (May be taken overnight 1/2 2126. hour before closing, due back opening time next day); one day, two day and one Library Regulations week reserves are due usually at closing time. 1. Only the second floor door should be used for Unbound Overnight or weekend entrance and exit. First floor exits are for Periodical emergency use only and set off an alarm on the s second floor when opened. Respect for this Bound Remain in the library at all times. policy will help preserve the library collection by Periodical discouraging unauthorized removal of materials. s 2. Always sign out library materials at the Videos One week circulation desk located by the second floor Other Three weeks entrance, and return them to the same place. Materials

Recalls Material on loan may be recalled at any 3. Social behaviour in the library should be guided time at the discretion of the library. The by the principle that every library user has a patron will be contacted by the Library right to expect an atmosphere conducive to staff to return the item within one week, study. Respect for others demands that social failing which a fine of $2.00 per day will conversation be kept to a minimum. No person be charged. should engage in behaviour which would disturb Loan No more than five items in the same the study atmosphere if others were to do it as Limits subject area may be signed out at one well. Absolute silence is required in the silent time. room which is air conditioned. Renewals Limit of two renewals if not requested by another person. You may place your own 4. Food and drink are not permitted in the public renewals online. If you have printer library areas in order to help protect library access, it is highly advisable that you do a materials and to preserve the study atmosphere. print screen of your record of renewal(s) Only water in non-spillable containers is for use as proof if discrepancies with our permitted (i.e. water bottles with screw-on lids). library records occur at a later date. You may also call the Library to renew your 5. Always respond to library notices, even when materials if you do not have access to you think we have made a mistake. This will OnTRAC. help avoid confusion.

Personal Requests Reshelving

Whenever an item owned by the library is not Library users are NOT to reshelve any library immediately available for loan, you may request it materials. They may be returned to the Circulation using OnTRAC. We will notify you when it is Desk or placed on empty book carts provided in the available. Loan periods will be shortened for items various rooms. requested by more than two patrons. However, reserve materials are loaned on a first-come-first- Who May Borrow served basis. No requests on hold for reserves through OnTRAC will be processed by the library. Anyone may use materials in the library but borrowing of materials is restricted to students who The Library can arrange for interlibrary loans from have paid a library fee, faculty and staff with valid other libraries for materials not already available in I.D. cards, and those who have paid a membership the library where policies permit. fee. Students must show a valid Tyndale student card with the appropriate semester sticker when they Reference Librarian

Tyndale 2004/2005 Student Handbook borrow. Auditing students who do not pay a library copies except when the machine malfunctions. Care fee are not entitled to borrow. should be taken to conform to copyright laws.

Late Return Charges

2 hour reserves -- $0.50 per hour 1 and 2 day reserves -- $2.00 per day 1 week reserves -- $1.00 per day Most materials -- $0.50 per day Videos, CDs, VCDs, DVDs and paper periodicals -- $1.00 per day

Students cannot borrow if they owe more than $14.99 in fines.

Maximum overdue charge per item is $15.00. The library reserves the right to exceed the maximum fine in extenuating circumstances. As a service, the library seeks to notify patrons of overdue materials as time permits. The responsibility to return library materials on time lies with the borrower. Books not returned after a reasonable period will be declared lost, and the library will try to replace them. Costs will be charged to the borrower.

Lost/Unreturned or Damaged Materials

A charge for damages will be assessed by the library and billed to the borrower. When replacement is necessary because of loss or damage, a replacement fee together with a $10 processing feewill be charged. For most books this will be $60.00, but it will be higher for more expensive items. Once a replacement has been ordered this fee is non- refundable.

Unpaid Bills

Unpaid bills will be periodically transferred to Student Accounts with a $5.00 administrative fee added. Borrowing privileges will be blocked if the account transferred is not settled.

Lost and Found

Articles lost in the library are turned in to the circulation desk. If not claimed within a few days, they are taken to the lost and found by the student lockers outside the gymnasium.

Photocopy Machines

Cost is $.010 per copy by coin, $0.08 each with photocopy purchased from the machine located near the Bookstore. The user will be responsible for all

Tyndale 2004/2005 Student Handbook

Microfiche Reader-Printer Computer Labs

Paper copies from microfiche may be made for $0.10 Free access to computers has been made available for per copy. Please get instructions from a library Tyndale students in the two computer labs located in worker before using this machine for the first time. the Library and Room 254. As a community of Christian scholars seeking to serve the Lord through Computer Facilities study and service, Tyndale recognizes that computers are not an end in themselves, but are a means to Computers with Microsoft Word and Internet access enable more effective scholarship. In order to ensure are available in the computer lab on the second floor. good stewardship the following guidelines have been Use of a laser printer is also offered at a cost of established: 0.10/page. The Library subscribes to several databases to assist patrons in locating articles. Also Computer use is: available through the library's web page is the OCLC • for research and study purposes only FirstSearch service and EBScohost which provides • not for personal business of any kind access to over 50 databases including some with full • not for any immoral or unethical purposes text articles. Access is available on terminals • to be consistent with Tyndale’s Community connected to the Tyndale computer network, Standards including the computer labs. Remote access to the i.e. policies regarding stewardship, sexual electronic databases provided by these services is harassment, divergent viewpoints, respect of now available. The set up instruction for remote others, sexual purity, and moral behaviour. access can be obtained from the Circulation Desk or • not to interfere with the work of other users viewed from our library web page of the network (http://www.tyndale.ca/library/eresources.php). • not to waste campus computing resources i.e. It is not acceptable to print multiple More Information copies or large quantities of e-mails. It is not acceptable to transfer large files which Several handouts are available for free distribution congest the network. on the wall near the front entrance. • to abide by Tyndale’s ethics of computing. i.e. It is not acceptable to alter, disable or School Catalogues remove software. The sender of all messages must identify themselves A selection of College, University, and Seminary unambiguously. Information must be stored catalogues are available for browsing in the lower in a personal disk, or in your personal online level of the library. storage area but may not be stored on any other are of the Tyndale network. COMPUTER SERVICES COMPUTERS WILL BE MONITORED and if The following computer services are available to all misuse is evident, free access will be restricted on an students at Tyndale. Please note that access and individual or corporate basis. usage of these services is subject to the Acceptable Use Policy outlined in this Handbook. If anyone becomes aware of another person using the computers inappropriately, they are encouraged to Student Web Site speak directly to that person with the reminder that the expectation of all students is that they will behave The student web site can be found at: in ways what are consistent with Christian values. If http://students.tyndale.ca. The site provides news and that behaviour continues, the guidelines for discipline information for students, as well as access to online procedures are to be followed. forums. The site also contains links to some of the other computer services offered at Tyndale (see following information for details).

Tyndale 2004/2005 Student Handbook

Student IT Account Please note the following guidelines with respect to the personal online storage: A student IT account will be created for each student automatically. This account will be used to access • Storage space is limited to 50Mb per the various services provided by the IT Department. student, including all emails and attachments. Your username is youyourr last name, followed by your • The file storage is designed for storing first name up to a maximum of 11 characters. For personal files and documents required for example, if your name is John Smith, your user name studies at Tyndale. would be ‘smithjohn’. If your name is Alexander • Use of the personal online storage for Smith, your user name would be ‘smithalexan’. If sharing files of any kind is strictly you are unsure of your username, you may look it up prohibited. by visiting http://students.tyndale.ca/webmail and following the instructions on the page to look up Wireless Internet Access your account information. Free Internet access is provided via a wireless Your default password is your student ID number. network installed on the Tyndale campus. Wireless network coverage includes the Tyndale residence Please change your password as soon as possible by areas as well as all common areas (i.e. Katimavik, visiting: https://students.tyndale.ca/userhttps://students.tyndale.ca/user----managermanager Seminary lounge, muffin shop), most classrooms and (Log in using your current user name and password.) the chapel. This web page may only be accessed from on the Tyndale campus, either through the wireless network Please note that you will need to have purchased and or using one of the public terminals in the computer installed an 802.11b compatible wireless network labs. adapter in your computer before proceeding. For more details about hardware and software Appeals regarding your username may be made by requirements, please see the Wireless Networking sending an email to: [email protected]. FAQ posted on the Student web site at: http://students.tyndale.ca Student Email You will need the following information to make a Tyndale provides a web-based email account to each connection to the wireless network. Please note that student free of charge. Email can be accessed using a the wireless network uses 128-bit WEP encryption web browser by visiting and this MUST be enabled in your network settings http://students.tyndale.ca/webmail. This web site is for the wireless network to function. Please do not available both on and off campus. You may access share this information with anyone outside the your student email account using your Student IT Tyndale community. account information. ESSID: students Personal Online Storage Encryption: 128-bit WEP

WEP ASCII Key: prokalsatsol5 Each student is provided with a personal storage area on the network. This file storage can be accessed Please note: There should be adequate wireless through the student web site using your Student IT coverage in all areas of the residence. However, in account information. Access to the files is provided some cases you may need to leave your room door via a web browser. Files can be downloaded to a open to receive a stable signal. Please report any computer to be worked on, and then uploaded again problem areas relating to wireless coverage to the IT to the file storage. Department by emailing [email protected].

To access your online file storage, visit: Internet Access Settings http://students.tyndale.ca/webfiles. Internet access on the wireless network is done via a proxy server. In order to connect to the network you must configure your web browser to use the proxy server. For Internet Explorer the steps are as follows:

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1. In Internet Explorer, click on Tools, then Internet Options. 2. Click on the Connections tab., the click on the LAN Settings button. 3. Ensure that the check box next to “Automatically detect settings” is NOT checked. 4. Under Proxy Settings, click the check box labelled “Use a proxy server for your LAN” 5. In the address box, type: 192.168.0.1 6. In the port box, type: 3128 7. Click on OK, then OK again. 8. Close and restart Internet Explorer for the changes to take effect.

When accessing the Internet you must log in to the proxy server using your username and password.

Technical Support

To assist students in the usage of the computer services provided at Tyndale, the IT Department will be available to provide technical support. Please note the following guidelines:

• Technical support will be provided to students for use of the wireless network and other computer services provided by Tyndale ONLY. • Technical support will be provided free of charge. • The IT Department’s primary concern is supporting Tyndale’s staff and faculty, therefore support for students will be provided as time allows.

To obtain technical support, students may send an email to [email protected], or contact the IT Department at extension 4325. In addition, an IT staff member will be available weekdays from 12:30pm to 1:30pm in the IT Workroom to provide student technical support.

Training

To enable students to fully utilize the computer services provided at Tyndale, the IT Department will hold several free training sessions. Information regarding these sessions will be posted on the student web site, and at various places around the Tyndale campus.

Tyndale 2004/2005 Student Handbook

Acceptable Use Policy G) Students are expected to check their Tyndale email messages frequently and remain within Your usage of any part of the wireless network limited disk quotas. Delete unwanted messages and/or your email account and/or online file storage since they take up disk space. constitutes your acceptance of the following H) Electronic Mail facilities, web pages, Acceptable Use Policy. newsgroups, forums and other electronic resources are for Tyndale related activities. Please note, the term “Tyndale Networks” used Fraudulent, harassing or slanderous messages throughout refers to both the Tyndale corporate and/or materials are not to be sent or stored. campus network, and the wireless network. Obscene, pornographic, sexually explicit, or offensive material is not allowed to be sent or All students are to participate in assuring legal and stored on the Tyndale Networks. It is a violation ethical use of Tyndale user accounts, computers and of Tyndale policy to use campus computers or network resources in order to protect the integrity of any part of the Tyndale Networks for access, Tyndale and its resources, and ensure information storage or transfer of objectionable or pertaining to its members is handled confidentially. inappropriate material. I) The introduction of viruses, or malicious 1.1.1. Acceptable Use tampering with any computer system is expressly prohibited. Any such activity will immediately Specific individual responsibilities for students result in disciplinary action, up to and including include the following: expulsion from Tyndale. J) Alternate Internet Service Provider (ISP) A) Unless otherwise noted, all software connections to or from the Tyndale Networks or (including program applications and multimedia from anywhere on Tyndale’s campus are not such as music and movie files) on the Internet permitted. and Tyndale Networks shall be considered K) Any infringing activity by a student of copyrighted work. In keeping with provisions Tyndale may be the responsibility of Tyndale. for intellectual content and copyright ownership, Tyndale University College & Seminary shall students are prohibited from downloading hold students liable for their individual actions. software and/or modifying any such files without L) No one shall create, modify, execute or the express permission from the copyright retransmit any computer program or instructions holder. intended to gain unauthorized access to, or make B) No one shall use the Tyndale Networks with unauthorized use of any computer facilities or the intent to compromise other’s computers, to software, either inside or outside Tyndale. commit crimes or other unethical acts, or affect M) Tyndale reserves the right to inspect a network access or performance in any harmful or student’s computer system (personal or Tyndale malicious way. owned) that has connected to the Tyndale C) All passwords and accounts shall be kept Networks for violations of the Acceptable Use confidential. Do not share your passwords with Policy and to suspend or revoke network access anyone. It is recommended that you change your to any individuals found in violation. password often. N) No one shall make any attempt to tamper D) Tyndale email accounts are the property of with or cause damage to any of the wireless both Tyndale and the individual. Do not harvest access ports (antennas) or network cabling or distribute Tyndale email addresses for use by located at various points on the Tyndale campus. any third party. Any person found to have caused damage to an E) Email content should be strictly of an access port or cabling shall be responsible for the academic nature when sending bulk email replacement cost of the damaged equipment. messages to campus email recipients. Maintain user confidentiality by using the “BCC” field rather than the “TO” field for bulk email transmissions. F) No one shall use the Tyndale Networks to harvest or generate spam email to any Internet email recipients. Email should not be used for advertising, broadcasting unsolicited messages or annoying other users. 23

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2.2.2. Recreational Use 5.5.5. Penalties

Personal and recreational use of the Tyndale Failure to comply with this Acceptable Use Policy Networks is secondary to the primary academic or may result in the following penalties: business intent of the networks. Tyndale does A) Restricted access or removal of access to recognize, however, that there are times when some or all parts of the Tyndale Networks. students may legitimately use the network for B)B)B) Disciplinary action as determined by the personal, recreational purposes. Many students live office of Student Life, up to and including at Tyndale and benefit from recreational use of the expuexpulsionlsion from Tyndale. Tyndale Networks. Therefore, computers connected to the Tyndale Networks are authorized to engage in COUNSELLING SERVICES recreational-use activities, provided that such usage is in accordance with the Acceptable Use Policy. Marion Goertz, ext. 6722

The focus of Tyndale Counselling Services is on 3. Restrictions 3.3. Restrictions prevention and intervention from a Christian

perspective. The staff members are committed to The wireless network is a shared resource. The facilitating growth and healing in students' lives - speed of Internet access will fluctuate depending on psychologically, emotionally, relationally, the number of concurrent users and the type of online vocationally, academically, and spiritually. activities. In order to ensure an acceptable speed for all users, the following restrictions will be enforced: Counselling is available to all students of the A) Tyndale reserves the right to restrict access University College & Seminary during any semester to certain online services or web sites if they are in which the student is officially registered. During found to cause a degradation in speed of the fall and winter semesters, full-time students (12 or wireless network. more credit hours) receive counselling free of charge B) Tyndale reserves the right to suspend and part-time students receive counselling for a small Internet access to any computers that are fee. All current or returning students are eligible for discovered to be consuming bandwidth to the counselling during the spring and summer for a very detriment of the overall speed of the network. reasonable flat rate. C) If you suspect that your Internet access has been suspended, please contact the IT Counselling Services is staffed by 15 professional department to have access restored. Repeated counsellors and interns. The staff members are violations may result in permanent suspension of qualified to deal with most counselling needs. In access. cases where further help is needed, the staff will As a result of these restrictions, students are recommend referral to other professionals. encouraged to: A) Limit bandwidth-intensive activities such as Confidentiality - Counselling is based on a downloading music, file sharing and video relationship of safety and trust. What is shared in streaming to off-peak times, or refrain from such therapy is confidential and will not be disclosed activities altogether. unless: B) Check your computer regularly for viruses, malware or spyware. 1. someone is in danger of being harmed;

4.4.4. Content Filtering 2. the law explicitly states that the confidentiality provisions do not apply; or Tyndale has implemented content filtering on the wireless network to prevent access to inappropriate 3. the student signs a waiver allowing or requesting material. Attempts to access such material will be information to be transmitted to another logged. Repeated attempts to access restricted person(s). material or attempts to circumvent the blocking process may be subject to disciplinary action.

Tyndale 2004/2005 Student Handbook

The following services are offered: days and weeks and will eventually be returned to sender. The most important piece of information in 1. Professional counselling for individuals, couples your mailing address is your mailbox number! and families. The issues students bring to counselling are varied. No issue is too small or The outgoing mailbox for students and staff is too big. Concerns that students bring include located beside the University College student self-esteem, depression, abuse, relational mailboxes in Katimavik. If you place your pre- difficulties, eating disorders, career direction, stamped mail in the grey box before 9:00 am, it will pre-marital counselling, marital concerns, be at the post office the same day (Monday to parenting issues, coping with normal life Friday). transitions, illness or grief, learning disabilities, conflict resolution, sexuality issues, spiritual Correspondence for University College faculty issues, mid-life crisis, stress, and many more. should be left in Melissa Hutchins’ office in the proper faculty mailbox; for Seminary faculty it 2. Seminars focusing on specific needs in the should be left in the Seminary Mail sorter located in Tyndale community. Topics include study the Seminary general offices. Assignments will not skills, procrastination, career planning, sexuality, be accepted at the Reception Desk by person or by stress and burnout, boundaries and assertiveness, Fax, and will not be delivered by any Mailroom staff financial management and others. Watch for membermember. Arrange-ments should be made with your details in the Eye on Campus , on posters on professor for assign-ments that are to be submitted campus and on flyers in your mailbox. Most outside of class time. seminars are free of charge to current students and are open to non-Tyndale-students for $15 This service is offered by Hospitality – Office each. Services Department.

3. Limited personality and vocational inventories AUDIOVISUAL DEPARTMENT such as the Myers-Briggs Type Indicator, Strong Interest Inventory, Taylor-Johnson Temperament Chris Ricci, ext. 2719 Analysis, Prepare/Enrich, and Wagner-Modified Houts Spiritual Gifts Questionnaire. Cassette Tapes

4. Referrals to other professionals or appropriate Cassette tapes from taped conferences and chapels agencies for those who may need further help are available for purchase from the Bookstore. (ie. medical, psychiatric, legal, etc.). Equipment Students who wish to set up an appointment with one of the counsellors or desire more information about Students may borrow equipment for academic Counselling Seminars should contact Marion Goertz purposes onlyonly, with the exception of student leaders, (ext. 6722). who may borrow equipment for on-campus events/programming to be viewed in public settings. All AV equipment must be requested during CAMPUS MAIL SERVICE businebusinessss hours with a minimum of two business days noticenotice, by completing a request form available All students have mailboxes. Students are assigned a from Hospitality Management or online. All movies mailbox on campus by the Registration Office. to be viewed in a group setting must be approved by University College student mailboxes are located in the Residence Director or the Dean of Students. For the Katimavik Lounge (second floor near the library) further TV and movie viewing regulations, see “TV, and the seminary student mailboxes are located near VCR and Internet Use” in the residence section. the Seminary main entrance. Students are permitted to use Tyndale as their home address, provided that If an AV technician is required for a special event or the proper format is communicated as their mailing set-up, please submit the AV request during business address. hours with a minimum of five business days notice. i.e.: Mr. William Tyndale All equipment is granted on a first-come first-served Mailbox #12345 basis. 25 Ballyconnor Ct. Toronto, ON M2M 4B3 NOTE: Mailings that have room numbers, phone extensions, or student numbers could be missing for 25

Tyndale 2004/2005 Student Handbook

PLEASE DO NOT MOVE OR REMOVE ANY If you would like get involved or desire more EQUIPMENT FROM CLASSROOMS without the information about the University College Student express permission of Campus Facilities. Council, please speak to any Senate member or call the Council office at ext. 2152. The office is located in the basement across from the laundry room. To be Student Activities eligible to hold a student leadership position a student must have a current semester GPA of 2.5 Consistent with our emphasis on balance in the and a cumulative GPA of 2.3. Christian's life, Tyndale encourages students to participate in various areas of activity which help to Student Council Senate provide social, spiritual, intellectual and physical President: Chris Lewis growth. Varsity and intramural sports, residence Vice-President: Darryl Silvestri activities, and events sponsored by Student Council Bookkeeper: Andrew Fulford committees all contribute to building an active Student Rep. Delegate: TBA community. Student Emphasis Leaders: Sarah Bulloch Danielle Purl One of the ways in which we equip students for Michelle Whiting ministry is to provide leadership experiences and opportunities within the Tyndale community. Our Student Publications Team Student Leadership Team presently consists of Canon 25 Editor: Nathan Colquhoun Resident Advisors, and the University College & Yearbook Editor: April Jeffs Seminary Student Council members. When planning activities student groups should first check the Ministry Team student Daily Planner prepared by the Department of Ministry Team Leader: Al Hounsell Student Life. Evangelism Coordinator: Alicia Aukema Missions Coordinator: Sharon Kamau THE UNIVERSITY COLLEGE STUDENT Prayer/Cell Group Coord.: Nyssa Dhillon COUNCIL ext. 2152 THE SEMINARY STUDENT COUNCIL The goals and objectives of the University College ext. 2703 Student Council are to promote the best possible communication, understanding and cooperation The Council’s mission statement is “To recognize among administration, faculty, and the students to the that each person’s diversity, seeing that we are all end that the student experience at Tyndale University part of God’s Kingdom. To pursue ways and means College may be of the highest value to all. It is their of building the King of God as seen in the Tyndale desire to encourage spiritual, academic, physical and community by appreciating our different social development of all University College students backgrounds and how this contributes to being one in in order to further Christian growth and maturity, in Christ.” The theme verse is Revelation 7:9, “I looked line with the mission of the institution. again. I saw a huge crowd, too huge to count. Everyone was there – all nations and tribes, all races It is the mission of the Tyndale University College and languages. And they were standing before the Council to provide opportunities for the student body throne and the Lamb. The Council consists of: which enable people to realize their potential in the Lord and be empowered in their areas of giftedness. President: Sandy MacLean The Council is committed to interacting with the Vice President: Stephen Thuo students with compassion and conviction as a visible Treasurer: Oriana Sun example of Christian character and integrity. Administrator: Monick Grenier Cross-cultural Coordinator: Kelly Jia The Council desires to see the student body Missions Coordinator: Stephen Horner continually deepening their relationships with the Worship Coordinator: Choo Yee Yao Lord, while heightening their passion and Prayer Coordinator: Maria Ching involvement in both the local and global Student Life Coordinator: Joan Myrie communities.

Tyndale 2004/2005 Student Handbook

For more information or assistance from the Council, THE SEMINARY STUDENT/FACULTY feel free to talk with any of the persons listed above. FALL RETREAT You can contact the Council through extension 2703 or visit the office which is located past the Muffin All new students are encouraged to attend the Shop as you approach the gymnasium stage area. Student/Faculty Fall Retreat which follows fall You can also e-mail the Council at orientation week. This is a time of getting [email protected] . acquainted in a relaxed setting as students come together in community for fellowship, inspiration and To be eligible to hold a student leadership position a challenge. Returning students are also encouraged to student must have a current semester GPA of 2.5 attend. and a cumulative GPA of 2.3. This event is organized each year by the incoming NEW STUDENT ORIENTATION Student Council. The cost is subsidized through the Student Activity Fee. Each academic term begins with a time of orientation for new students organized by the Department of INTERNATIONAL STUDENT MINISTRY Student Life and student leaders. Orientation activities are provided for both University College Tiere Sharma, ext. 2130 and Seminary new students to acquaint them with the people, policies and procedures of their respective The Tyndale community is strengthened by the institutions. The organized activities include multiculturalism that is brought to us through our opportunities to meet the President and the faculty, to international students who come from all around the interact with student leaders, to gather key world. As a member of the Department of Student information concerning courses, to experience life in Life, the International Student Coordinator strives to Toronto, and to worship together. Orientation for all assist international students in adjusting to life and students continues in various ways through the first studies in Toronto. This involves providing semester with a desire to see each student become an international students with information about integral part of the Tyndale community and to academic, cultural and relational differences found in experience a memorable year. Toronto as well as facilitating a supportive environment through group events. It is our desire to see international students be embraced by and THE UNIVERSITY COLLEGE fully integrated into the Tyndale community. ORIENTATION RETREAT VARSITY SPORTS The Orientation Retreat is for all incoming University College students. During three days at the Kyle Pitman, ext. 2110 Sharolyn McLeod, ext. 6710 Muskoka Woods Sports Resort (www.muskokawoods.com) there will be plenty of opportunities to participate in a range of activities. Athletic Philosophy and Priorities Here’s just a sample: At Tyndale we would like to see our attitudes, • learn more about Tyndale University standards, and values as Christians reflected in College and your academic program athletics and the way in which sports are played. • meet new friends • spend time with faculty The following are five priorities laid out for varsity • play together athletics that reflect our philosophy and include the criteria by which team members will be selected. • worship together

• enjoy the spectacular Muskoka beauty Athletes must:

Every new University College student taking three 1. Represent Christ: We are at all times Christ's courses or more (at least nine credit hours) during ambassadors with the message of reconciliation fall semester is EXPECTED to attend the Retreat. for a lost world (II Cor 5:17-21). We are representatives of God's kingdom and the holy nation to which we belong (I Pet 2:9). With

Tyndale 2004/2005 Student Handbook

Paul, we echo the concern to do nothing that Player Eligibility for OCCAA would discredit our testimony and hinder the gospel of Christ (II Cor. 6:3). With these things Students must maintain a cumulative grade point foremost in our minds, maturity of person, average (GPA) of at least 2.0. A student whose GPA lifestyle and attitude are of utmost importance. falls below 2.0 will not be able to participate on a team. 2. Represent Tyndale: The mission of Tyndale is to educate and equip Christians to serve the Full-time students have first priority for team world with passion for Jesus Christ. We, as participation but other factors will also be representatives of that mission, must considered; To be eligible to participate an individual demonstrate a commitment to all aspects of must be enrolled in at least one credit course each University College & Seminary life. Therefore, semester. those on Official Notification and/or Behavioural Probation, must receive written Players are expected to attend all practices and permission from the Dean of Students before games unless arrangements are made with one of the being considered for the team. Apart from these coaches prior to the practice or game. A strong particular considerations, positive contribution commitment to Biblical character and lifestyle, the to campus life will be noted. coaches, the team, and Tyndale is essential for participation in the varsity programs. 3. Respect the Contest, the Opponent and Yourself: We will play within the bounds of the rules of INTRAMURAL SPORTS the sport and with a Christ-like attitude of fair- Nathan Dirks, ext. 2152 play, compassion and respect.

The University College Student Council Sports 4. Determine to Have Fun: We want to gain a Committee organizes the intramural program which definite sense of satisfaction, working hard as a is designed to maximize student fun and participation team, knowing we have put forth our best effort in recreational activities. Sports may include co-ed and enjoying the fellowship together. soccer and flag football, women's volleyball and

men's and women's floor hockey. GPA requirements 5. Commit to Doing Our Best: While "winning at do not generally apply to intramural participation. all costs" is not our objective, we are concerned with striving for excellence in all that we do. We will be considering team players, noting GYMNASIUM AND WEIGHT/ ability, effort, attitude and commitment. EXERCISE ROOM Kyle Pitman, ext. 2110 Ontario Christian Colleges Athletic Association (OCCAA) The gymnasium is located at the south end of the building. It is available for informal student/resident At the intercollegiate level, Tyndale competes in the use, our intramural and intercollegiate athletic Ontario Christian Colleges Athletic Association programs and outside group rentals. Some sports (OCCAA). Our Varsity teams include men's and equipment is available for general use. Students women's volleyball and men’s basketball. Each team using the gymnasium will be required to provide a has its own schedule of games and tournaments, with current student I.D. card to Security upon request. a championship at the end of each season. The weight/exercise area is not available for use by any outside group. In addition, we may supplement the OCCAA schedule with games involving other Colleges and A student/resident may invite a maximum of 2 universities (past opponents include George Brown, friends (non-Tyndale-student and/or non-resident) to Durham, Georgian, Seneca and Humber Colleges of join him/her in using the gym facilities; any number the OCAA; Trent University; Houghton College, of friends more than two constitutes an "outside New York; and Tyndale College, Detroit), local club group" and thus the gym must be rented and booked teams and churches. for use . The 1:2 ratio of Tyndale students to friends applies up to a 3:6 total ratio, after which the ratio drops to 1:1.

Tyndale 2004/2005 Student Handbook

Gym facility rentals must be booked through the OPEN HOURS AREAS Hospitality Management (ext. 6705). Certain restrictions apply. The facilities are available for Katimavik (student lounge) is open 24 hours a day. outside groups some weekday evenings and After 11:00 pm, students and guests (who are signed Saturdays. in overnight) are invited to make use of this lounge for personal relaxation, social interaction, and Regular Gym Hours recreation.

Monday - Friday 7:00 am - 10:30 pm Please help keep this area user friendly by: Saturday 8:30 am - 10:30 pm • observing posted quiet hours; Sunday (student use only) 12:00 pm - 10:30 pm • keeping windows closed after 11:00 pm; • removing personal belongings when leaving Sundays are reserved for the use of students/residents the area; and and their guests only. • keeping the area clean and ready for use in

the morning. All members of the Tyndale community who plan to use the weight/exercise equipment are required to The 6th floor T.V. lounge is open 24 hours a day. attend an orientation session to be conducted by the Since residents live near the lounge noise levels are Sports Coordinator. to remain very low after 11:00 pm.

Campus Security Classrooms are locked by 10:30 pm on weeknights ext. 2191 and remain locked during weekends. The entire 1st floor and basement, as well as all of the 2nd floor

except Katimavik, are closed daily from 11:00 pm to The position of security personnel at Tyndale has 7:00 am. been established in order to provide security, assistance, and hospitality during the evening hours and on weekends. The security person plays a major FIRE role in any emergency after regular office hours by providing leadership in these situations. The local Fire Department retains a plan of our entire campus in their files. They have been instructed On-call staff are available for emergencies and regarding the layout of our buildings and the location security issues between 11:00 pm - 8:00 am. To of all water sources. Keys are available to them for reach the on-call person call 647-272-2711. locked portions of our building.

CAMPUS ACCESS Emergency Procedures

1. If you are aware of a fire, pull the alarm. Resident students have access to the building 24 hours a day through use of a security card access 2. Call 911 (9-911). They do not mind being system on the door at the end of the Student notified by more than one person. Development wing (known as the "Chubb" door).

After 8:00 pm non-resident students must access the 3. If you are in the room with the fire, get out. building through the main doors. The main doors are Close the door and window if time permits. open, and a security person on duty until 11:00 pm.

All non-residents must be signed in at the Reception 4. If a doorknob is hot, the fire may be close on the Desk by 10:30 pm, or are to leave the Tyndale other side of the door. Stay in the room, put wet building by 11:00 pm . Please note: Failure of a towels along the base of the door, and wait near resident to sign in an overnight guest, or of a the window for rescue. commuter to sign in him/herself as an overnight guest, will result in a $250.00 fine. After 11:00 pm 5. Follow the directions of those who are in residents must access the building through the positions of leadership. After 11:00 pm, on-call "Chubb" door. Residents should never give access personnel are responsible for the overall into the school to anyone; a person without a Chubb evacuation of the building. card who wants into the Tyndale facility after 11:00 pm must go to the front entrance and use the phone there to call for assistance. 29

Tyndale 2004/2005 Student Handbook

6. Do not use the elevator under any circumstance. will be fined $500.00 by the institution and could In case of fire, everyone should be aware of face charges from the Toronto Fire Department disabled persons who may need assistance. including a $2,000.00 fine and/or six months summary conviction. 7. Do not return to your room from another part of the building. Quickly and calmly proceed out of SAFE WALK PROGRAM the building. Do not run. The Safe Walk Program is intended to give students 8. Use the stairwells nearest to you. Do not enter an escort to or from the campus to either a bus station the floors. Go straight to the bottom and out the or the Laureleaf Plaza (Shoppers Drug Mart). It is a fire door. Do not stand in the fire route. volunteer based program which allows the students to have a sense of security as they go to and from the 9. Move to the designated area along the fence campus. SSStudentsStudents are encouraged, especially at away from the front entrance driveway. night, not to walk alone.

10. Do not enter the building when the alarm ceases Safe Walk Procedures as it stops automatically. Wait until those in charge tell you, by way of the PA System, to re- 1. Notify receptionist of the request. Either call “0” enter. or “416-226-6380.” State the time and location that you will need to be met. Fire Alarm Drills 2. If calling from off-site, you will need to call back to see if receptionist was able to find Fire drills will be held throughout the year to ensure someone to meet you and who that person is. that everyone will be able to evacuate the halls 3. If you are being met at Laureleaf Plaza, please quickly. Anyone in the building at the time of an wait at the Second Cup. If it is after 11:00 pm, alarm is required to parparticipateticipate in the drill and leaveleave please wait in the front of the Shoppers Drug the building immediately ... Mart. 4.4.4. If for some reason you no longer need the Fire Prevention service, please call receptionist and let them know so that they can cancel the escort. 1. Nothing can be stored in hallways or stairwells. 2. Fire doors should be kept closed at all times. 3. Only 20% of the wall space in the residence PARKING hallway can be used for posters and other decorations. Parking is provided on site at a cost of $1 per two 4. Candles are not to be lit in the residence. hour period, $2 per 12 hour period or $4 per 24 hour 5. Cooking appliances are not to be used in a period. Payment for parking is required 24 resident's room. hours/day. Parking permits are available by the 6. Smoke detectors are not to be tampered with. month, semester, or year and may be purchased through the Tyndale Bookstore. A 10% discount will Violations of any of the above statements could be given on purchases of annual or semester passes result in a $250 fine. made on or before September 15, 2004. Temporary parking permits are available from the Reception We depend upon your complete co-operation. We Desk at a cost of $10 per week. All vehicles without need not have a fire, as most are caused by some type a valid parking permit, parking pass or parking stub of carelessness. Let us work together to ensure the will be fined. Unpaid tickets, together with an safety of the whole University College/Seminary administrative fee, will be applied to student accounts community. on a monthly basis. Grades will be withheld, and further course registration prohibited, until account Fire Safety Equipment balances are paid in full.

Because of the dangers involved, anyone tampering Parking permit refunds are available through the with fire alarm systems or fire protection equipment Bookstore or by submitting a letter to Campus Secur- may be suspended from the University College or ity. Refunds require the return of the original permit Seminary. Any individual sounding a false alarm and submission of the purchase receipt. The unused portion of the parking permit will be refunded at a rate of $5 per week less an administrative fee of $5. 30

Tyndale 2004/2005 Student Handbook

The circular drive at the main entrance is a Fire months, residency is guaranteed for those who apply Route. Parking is strictly prohibited by law. Cars before April 1, 2005. All applications received after parked in this area will be ticketed for this infraction April 1, 2005 will be accepted on a first-come, first- and may be towed away by Tyndale Campus serve basis in accordance with the space available. Security, Toronto Police or the Toronto Fire Department at the owner’s expense. The location of We view living in summer residence as a privilege, towed vehicles may be requested from the Reception and as a result expect mature behaviour from the Desk or Campus Security. residents. Tyndale students and non-Tyndale- students applying for summer residency must have Toronto parking by-laws state that parking is prohib- all outstanding Tyndale accounts cleared prior to ited on Ballyconnor Crt from 8:00 am - 8:00 pm; this summer residence acceptance. All policies in this is monitored (and ticketed) by the police. To handbook remain in effect. Existing residents who promote good relations with our neighbours, please wish to extend their winter residence into summer refrain from parking on Ballyconnor Crt and Garnier may be required to relocate to a different room until Cr.Cr.Cr. the end of August.

COMMUTER/GUEST ROOMS Residence and Housing Reception Desk, 226-6380 or ext.“0” Arrangements To accommodate the needs of our Commuter Students, guest rooms have been set aside in the RESIDENCE LIVING residence. Rooms are available for use by commuters or non-Tyndale-student guests. These The Tyndale residence is a caring community of rooms may be booked through the receptionist. A believers that fosters accountability and establishes limited number of rooms are available and specific lifelong relationships. Whether one is fresh out of rooms will not be guaranteed. high school or a mature student, this nurturing environment provides cross-cultural, faith- All guest rooms are complete with linens and basic strengthening opportunities. toiletries. For registered Tyndale students rooms cost $28.00 per night for a single room or $44.80 for Tyndale recognizes the experience of residence double occupancy. Non-Tyndale-students can book living as a valuable part of students’ education. a room for a cost of $33.60 per night for a single Living in residence provides opportunities to learn room, or $50.40 for double occupancy. Please note more about oneself, build relationships, foster that it is the responsibility of the individual staying leadership abilities and develop spiritually. For this overnight to find a roommate for the night if they reason, all full-time, single college students who are wish to pay the double occupancy rate and the full under 20 are required to live on campus during their room rental fee must be paid at one time. first and second years unless they live with a parent or legal guardian. Check-in time is between 4:00 pm and no later than 10:30 pm, at which time the room key will be given The Department of Student Life endeavours to foster out. Check-out time is 12:00 noon and the room key a quality of student life that will stimulate residents must be handed in to the receptionist by this time or to develop intellectually, physically, socially, additional charges will be incurred. The fine for a emotionally and spiritually. This involves a lost room key is $100.00. commitment to maximizing opportunities for the individual to make responsible choices with the Reservations must be cancelled 1 week in advance so expectation that the individual also recognizes an that we may offer the room to another potential obligation to contribute to the growth and welfare of guest. others in the community. If you are unable to cancel the reservation 1 week prior to your stay and the reservation has been paid in SUMMER RESIDENCE full, a refund will not be provided. If you have made Hospitality Management, ext. 6705 a deposit and fail to provide a 1 week cancellation notice, your deposit will be forfeited. Failure to From May 1 to August 14, 2005 the residence is check-in for a reservation without prior notice will available for those who need accommodation in result in the full payment of your reservation being Toronto due to summer school, job opportunities, etc. In order to secure accommodation for the summer 31

Tyndale 2004/2005 Student Handbook charged to your credit card or student account. being aware of the information once it is printed in A commuter student may stay as a guest in a resident’s the Eye on Campus . Meeting times, important room for free, three nights per month, and for a fee of calendar changes, upcoming events, financial $4.00 per night an additional two nights per month. The information, and more, are announced here. Feel free guest must be registered with the Receptionist BEFORE to make use of the Eye on Campus for making 10:30 pm. No guest registration will be accepted the next similar announcements by submit-ting the details you day. Failure to register as a guest will result in the regular want included to the Department of Student Life by guest room rate plus a $200 penalty being shared between noon on Thursdays. the guest and the host. This charge will be applied to their student accounts. ADVERTISING AND POSTINGS

NO ONE IS PERMITTED TO STAY OVERNIGHT We welcome your creativity and enthusiasm in ANYWHERE ON CAMPUS WITHOUT PREPRE---- advertising events, etc. both on and off campus. The ARRANGEMENT. No one may stay overnight in policy concerning advertising on the 1st and 2nd lounges. ALL GUESTS ARE UNDER THE SAME floors of Tyndale is as follows: RESIDENCE REGULATIONS AS THE RESIDRESID---- ENTS. Students acting as hosts are responsible for 1. All items to be posted must only be placed on the actions of ththeireir guests. designated Bulletin Boards. 2. Items may not be affixed to any glass, painted or SHORT-TERM RESIDENCY wood surfaces. This includes all windows, Hospitality Management, ext. 6705 doors, walls, frames and furniture. 3. All items for bulletin boards and/or mailboxes Short-term accommodations (five business days or must be initialled and dated by a member of the less) may be booked at the Reception Desk. Contact appropriate Student Council or the Department Hospitality Management at ext. 6705 to book of Student Life. accommodation for five business days or longer. The reasons for such a policy are three-fold: Guests may book a room for two nights per week for a period of time but anyone wanting to stay on 1. To prevent damage to glass, paint or other campus for three nights per week over a period of finishes by tape and other adhesives. time must apply to live in the residence and will be 2. To prevent the somewhat unsightly proliferation charged resident rates for the room and meal plan. of paper throughout the building. 3. To be aware of the type of events, ads, etc. that are being offered by having the items initialled. OFF-CAMPUS HOUSING Advertising in violation of these policies will be A directory of "Off-Campus Housing" is located at removed. the Reception Desk. This directory includes houses, rooms, apartments, and basement apartments available to rent throughout the city. Students are STUDENT I.D. CARDS welcome to look through the registry, however, no Registration Office, ext. 6711 information will be given over the phone. Tyndale cannot guarantee the quality of the accommodations All students must have a valid I.D. card. The card listed. enables students to take books out of the library. Cards will be issued through the Registration Office upon the proper receipt and payment of course fees Miscellaneous related to the semester. Validation stickers will be issued for following semesters at the Registration THE TYNDALE EYE ON CAMPUS Office or from the Library when the Registration Sharolyn McLeod, ext. 6710 Office is closed. If a card is stolen or lost, replacement cards may be issued for a $10 fee from The Eye on Campus is the official vehicle of internal the Registration Office. communication at Tyndale and is posted on bulletin boards and made available at the Reception Desk every Monday. EVERYONE is responsible for

Tyndale 2004/2005 Student Handbook

STUDENT MAILBOXES Student Use Registration Office, ext. 6711 The use of rooms for student leadership meetings, The University College mailboxes are located in the study groups or social events must also be booked in Katimavik Lounge and the Seminary mailboxes are advance through the Hospitality Management Office. located at the Seminary entrance near Room 103. A mailbox will be assigned to all students who have LOCKERS registered for Fall/Winter semester. Please note that if a student is not registered for one semester, his/her Lockers are available at a cost of $10.00 per mailbox will be reassigned to another student. Please academic year to all commuter students through the check with the Registration Office if you have any Reception Desk. Students may procure a locker after questions. they register. It is the responsibility of the student to clean out the locker at the end of each academic year PHOTOCOPY CARDS even if the student plans to use the locker for the next year. The Photocopy card machine is located on the wall by the Bookstore. From it you will be able to Lockers are located near the main Seminary purchase a Photocopy Card. A new Copy Card costs entrance, in the hall by the change rooms, and in the $2.00 (non-refundable) plus the amount you choose change rooms by the gym. to add for photocopying. Please follow the Tyndale, through the Dean of Student Life and/or the directions on tthehe Copy Card machinemachine. Academic Dean or his/her designate, reserves the Please direct questions to Hospitality Management at right to enter a student’s locker should conditions be extension 6705. deemed necessary. Tyndale also reserves the right to empty any locker at any time should spoiled food be left in the locker, causing an odor and possibly FACILITY BOOKINGS attracting insects. Hospitality Management, ext. 6705 EMPLOYMENT Public Use Human Resources, ext. 2103 Tyndale is a facility not only providing services for our students, but on many occasions for outside In order to encourage all students to take full banquets, weddings or conferences. This is one way advantage of the academic opportunities at Tyndale, we have of helping to subsidize the tuition of our the following guidelines concerning employment students as well as providing a service to our during the academic year have been established:

Christian community. For students,, this may mean 1. The suggested maximum number of hours a full- interruptions or changes iinn the regular food serviceservice time student should work is 20 hours per week. programprogram. We will make every effort to be sure our students are well taken care of in the event of external bookings. 2. First year or transfer students are urged to refrain from employment or keep it to a minimum On such occasions, when the facility is being used by number of hours until after the completion of the first semester. outside groups, remember that we are each representatives of Tyndale. 3. Classes and Field Education/Supervised Ministry commitments take precedence over employment. Should you require Tyndale facilities for use by your church, youth group, family members, or some other Tyndale offers a limited number of student external group, contact Hospitality Management to employment opportunities on-campus. Refer to the arrange bookings. Some facilities are limited during Job Board outside the Human Resources Office for the school year so be sure to book in advance. employment opportunities on campus.

Tyndale 2004/2005 Student Handbook

Health Policies

MEDICAL POLICIES MEDICAL PROCEDURES

1. The responsibility of Tyndale regarding health Students must register any changes in their medical care is limited to a Good Samaritan role and condition with the Department of Student Develop- regulations determined by the Occupational ment so as to facilitate assistance in case of Health and Safety Act; therefore the emergency (i.e. diabetes, epilepsy etc.). Failure to do responsibility for providing medical care and for so may result in the unnecessary calling of the notifying relatives if such care is needed rests emergency number, 911, when no instructions are with the individual. available.

2. We are committed to maintaining a healthy and If a student becomes ill and must be taken to the safe environment; therefore, we will ensure that hospital, Tyndale will assist in the notification of appropriate medical protocols and safety next of kin if the student requests it. guidelines are established and communicated regularly in work, study and living If an emergency occurs in the dorm, a Resident environments. Tyndale community members are Advisor and the Residence Director should be expected to follow the policy of using blood and notified as soon as possible. body fluid precautions in giving first aid and in handling of body fluids. First Aid Kits will When a student requires medical attention, the include instruc-tions in the use of appropriate following procedures are to be followed: barrier precautions. 1. Minor Illness and Routine Medical Needs 3. We are dependent upon the integrity of the individual to verify at the time of admission to Make an appointment with your own doctor or the community that they are physically and with Dr. Vincent Poon, 3292 Bayview Avenue, emotion-ally fit to fulfill their responsibilities. telephone # 416416----512512512----99089908 or with Dr. Ken We recog-nize that physical and emotional Gamble at the Missionary Health Institute conditions may change and the following (Monday to Friday, 9:00 am to 5:00 pm), 4000 policies are in place to assist in the equitable Leslie Street, telephone # 416-494494494----7512.7512. dealing with such changes. 2. Emergencies and Serious Illnesses 4. All students must have proof of medical insurance coverage (for self and for family if Send person to: NORTH YORK HOSPITAL accompanied by spouse and/or children) at the EMERGENCY, 4001 Leslie Street. time of registration. OROROR 5. All students are encouraged to have a personal/family doctor within the area in which Call an ambulance: 416-638638638----73017301 they are residing. 3. Critical Emergencies (Life and Death)

DIAL ------9 1 1 (or 999-9---911911 from a University College or Seminary phone). Describe the situation and the appropriate help will be sent, whether it be ambulance, fire department or police. Give the address of Tyndale at 25 Ballyconnor Court, and arrange to have someone meet the emergency team at the front doors.

Tyndale 2004/2005 Student Handbook

COMMUNICABLE DISEASES AIDS

1. A member of the Tyndale community who has a Since AIDS is caused by the HIV virus and is not communicable disease or infestation, such as spread by ordinary, casual contact, a person with Chicken Pox, Mononucleosis (“Mono”), HIV or AIDS will not be excluded from the Tuberculosis, Hepatitis, Measles, or Mumps, that University College or Seminary. Tyndale shall be may be spread by ordinary, casual contact and is guided by Christian compassion and the best therefore considered a threat to the campus judgments of medical science when responding to population will be excluded from the campus individual situations involving this disease. For more until a doctor's certificate verifies that the period information or to read the AIDS policy, see the Dean of contagion is past. of Students.

2. If, in the event of an outbreak of a communicable disease on the campus, an individual requests leave until the threat is past, reasonable arrangements will be made.

Tyndale 2004/2005 Student Handbook

Alumni

TYNDALE UNIVERSITY COLLEGE & ALUMNI TUITION BENEFIT SEMINARY ALUMNI ASSOCIATIONS Alumni may audit courses for half the regular audit Full members are those who have "successfully fee. A few restrictions apply: completed 32 hours of credit, and/or who have received a certificate or degree upon completion of a 1. Where classes have a limited enrollment, prescribed course of study." Associate Alumni have preference is given to students taking the course completed at least one year’s equivalent of for credit. coursework with a passing grade. 2. Some courses (e.g. preaching, small-group All members of the Alumni Association benefit after leadership, etc.) may require audit students to graduation (or two years away from school) from: complete the class assignments.

• $200 audit courses; 3. Courses taken for audit cannot later be changed • 15% discount in the Tyndale Bookstore; to credit. • other benefits offered from time to time.

The Association Executives from the University College & Seminary have been amalgamated into one Tyndale Alumni Board. The members of the Alumni Board give direction to vision, activities and expenditures of the Alumni Association.

Graduates and current students are encouraged to search the Tyndale web site link for Career Listings at www.ChristianCareersCanada.com .

Tyndale 2004/2005 Student Handbook

Communications

Telephones And Voice Mail FAX (Reception area) (416) 226-6746

Faculty and staff can be contacted by phone and The sending of faxes is available to students at the voice mail. For the appropriate extensions, please Reception Desk fax machine. The following costs contact the reception desk. Pay phones are available apply and must be paid to the Receptionist before for general use and are located on the first, second faxes are sent out. and third floors of the University College building and the first floor of the Seminary building. Local: $1 for the first page and $0.50 for each following page Long distance: $2 for the first page and $0.50 for MAIN SWITCHBOARD (416) 226-6380 each following page International: $3 for the first page and $0.50 for Open between 8:00 am and 11:00 pm, seven days per each following page week. Please do not send faxes to this number which are AUTOMATED ATTENDANT LINE over five pages long. In addition, incoming course (416) 226-6620 submissions (i.e. essays, assignments or take home exams) will not be accepted by fax.

To be used if you know the person’s extension. Accessible 24 hours a day. STUDENT WEBSITE

COMMUTER INFO LINE For news, forums, devotionals, and e-mail, be sure to check out students.tyndale.ca , a website designed for (416) 226-6620, ext. 2187 Tyndale students.

This line allows commuters to access information on school closings, class cancellations/changes, events, E-MAIL etc. Faculty and staff can be contacted via e-mail. Check EMERGENCY CALLS TO THE Tyndale's website (www.tyndale.ca) for addresses. UNIVERSITY COLLEGE AND SEMINARY

Please direct all emergency calls to the receptionist. During business hours the receptionist will pass on your call to the Department of Student Life. Someone will take your message and make every attempt to get it to the party you specify as quickly as possible. After 5:00 pm the security person and the receptionist will handle emergency calls.

Tyndale 2004/2005 Student Handbook

Index

Accountability ...... 11 Accounts, Outstanding...... 7 Advertising and Postings ...... 32 AIDS ...... 35 Alcohol...... 4 Alumni Associations...... 36 Alumni Tuition Benefit...... 36 Appeal Procedures, Non-Academic ...... 17 Appropriate Dress...... 6 Athletics...... 27 Audiovisual Department ...... 25 Automated Attendant Line...... 37 Awards and Scholarships...... 9 Banks, Local ...... 8 Booking Facilities...... 33 Bookstore ...... 18 Bursaries ...... 9 Campus Access ...... 29 Chapel Services...... 10 Children on Campus ...... 6 Church Involvement...... 11 Communicable Diseases ...... 35 Communications ...... 37 Community Standards...... 3 Commuter/Guest Rooms...... 31 Commuter-Info Line ...... 35 Complaint Process ...... 11 Computer Services...... 20 Computer Labs...... 20, 21 Computer Training...... 22 Conduct Appropriate to the Business Area...... 6 Counselling Services...... 24 Credit Cards, Declined...... 7 Dancing...... 4 Disciplinary Probation ...... 13 Discipline Committee ...... 13 Discipline Procedures ...... 12 Dismissal...... 14 Disruptive Behaviour...... 14 Divergent Viewpoints ...... 3 Drugs...... 4 E-mail...... 21, 37 Emergency Calls to the University College & Seminary ...... 37

Tyndale 2004/2005 Student Handbook

Emergency Situations ...... 29, 34 Emotional Instability ...... 14 Employment...... 33 Eye on Campus ...... 32 Facility Bookings ...... 33 Fax (Reception Desk Area) ...... 37 Financial Assistance ...... 9 Financial Information ...... 7 Financial Responsibility, Student ...... 7 Fire-Drills, Procedures, Prevention ...... 29 Forgivable Loan Program ...... 9 Guest Rooms...... 31 Gymnasium and Weight/Exercise Room...... 28 Health Policies ...... 34 I.D. Cards...... 32 Incident Reports...... 13 International Student Ministry ...... 27 Intramural Sports ...... 28 Library ...... 18 Loans...... 9 Lockers...... 33 Lost and Found ...... 20 Mailboxes, Student ...... 33 Mail Service, Campus...... 25 Medical Policies...... 34 Medical Procedures...... 34 Method of Payment...... 7 Moral Behaviour...... 4 NSF Cheques (Non-Sufficient Funds)...... 7 Off-Campus Housing...... 32 Official Notification...... 13 Ontario Christian Colleges Athletic Conference (OCCAC)...... 28 Outstanding Accounts ...... 7 Open Hours Areas ...... 29 Orientation, New Student ...... 27 Orientation Retreat, University College ...... 27 OSAP ...... 8 Parking ...... 30 Payment Terms for 2004/2005 ...... 7 Photocopy Cards ...... 33 Photocopy Machines...... 20 Pregnancy Outside of Marriage ...... 4 Probation, Disciplinary ...... 13 Recreation and Athletics...... 28 Refunds, Tuition/Residence...... 8 Reinstatement...... 14 Residence Living ...... 31 Residency During Short-term Academic Programs...... 32

Tyndale 2004/2005 Student Handbook

Residence, Summer...... 31 Safe Walk Program...... 30 Security, Campus ...... 29 Self Discipline ...... 12 Seminary Student/Faculty Fall Retreat ...... 27 Sexual Harassment...... 5 Sexual Purity ...... 4 Spiritual Disciplines...... 10 Sports ...... 27 Stewardship...... 4 Student Activities...... 26 Student Council, The University College...... 26 Student Council, The Seminary ...... 26 Student I.D. Cards...... 32 Student Services...... 18 Summer Residence...... 31 Switchboard ...... 37 Technical Support...... 22 Telephones ...... 35 Tuition Refunds ...... 8 Tyndale Network Acceptable Use ...... 23 Varsity Sports ...... 27 Voicemail...... 37 Web Site, Student ...... 20, 37 Wireless Internet Access...... 22 Withdrawal from Residence ...... 8 Worship, Community ...... 10

Tyndale 2004/2005 Student Handbook

Table of Contents

Philosophy Of Residence Life ______RRRR----1111 Layout Of Residence ______R______RRR----1111 Residence Application Process And Fees ______RRRR----2222 Leadership In Residence ______R___ RRR----3333 Residence RoomsRooms______R______RRR----4444 Residence Maintenance Needs ______RRRR----5555 Residence Security ______R______RRR----6666 Residence Guest PolicyPolicy______R____ RRR----7777 Residence Hours ______R______RRR----8888 ResideResidencence Meal PlanPlan______R______RRR----9999 Residence Facilities ______R_____ RRR----10101010 Residence Requirements ______R__ RRR----13131313 Summer Residence ______R______RRR----14141414 ShortShort----termterm Residency ______R____ RRR----14141414 Departure From ResidenceResidence______RRRR----15151515 How To Use Meridian Mail ______RRRR----16161616 Security Access System (SAS) ______RRRR----18181818 SAS Card User InfoInfo______R______RRR----19191919

Tyndale 2004/2005 Student Handbook

Philosophy Of Residence Life

Tyndale University College & Seminary ALL-RESIDENTS MEETINGS acknowledges the experience of residence living as a valuable part of students' education. Research and On a monthly basis there will be a mandatory allall---- student reports have shown that students who live in residents meeting , usually held on the first Monday residence form lasting friendships, grow in their of each month. The purpose of the meetings will be understanding of themselves and other people, are to discuss issues that arise in the course of living more involved in extracurricular activities, and have intentionally in this community. Most well- more opportunities to interact with faculty and staff, functioning communities have time set aside on a thus enhancing their development. regular basis to talk with one another. This is something we desire here too. Knowing that the residence living experience is conducive to the education of the total person, all Attendance will be taken and it is expected that single, first and second year University College every member of the residential community will students under 20 years old are required to live in attend these meetings – no exceptions. While failure residence unless living with their parents or legal to attend may not result in fines, any absences will guardian. Any students wishing exception to this indicate to us that you do not want to live at Tyndale policy must make written application to the Dean of and be a part of the Tyndale community, thereby Students. If a student fails to get permission the jeopardizing your continued residency. We don’t regular room rate will be charged to their account and anticipate that these meetings will be long and we they will be required to move into residence. hope that they will lead to fruitful and open discussions on any matter of concern

Layout Of Residence

Tyndale provides housing for approximately 170 residence activities, including the monthly all- residents. The 3rd, 4th and 5th floors are for residents meetings. University College & Seminary students, with separate dorms for males and females and a limited Residence living for all Tyndale student and non- number of Commuter/Guest Rooms. The 6th floor Tyndale student residents is governed by the consists of apartments. following residence regulations during fall, winter, spring, or summer tenancy, unless otherwise stated. Tyndale may also provide accommodation (pending available space) to non-Tyndale-students who wish to live on campus. Non-Tyndale-students are . required to participate as much as possible in Tyndale 2004/2005 Student Handbook

Residence Application Process And Fees

RESIDENCE APPLICATION DEADLINE Fall semester residents who are not staying for the winter semester must inform the Department of Applications will be accepted on a first-come, first- Student Life of their intentions by December 1st in served basis (keeping in mind the priority of order to be eligible to receive their $200 residence acceptance given below). deposit refund.

Residents who are staying for the summer should ACCEPTANCE OF APPLICATIONS submit their application to the Hospitality Management Department by April 1st, in order to be Applications are accepted in the following order of assigned a summer residence room. priority:

1. Full-time Tyndale students under 20 years of age RESIDENCE FEE PAYMENT 2. Full-time Tyndale students currently living in residence Residence fees are due prior to the student moving 3. All other full-time Tyndale students into the residence or returning to the residence at the 4. All other part-time Tyndale students beginning of a new semester. The payment deadlines 5. Non-Tyndale-students, age 18 and over are August 1515thth for the fall semester and December 15th for the winter semester . There will be a late payment charge for anyone not making residence fee RESIDENCE DEPOSIT payments prior to these deadlines.

A residence deposit of $200 is required before a Residence fees may be paid by installments if the residence application will be processed and a room resident chooses. 33% of the total residence fees is reserved. Applicants who withdraw their application due initially along with a $50 installment fee. Post- on or prior to July 1st for the fall semester or dated cheques for the balance of the residence fees December 1st for the winter semester will receive a must accompany the initial payment. The balance of full refund of their deposit. The residence deposit is the fees must be paid in two equal installments as non-refundable and non-transferable if the follows: application is withdrawn after these dates. Fall SemesSemester:ter: Sept. 30, Oct. 29 If a resident is planning to live in residence the Winter Semester: Jan. 31, Feb. 28 following semester, the $200 deposit will be held on file to reserve the room for that semester. A resident During the first two months of payment no interest who is not intending to live in residence again must will be charged providing all payments are on time complete a Residence Deposit Refund Form and and honoured. return it to the Hospitality Management Department. If the resident has checked out of his/her room Should a resident fail to meet payment terms they properly, the $200 deposit will be refunded at the end will be in breach of the residence contract and may of their stay in residence with a deduction of the cost be required to leave the residence within 30 days of of any cleaning, damage to Tyndale property, or written notification. missing items. If replacement or repair of missing or damaged property exceeds $200 the resident’s account will be charged for the balance. The refund RESIDENCE HEALTH POLICY will be returned by mail. Graduating students should not expect to receive their residence deposit refunds All residents are required to provide proof of valid prior to graduation. health/medical insurance for the duration of their stay in residence prior to moving in. See the Health Policies section of this handbook for further health policies.

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Leadership In Residence

RESIDENT ADVISORS RESIDENCE DIRECTOR

On the 3rd, 4th and 5th floors there are Resident The Residence Director is a live-in residence staff Advisors (RAs) to encourage and facilitate the member who provides specific leadership to the RAs, development of the residents in all areas of their lives Senior RAs and the residents. This includes training and to provide leadership for individual residence and supervision of the RAs, program development wings. These upper-class students are chosen in the and on-call availability for the Resident Advisors winter semester after being interviewed by the during after hours and on weekends. The Residence Student Life staff. The criteria by which a resident Director or one of the Senior RAs is on-call at all advisor is chosen includes evidence of Christian times and can be contacted through an RA. commitment and growth in his/her personal life, adequate academic achievement, and potential for STUDENT LIFE STAFF student leadership.

Name Position Extension The RAs are trained by and meet regularly with Katie Darley Senior RA, Female 2602 members of the Student Life staff for supervision and encouragement. This reflects our commitment to Marion Goertz Associate Counsellor 6722 provide a quality atmosphere and residence Barbara Haycraft Dean of Student Life 2702 experience for students. Kaarina Hsieh Seminary Dean of 2758 Students We attempt to operate in a manner directly related to Shyamala Kiru Counselling Services 6717 the New Testament teaching of interpersonal Assistant relationships in Christian community. As a result, we Greg Koobs Senior RA, Male 2401 expect RAs, as well as other residents, to be involved Tanya Krahn Residence Director 2194 in personal affirmation and "carefrontation" of other Sharolyn Administrative 6710 residents for the bettering of our community. Your McLeod Assistant commitment to and participation in residence life is Kyle Pitman Sports Coordinator 2110 strongly encouraged as you involve yourself in the Tiere Sharma International Student 2130 University College and Seminary. Coordinator Sheila Stevens Director of 2122 The 3rd, 4th and 5th floors will be staffed by the Counselling Services following RAs during 2004/2005: George University College 6743 Sweetman Dean of Students Meredith Goertz Chris Clements TBA Chapel Coordinator 2101 Rachel Hampson Steve Cox Sara Locke Mike Jones Christie Murray Gerry Kroezen Bekka Ries Andrew Martin Sarah Sampson Patrick Sutherland Ashley Saunders Andrew Thompson Amanda Wood Silas Yamey

In addition, we have two student staff members, Senior RAs, who provide support to the RAs and assist the Residence Director. The Senior RAs for 2004/2005 are Katy Darley and Greg Koobs.

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Residence Rooms

ROOM ASSIGNMENTS 1. Decorations that permanently mar or damage surfaces in rooms must not be used (ie. drilling holes, All room assignments during the fall and winter nails, decals, wallpaper, hooks, etc.) No tape is semesters are established by the Residence Director. allowed to be used on the tile floors or ceilings as it Room preferences, as stated on the returning fall causes damage. Nothing should be permanently resident application form, will be considered in this affixed to any surface. Any surfaces that cork boards process but cannot be guaranteed. Incoming Frosh or memo boards have been stuck to must be with specific requests for rooms or residence wings completely cleaned after boards are removed. will be honoured when possible on a first-come, first- served basis. Single rooms may be granted as space 2. Loft construction is prohibited. permits. Room assignment will be given when residents arrive on campus to move in. 3. Residents should not alter light fixtures, phones, electrical wiring or appliances nor In some circumstances residence staff may need to paint rooms. change room assignments, re-assign roommates, or consolidate vacancies by asking residents to move 4. Nothing should be affixed over the light from single occupancy of double rooms to double fixtures (ie. cloth or paper). occupancy within the residence. ROOM FURNISHINGS ROOM/ROOMMATE CHANGES Rooms are furnished with a twin size bunk bed, desk, If circumstances require you to request a change of and chair for each resident. Bedspreads, linens and either room or roommate during the school year, the pillows are to be provided by the student. In resident desiring the change should first contact his addition, each room has one dresser, one bookshelf, a or her Resident Advisor (RA). If a change is closet, sink, mirror, phone, and curtains. Residents approved by the UC Dean of Students, the RA will are requested to limit their personal furniture in con- make further arrangements. Roommate changes are sideration of their roommate's space requirements. not encouraged. Except in extreme cases, the Any questions about this policy should be directed to residence staff will work towards reconciliation the Hospitality Management Department. between residents. FURNISHINGS ALREADY IN THE ROOM MUST NOT BE REMOVED FOR ANY REASON (i.e. to accommodate a resident's personal furniture or to be ROOM DECORATING traded for other residence furniture which may be preferred). Residents are responsible to have the We want you to be free to create a comfortable living exact same items of furniture in their room at the environment in residence and encourage you to bring end of the semester aass were there when they moved posters, pictures, plants, area carpets, etc. to make in.in.in. your room feel more like home. However, we ask that you keep in mind the following regulations when Residents will need to provide the following: decorating your residence room: 1. Bed linens (sheets - 39" beds, pillow, pillow case, and blankets) 2. Towels and face cloths 3. Desk lamp 4. Any carpeting or rugs desired for room (no taping to the floor is allowed) 5. Clothes hangers 6. Computer and printer (optional) 7. Personal effects

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Tyndale is not responsible for loss of money or ROOM KEYS valuables of any person from within their room or anywhere within the building, or the loss of or Each resident is issued a room key upon arrival, damage to anyone's property by fire, water, theft or providing all Tyndale fees have been paid. When other situations out of our control. Residents are you check out of residence your key is to be returned. advised to consider obtaining their own insurance if If the key is not returned at the end the school year a they are not covered by their parents' policy. $100 payment for changing the lock will be charged Residents are responsible for the cleaning of the to your account. Replacement of lost keys is room to which they are assigned and are also arranged through Hospitality Management for a $100 responsible for any theft or damages that may occur fee per key. If the key is later found and during their occupancy, whether caused by them or subsequently returned to Hospitality Management, a others. With this in mind, residents are responsible $25 administration fee will apply, resulting in a $75 for keeping their room locked when it is left refund. unoccupied. If you are locked out of your room, contact Reception from 8:00 am - 11:00 pm, and the After- Hours Security Person, at 647647----272272272----271127112711, from 11:00 pm - 8:00 am, and someone will be able to unlock your room for you.

Residence Maintenance Needs

Please report all maintenance needs to the Hospitality or in person. Requests will then be forwarded to Management Department either by phone (ext. 6705) Campus Facilities.

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Residence Security

The safety of residents at Tyndale University College RESIDENTS' PRIVACY & Seminary is of utmost importance. Tyndale has a security program to ensure the facility is well-secured Tyndale recognizes the importance of privacy, and is against unauthorized entry. Students living in committed to supporting this right. A resident's need residence, however, are provided with a Security for privacy is important. Residents are not permitted Access System (SAS) card, a Chubb card, which will to enter another resident's room without the allow them entry into the building 24 hours a day. knowledge and permission of the occupant(s). The main doors are open, and a security person on Tyndale Security Staff are not permitted to provide duty until 11:00 pm daily. After 11:00 pm, residents room access except to the resident occupying that must access the building through the door at the end room, or in consultation directly with the occupant. of the UC faculty wing. All non-residents must leave the Tyndale building by 10:45 pm unless registered There are times however, when it is necessary to as an overnight guest. enter a residence room for maintenance purposes or to enforce other policies for the safety and well-being The position of security personnel at Tyndale has of the greater residence community. For this been established in order to provide security, purpose, we will adhere to the following guidelines assistance, and hospitality during the evening hours for the privacy of the individual, and safety and well- and on weekends. The security person plays a major being of the entire community. role in any emer-gency outside of regular office hours by providing leadership in these situations. An 1. Any entry into a resident’s room by Tyndale staff After-Hours Security Person is available for for reasons of room improvements or facility emergencies and security issues between 11:00 pm - mainten-ance will occur with the prior notification of 8:00 am. The AfterAfter----HoursHours Security Person may be the resident (written notice if possible). reached via a cell phone at 647647----272272272----27112711 ... 2. Any entrance of a residence room that is deemed Violation of the security program, whether by an emergency will not require notice, but notice will loaning an access card, using an access card issued to be given if possible. These include emergency another, propping doors open, or entering the maintenance and when there is concern for the safety building by other than approved routes and means, or and well-being of the Tyndale community or assisting others in doing so, is taken very seriously. residents. Persons in violation of the security program will be assessed a fine of $200 for the first offence. A 3. Entry notice does not need to be given if subsequent offence will result in a second $200 fine reasonable cause exists for search and seizure. and will result in suspension from residence. Examples of reasonable cause are cooking equipment, kettles, toasters, rice cookers, illegal Residence security regulations require that residents substances, etc. This type of institutional violation is lock their doors when the room is left unoccupied. serious and constitutes putting the community at high risk for fires and electrical damage. Rooms may be searched for such items which will be seized and held by Tyndale. With incidents of serious violation, the individual will be asked to move out. Any search of a resident’s room and the subsequent seizure of illegal items will be conducted by a representative of each of the following departments: Campus Facilities and the Department of Student Life.

Residents who break the Tyndale Residence Security Policies listed above may forfeit their ResResidenceidence Deposit and their place in residence.

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Residence Guest Policy

NO ONE IS PERMITTED TO STAY OVERNIGHT NON-TYNDALE-STUDENTS AS ANYWHERE ON CAMPUS WITHOUT PRE- GUESTS OF RESIDENTS ARRANGEMENT. (See further information on this page.) No one may stay overnight in lounges. ALL Family and friends of residents (excluding currently GUESTS ARE UNDER THE SAME RESIDENCE enrolled Tyndale students) will be allowed to stay as REGULATIONS AS THE RESIDENTS. Students overnight guests in their host’s room under the acting as hosts are responsible for the actions of their following conditions: guests. 1. The guest(s) must be registered at the main COMMUTER STUDENTS AS GUESTS reception desk NO LATER THAN 10:30 pm. No OF RESIDENTS guest registration will be accepted the next day. ALL VISITORS WHO ARE NOT SIGNED IN AS A COMMUTER STUDENT MAY ONLY STAY OVERNIGHT GUESTS MUST BE OFF CAMPUS AS A GUEST IN RESIDENCE FOR UP TO FIVE BY 10:45 PM. NIGHTS IN ONE MONTH. A commuter student may stay as a guest in a resident’s room for free, 2. Guest(s) (of the same gender) may stay in a three nights per month, and for a fee of $4.00 per resident’s room up to a MAXIMUM TOTAL OF night any additional two nights per month. The guest EIGHT NIGHTS per month. After three consecutive must be registered with the Reception Personnel NO nights in residence a fee of $4.00 will be charged per LATER THAN 10:30 pm. No guest registration will consecutive night thereafter. Should exceptions seem be accepted the next day. Failure to register as a necessary, permission must first be obtained from the guest will result in the regular Guest Room rate plus Hospitality Management Office. a $250 penalty being shared between the guest and the host. This charge will be applied to their student 3. If a student fails to register his/her guest, the accounts. regular guest room rate for each day the guest is not registered plus a $250 penalty will be applied to the student’s account.

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Residence Hours

QUIET HOURS OPEN HOURS

Out of a desire to have reasonable quiet for studying Open residence hours provide residents with an and sleeping, and out of respect for one another, opportunity for men to visit the women's residence certain times are set aside for all-residence quiet and vice-versa. This is overseen by the RAs. Open hours: residence hours for the third, fourth and fifth floors are Friday and Saturday from 2:00 - 10:00 pm, Midnight to 10:00 am Friday - Saturday Sunday from 2:00 - 7:00 pm and Wednesday from 11:00 pm to 9:00 am Sunday - Thursday 7:00 - 10:00 pm. These open hours apply throughout 24 hours/day Sunday - Friday noon the fall and winter semesters including reading during exam week each breaks. During exam week each semester, open semester hours on all floors are cancelled to minimize distractions and facilitate an environment conducive During these times, we ask residents to refrain from to study. During Christmas holidays all open hours excessive noise that would disturb others. Residents are also cancelled. During the summer open are expected to keep their music at a very low residence hours are 2:00 - 10:00 pm daily for all volume during quiet hours so as not to bother those floors. living across, beside, underneath, and above them. Also, we ask residents to refrain from running and Open residence is not intended to provide complete talking in the hallways during quiet hours in order privacy. Therefore, in order to maintain a suitable that others are not disturbed or awakened. Residents environment during open hours, doors are to be fully are also requested not to bounce basketballs in opened while entertaining guests of the opposite residence during quiet hours. At all other times, gender. courtesy for fellow residents and the people in our neighbourhood should dictate the volume at which For open hours of other areas of the campus, see music is being played. Campus Access and Open Hours found under the Campus Security section. Responsibility for addressing problems with noise lies first with each member of the residence community. Should a problem continue, and you have not been successful in dealing with it, bring your concern to the RAs.

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Residence Meal Plan

Tyndale offers a $1000 per semester meal plan. The MEAL PLAN ACCOMMODATIONS amount paid is placed on a Smart Card (Meal Card). Each time a resident makes a purchase at the Any Tyndale residents in Tyndale conjoint programs cafeteria or coffee shop, the amount of the purchase with other schools may request a partial meal plan is deducted from their Meal Card. Residents on the exemption due to scheduling conflicts. For residents meal plan do not pay tax on most items when they who are required to live in the Tyndale residence due use their Meal Card. At the end of the fall semester to their age, a partial meal plan exemption may be money remaining on the card may be transferred over requested for medical reasons. Meal plan to the winter semester; this money will be added onto accommodation forms may be obtained from the the $1000 meal plan for the winter semester. Hospitality Management office. A student requesting Monday remaining at the end of the winter semester a partial meal plan exemption for medical reasons may not be carried over to a future semester. If a must have this form completed by a physician. The resident requires amounts above the initial $1000, physician may recommend adjustments to the normal additional amounts may be purchased and added to variety of foods offered by Tyndale Food Services the Meal Card. Amounts added to the Meal Card for the resident. The form is to be returned to the must be a minimum of $50 each time. Department of Student Life who will review the form to determine whether adjustments are feasible and/or MEAL CARDS necessary. When necessary adjustments in menu or time schedule cannot be made, a partial meal plan The magnetic encoded cards, meal cards, are used as exemption may be granted. the transaction vehicle when making purchases at the Cafeteria and the Coffee Shop. These cards will be PLEASE KEEP IN MIND THAT CHOOSING TO issued to you from Hospitality Management along LIVE IN THE TYNDALE RESIDENCE with your room key and security (Chubb) card after INCLUDES CHOOSING TO BE ON THE FULL completion of registration and payment of fees. MEAL PLAN UNLESS YOU FIT INTO THE POSSIBLE EXCEPTION CATEGORIES If you have questions about the use of your Meal OUTLINED ABOVE. Card, please speak with someone in the Hospitality Management office.

Your meal card is your responsibility. If it is lost it must be replaced as soon as possible because your meal card must be presented for all transactions . Replacement meal cards can be purchased in the Hospitality Management Department and the $10 fee charged to your student account.

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Residence Facilities

LOUNGES IRONING FACILITIES

The residence contains several lounges for student The residence is equipped with irons and ironing use. Within each residence wing on the 3rd, 4th and boards on each floor. 5th floors there is a small lounge for relaxation, residence meetings, interaction among the residence KITCHENS members, as well as for studying. Each lounge is equipped with a kettle and a small fridge. No other Kitchens are located on the 3rd and 6th floors. cooking appliances, including coffee makers and toasters, are permitted. CLEANLINESS OF THESE The 3rd floor kitchen is equipped with refrigerators, LOUNGES IS THE RESPORESPONSIBILITYNSIBILITY OF THE microwaves and a kettle for snack preparation and is STUDENTS IN THE RESIRESIDENCEDENCE UNDER THE available for use by all Tyndale residents. It is not DIRECTION OF THE RASRAS.... Third floor lounges are meant for meal preparation except during the for third floor residents and their guests only. summer. AnAnAnyAn y student who is found to be abusing the use of this kitchen will be fined $200. Two co-ed lounges, Katimavik and the TV Lounge, are located on the 2nd and 6th floors respectively. The 6th floor kitchen is available for light meal preparation for residents who have received partial Katimavik (the UC Student Lounge) is designed exemption from the meal plan, and for residents who primarily for personal relaxation, social interaction, stay during the summer. No one else is permitted to and recreation. The pool table, foozeball table, ping- access or use of this kitchen. Kitchen access will be pong table, juke box, and vending machines are retracted if abused. Those with a partial meal plan located there. exemption will be required to pay for the partial meal plan as well as a $200 user fee per semester for use The 6th floor TV Lounge is designed primarily for of the kitchen. The kitchen is equipped with TV viewing for the Tyndale Residential Community. refrigerators, a microwave, kettle, toaster oven and Discretion is to be used when deciding upon the four-element stove top. Dishes and cutlery need to appropriateness of television programs. Any be provided by each resident. incidents of inappropriate television viewing (ie. sexual conduct, excessive violence, and inappropriate Those who have been given access to the 6th floor or abusive language) should be reported to the UC kitchen will be issued a key and assume Dean of Students. responsibility for cleaning and adherence to kitchen policies developed by the users and/or Hospitality The TV Lounge may be booked by internal groups Management. Loss of the kitchen key will result in a through Student Life. All other times the facility is $100 fine. For those who have received a meal plan available for TV viewing. exemption and who want to add more money on their meal card, a $25 administrative charge will be Since these lounges are public facilities please be charged each time. discreet in your interactions with others.

LAUNDRY ROOM STAIRWELLS The laundry room is located in the basement of the Due to safety and noise reasons, stairwells are not a Tyndale building and is open 8:00 am - 10:30 pm. place for personal use such as for the playing of Coin-operated washers and dryers (six of each) are music/instruments, visiting friends, or private study. provided (washers $1.50, dryers $1.50/load). Any mechanical difficulties with these machines should be reported to Hospitality Management, ext. 6705, as soon as possible so that they may be repaired quickly.

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STORAGE GYMNASIUM AND WEIGHT/EXERCISE AREA There is a limited amount of storage space available in residence. The storage rooms are located beside See information in the main section of this the elevator on fourth and fifth floors. Anything that Handbook. you wish to leave in the storage rooms must be placed in stackable boxes or suitcases and have a Tyndale storage label on it. Labels are to be obtained DINING HALL from Hospitality Management and must be clearly completed with your name, address, and phone The dining hall, located on the 2nd floor, is open number. Each resident is permitted to have two seven days a week during the fall and winter labels per term. The labels must be renewed every semesters. The normal schedule is as follows: term. Since space is very limited, we are unable to keep furniture, rugs, or empty boxes in storage. At Monday to Friday the end of the school year Tyndale will clean out Breakfast 7:30 - 8:30 am and dispose of anything left in the storage rooms Lunch 12:00 - 1:30 pm * that is unmarkedunmarked; therefore, residents need to retrieve Dinner 4:45 - 6:30 pm their belongings upon departure from residence. Instructions for storage of items over the summer will * Lunch in the Dining Hall will be served on be given with the "Check Out Procedures" near the Tuesdays from 12:45 - 1:30 pm due to end of the winter semester. Community Chapel.

A locked bicycle/hockey equipment storage room is Saturday available by the garage. You need to register your Brunch 10:00 am - 12:00 pm bicycle/hockey equipment with Hospitality Lunch 12:00 - 1:30 pm Management and must pay a $10 non-refundable fee Dinner 4:45 - 5:45 pm for each academic year. Once you have done so you will receive the code for the lock and also a tag Sunday which you must affix to your bicycle or hockey bag. Lunch 12:00 - 1:30 pm Untagged items left in this storage room will be Dinner 4:45 - 5:45 pm removed and disposed of. Bicycles may not be taken up into the residence. During the academic year, Tyndale sponsors a number of events in the dining hall. As a result, on occasion the dining hall may not be available for a VENDING MACHINES sit-down meal. At these times a voicemail message or written notice will be posted. Vending machines are available in the Tyndale building in the University College student lounge on the 2nd floor (Katimavik) and on the main floor of COFFEE SHOP the Seminary by the Seminary Student Lounge. Any mechanical difficulties with these machines should The Coffee Shop, located near the main entrance, is be reported to the Food Services Manager, ext. 6752. open Monday - Friday during the year as follows:

Monday to Thursday 7:45 am - 8:30 TELEPHONES pm Friday 7:45 am - 2:30 Pay phones are located on the first, second and third pm floors of the University College building and the first Saturday & Sunday CLOSED floor of the Seminary building. Personal phones with local calling privileges are located in each resident's During the Fall and Winter Semesters the Coffee room. There is a charge of $40/person per semester Shop will be closed on Tuesdays from 11:45 am to for phone service. Long distance service may be 12:45 pm due to Community Chapel. purchased only through A & H Telecom. An A & H Telecom application form can be obtained from Hospitality Management. Residents may also purchase calling cards which are available at most convenience stores. Please note that residence room phones will not work when the power goes out.

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SCHEDULE OF DINING HALL AND COFFEE SHOP SERVICE

• • Monday, September 6 Monday, January 3 - Thursday, January 6 Dinner - Fall Meal Plan begins Coffee Shop open 7:45 am - 5:00 pm

• • Monday, September 6 - Wednesday, September 8 Thursday, January 6 (Orientation) Winter Meal Plan begins with dinner Dining Hall - see posted schedule • Coffee Shop open 7:45 am - 6:00 pm Friday, January 7 Regular Dining Hall and Coffee Shop hours • Thursday, September 9 begin Regular Dining Hall and Coffee Shop hours • begin Monday, February 21 - Friday, February 25 (University College Reading Week) • Monday, October 11 (Thanksgiving Day) Lunch and dinner only Dining Hall - Brunch only (no dinner) • Coffee Shop closed Friday, March 25 (Good Friday) Brunch and dinner only • Thursday, October 28 - Friday, October 29 Coffee Shop closed (University College Reading Days) • Lunch and dinner only Sunday, April 11 (Orthodox Easter Sunday) Coffee Shop open Lunch only

• • Monday, December 20 Friday, April 29 - Friday, May 6 Fall Meal Plan ends at 1:30 pm with lunch Lunch and dinner only

• • Tuesday, December 21 - Thursday, December 23 Saturday, May 7 Coffee Shop open 8:00 am – 4:00 pm Winter Meal Plan ends at 12:00 pm with Brunch

• • Tuesday, December 21 - Wednesday, January 5 Sunday, May 8 Dining Hall closed Dining Hall closed until next Fall Semester

• • Friday, December 24 - Sunday, January 2 Monday, May 9 Coffee Shop closed Spring/Summer Semester begins Coffee Shop open

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Residence Requirements

WINDOWS/ROOFS Appliances with open coils or burners should not be used. To avoid fire hazards, please use automatic With the exception of emergencies, residents and shut-off appliances. non-residents are not to use windows for entering or leaving the residence or any other area of the The Director of Campus Facilities and the UC Dean building. Please do not walk on window ledges or of Students reserve the right to confiscate any roofs. Individuals entering or exiting the facility prohibited appliances found in residence and return through unapproved means are subject to a $200 fine. them to the owner upon their departure from residence.

SCREENS Open flames are not permitted in the residence (ie. do not burn candles, incense, pot pourri, etc.etc.). Screens are provided for student comfort and must not be removed from residence windows. A charge of $50/room will be assessed to the student's account FOOD IN ROOMS for damaged or torn screens. The preparation and/or cooking of food is not permitted in residence rooms for several reasons: PETS 1. Residence rooms are not set up as cooking Pets are welcome in residence if they do not breath facilities. We are wary of fire hazards, the electrical air (fish only). All others are prohibited. load of our building, blockage of our plumbing, and an invasion of bugs and mice seeking leftover food. WATER AND SNOW 2. We want students to experience community as Water/snow pranks or throwing water/snow inside they eat meals together. buildings is detrimental to community members and harmful to property. We ask residents to refrain from 3. Having all students on our meal plan allows it to throwing or spraying water or snow inside, into or remain an affordable service for all. out of the residence. Residents caught throwing water or snow of any quantity will be required to pay All snack food other than fruit in its natural skin is to a minimum damage fee of $100. be kept in sealed containers on a shelf rather than on window sills and building ledges. THROWING/KICKING OBJECTS IN, OUT OF, OR NEAR BUILDINGS TV, VCR, DVD AND INTERNET USE

Throwing or kicking of any objects (ex. balls, Students are permitted to have TVs, VCRs and frisbees) in, near, or out of, buildings is prohibited DVDs in their rooms provided they are used without due to the potential for property damage. disturbing others. Appropriate sensitivity must be demonstrated to roommates or a student may be asked to remove the TV, VCR, or DVD from the ELECTRICAL APPLIANCES room. As with the 6th floor TV lounge, discretion is to be used when deciding upon the appropriateness of Refrigerators, microwaves, toasters, and other television programs or movies. Any incidents of cooking equipment are not permitted in residence inappropriate television viewing (ie sexual conduct, rooms. However, a small refrigerator is located in excessive violence, and inappropriate or abusive each residence lounge and microwaves are located in language) should be confronted and handled as the third floor kitchen for snack preparation. outlined by the complaint procedures in this Students are welcome to use their kettles and coffee handbook. makers in the third floor kitchen providing these appliances bear the Canadian SA or American UL Underwriter's Laboratory Seal of Approval.

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Personal Internet access is done through the wireless 6. There will be content filtering so that you network. This means that there will no longer be a cannot view any inappropriate material. need for dialup access to external providers. In order You will be denied access if you try to to connect to the wireless network you need to access inappropriate sites. choose a card that is 802.11b standard (it will be 7. You will be required to fill out a user found in the product specifications on the box). agreement form. Then you will be given a Check with the IT Department for compatible username and password that will give you Wireless Network Cards. You can purchase these access to the Internet, file storage, and e- network cards at almost any computer store near you. mail. You will need to log on each time you We recommend Canada Computers at Pacific Mall access any of these. or Compusmart . 8. Please do not use 2.4 Ghz cordless phones 1. There is no charge for using the network. as they will interfere with the wireless 2. Residents will not be able to use dial-up network. Internet access. 3. The network is accessible almost anywhere If you have any questions regarding the network on campus including the courtyard, the please contact Toby Goodman (ext. 2711) of the library, and Katimavik. IT Department or e-mail [email protected] . 4. Students can use laptops or desktops. 5. The speed of the wireless network is comparable to that of a high-speed Internet provider.

Summer Residence

From May 1, 2005 to August 14, 2005 the residence We view living in summer residence as a privilege, is available for those who need accommodation in and as a result expect mature behaviour from the Toronto due to summer school, job opportunities, etc. residents. Tyndale students and non-Tyndale- In order to secure accommodation for the summer students applying for summer residency must have months, priority is guaranteed for those who apply all outstanding fees cleared prior to summer before April 1, 2005. All applications received after residence acceptance. All policpoliciesies in this handbook April 1, 2005 will be accepted on a first-come, first- remain in effect. served basis in accordance with the space available. Current residents who wish to extend their winter If a resident chooses to leave summer residence residency into summer may be required to relocate to earlier than their contracted time, two weeks notice a different room for the summer months. Also, must be given or else the resident will be charged summer residents who are staying on for the fall accordingly for the time they had originally applied semester may be required to move to a different room to stay. If space is available, summer residents who before the fall semester begins. are not planning to live in fall residence may be allowed to stay past August 14th but will be charged accordingly.

Short-term Residency

Short-term accommodations (five business days or accommodation for five business days or longer. less) may be booked at the Reception Desk. Contact Completion of the Residence Application Forms will Hospitality Management, ext. 6705, to book be required. R-19 Tyndale 2004/2005 Student Handbook

Departure From Residence

OVERNIGHT/WEEKEND DEPARTURES up to two weeks for Student Accounts to process the refund cheque. As a courtesy to those who may want to contact you (especially in case of emergency), prior to leaving It is assumed that residents will remain for both the you must sign the overnight or weekend information fall and winter semesters. Residents who are not sheet which is posted outside your RAs’ door. staying for the winter semester must inform the Department of Student Life of their intentions by December 1st in order to be eligible to receive their RESIDENCE WITHDRAWAL AND $200 residence deposit refund. REFUND POLICY The final departure date for the fall term is Tuesday, Students withdrawing from fall or winter semester December 22, 2004 for residents not staying for the residence during the periods indicated below will be second term. The final departure date for Tyndale assessed fees as indicated: students in the winter semester is Saturday, May 7, 2005. Residents will need to arrange their moving Room Fees and travel arrangements accordingly. Students Prior to September 30/January 31 wishing to remain beyond these dates must contact 67% refunded Hospitality Management for approval and will be Up to October 31/February 28 charged $25 per night or the weekly rate. 33% refunded After October 31/February 28 If any residents need to stay in their rooms over the No refund Christmas vacation or during the summer months, they must notify Hospitality Managment for Meal Plan Fees Christmas accommodation by December 1, 2004 and Prior to September 30/January 31 apply for Summer Residence by April 1, 2005 75% refunded through Hospitality Management. Up to October 31/February 28 50% refunded Up to November 30/March 31 DAMAGES AND REPAIRS 25% refunded After December 1/April 1 Residents are responsible for any damages to No refund Tyndale property, for missing items, or for the cost of Please note that the meal card deposit is non- any extra cleaning needed in the room if left in a refundable. dirty condition upon departure from the residence. The money required to cover the above costs will be added to the student's account. CHECKING OUT OF RESIDENCE Expenses incurred due to damages, missing items or Each resident is responsible to check-out in person extra cleaning in a residence room will be shared by with a Resident Advisor (RA) at the end of the year, the occupants of that room unless an individual has or at any time he/she might withdraw from residence, assumed responsibility for them, in which case he or including summer. Check-out procedures will be she will bear the total cost. given to the residents prior to departure outlining the room cleaning to be completed by the resident(s), Any damages to Tyndale property occurring during departure dates, hours for check-out, etc. Residents your stay in residence should be reported to will forfeit their $200 deposit if they leave residence Hospitality Management immediately and a without formally checking out. A Residence Deposit maintenance request submitted so that repairs may be Refund Form will be given to the person moving out made. Repair costs may be charged to the student's when the proper check-out procedure has been account if the damage is the responsibility of the followed. This form must be completed and returned resident. to Hospitality Management. Please note that it takes

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How To Use Meridian Mail

LOG ON • Press 5 to record. After the tone, record your name. You can log on from any phone in the system. • Press # when finished recording. The system • Lift receiver and dial 7000 will play the name back "The Personal • The system will say: "Meridian Mail - Verification is (name).” Mailbox?" Key in your mailbox number followed by the # sign (if calling from your TO RECORD OR CHANGE MAILBOX extension simply key in the # sign). GREETING • The system will say: "Password?" Enter password followed by # sign. (For initial use, From any telephone: the password = mailbox #.) • Lift receiver and dial 7000 • Enter mailbox and password numbers at the LOG OFF prompts. • Press 82. When you have finished using the system, you need • Press 1 - to record external greeting to log off. • Press 5 - to record - After the tone, record your • Press 83 - "Goodbye" greeting. • Press # when finished recording. Note: Log off every time you enter the system to At this time the system will allow you to: ensure that the ports are free. • Press 2 to replay the greeting • Press 76 to delete the greeting (if you want to CHANGE PASSWORD (THIS MUST BE DONE rerecord the greeting, press 5) TO ENSURE YOUR OWN PERSONAL PRIVACY) • Press 4 to return to messages • Press 83 to log off. From your own telephone: • Lift receiver and dial 7000 PLAYING YOUR MESSAGES • At the prompt, enter mailbox followed by #,

and your current password followed by #. From any telephone: • Press 84 - the system will say • Lift receiver and dial 7000 • "Enter new password followed by #" • Enter mailbox and password numbers at the • "Enter new password again followed by #" prompts. • "Enter old password followed by #" • Press 2 to play messages. • "Your password has been changed" At this time the system will allow you to: • Press 83 - to log off. • Press # to pause during playback • Press 2 to continue PERSONAL VERIFICATION • Press 1 to skip backwards 5 seconds (IDENTIFIES THE PHONE AS YOURS) • Press 3 to go forward 5 seconds • Press 76 to delete message From any telephone: • Press 83 to log off • Lift receiver and dial 7000 • Enter mailbox and password numbers at the prompts (as described above). • Press 89. The system will say: "The Personal Verification is (name)." or "There is no name for Personal Verification of mailbox (number)."

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RRREFERENCE CCCHART 7000 Meridian Mail 111 Go Back 5 seconds in current message 222 Play current message 333 Go Ahead 5 seconds in current message 444 Go Back one message

555 Record message for distribution list

666 Go Ahead one message

777 Message Commands 0 Options 1 Reply 2 Play Envelope 3 Forward Message to another mailbox 4 Reply All 5 Compose Message 6 Delete/Restore

9 Send composed message

# Exit message commands

* Help

888 Mailbox Commands 0 Mailbox Commands 1 Log in to another mailbox 2 Greeting 3 Log off - quit this mailbox 4 Password 5 Distribution List 6 Go to message

9 Personal Verification

# Exit mailbox command

* Help 999 Call Sender

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Security Access System (SAS)

One part of the security program at Tyndale is the WHAT HAPPENS DURING SUMMER Security Access System (SAS). Although it is just RESIDENCE? one part, it is a very key part of our overall security in the residence. If you are accepted into summer residence your card will be valid until you move out in the summer or, if The following information is intended to answer your you are in residence for the entire summer, and you questions concerning this system. will be attending the University College or Seminary in the fall, you will keep your card but you will be WHAT IS THE SAS? charged $15 when you register.

The SAS is a card access system which allows the WHEN WILL I BE ISSUED MY CARD? holder of a card to gain access to the residence at any time of day or night. You will be issued your card when you move into residence. WHERE IS IT LOCATED? WHY DO WE HAVE THE SAS? The SAS is located in the door at the north end of the main hall of the University College. It is a security measure which allows residents access to the residence, thus deterring them from propping WHO CAN USE IT? open doors, while maintaining the security of the residence. Only individuals living in Tyndale residence will have access to the system. Under no circumstances is WHEN CAN THE CARD BE USED? your card to be loaned to anyone. A $200 fine is in place to deter anyone from doing so. The card can be used any time of the day or night. After 11:00 pm, residents must use the SAS entrance WHAT DOES IT COST? as all doors will be locked.

It will cost each resident a fee of $15 per semester. WHAT HAPPENS IF I FORGET MY CARD This is not a deposit. It is a non-refundable user fee. AND AM LOCKED OUT?

WHAT DO I DO WITH MY CARD WHEN I If you forget your card, call a friend in residence and LEAVE RESIDENCE? ask them to let you in when you arrive – the auto attendant number is 416-226-6620 – or call them The card will only give you access until the end of from the phone extension located outside the main the winter semester (or earlier if you leave residence front doors. prior to the end of the term). Please return your card when you sign out of residence.

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SAS Card User Info

SAS CARD SAS GENERAL INFORMATION

• Don’t bend or puncture your card. • Don’t let in any person who is not your guest. • Don’t write or stick anything on your card. • Do report to the security personnel any • DON’T LOAN YOUR CARD TO ANYONE! suspicious persons around the SAS entrance. ($200 fine) • Do be concerned for the safety of others in • Do report the loss of your card or a card failure residence. to the Hospitality Management office • Do remember that the SAS is the only way into immediately. the school after 11:00 pm. • Do remember that if you forget your card you CARD READER can call ahead and have someone let you in or you can use the phone outside the front doors to • Don’t put any foreign objects through or in the call up to a friend’s room. reader. • Do report a reader failure immediately to the CHUBB CARD VIOLATION POLICY Campus Support Office (ext. 6705). There is a $200 fine for the following: LOCATION • propping open any door The card reader is located on the outside of the • loaning your Chubb card wooden doors at the north end of the main hall of the • using someone else’s Chubb card University College. • entering the building by other than approved routes and means CARD USE A second violation will result in a second $200 fine Swipe card swiftly through the reader. and in suspension from residence.

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Index

Acceptance of Applications ...... R-2 After-Hours Security Person...... R-6 All-Residents Meetings...... R-1 Appliances...... R-10, R-13 Application Deadline ...... R-2 Bicycle Storage ...... R-11 Cafeteria Hours ...... R-11 Cafeteria Schedule ...... R-12 Checking Out of Residence ...... R-15 Christmas Vacation Residency ...... R-15 Chubb Card (SAS Card) ...... R-18 Chubb Card Violation Policy...... R-19 Coffee Shop Hours...... R-11 Coffee Shop Schedule...... R-12 Cooking in Rooms ...... R-13 Damages and Repairs ...... R-15 Decorating...... R-4 Departure From Residence...... R-15 Deposit ...... R-2 Dining Hall Hours...... R-11 Dining Hall Schedule ...... R-12 Electrical Appliances ...... R-13 Fee Payment...... R-2 Food in Rooms...... R-13 Furniture...... R-4 Guest Policies...... R-7 Gymnasium...... R-11 Health Policy...... R-2 Internet Use ...... R-14 Ironing Facilities ...... R-10 Katimavik...... R-10 Keys ...... R-5 Kicking Objects in or Near Building ...... R-13 Kitchens ...... R-10 Laundry Room ...... R-10 Layout Of Residence...... R-1 Lounges...... R-10 Maintenance Needs...... R-5 Meal Cards...... R-9 Meal Plan ...... R-9 Meal Plan Accommodations ...... R-9 Meridian Mail, How To Use...... R-16 Moving Out Dates...... R-15 Movie Viewing ...... R-13 On-Call Staff...... R-6 Open Hours ...... R-8 Overnight/Weekend Departures...... R-15

R-25 Tyndale 2004/2005 Student Handbook

Pets ...... R-13 Philosophy Of Residence Life ...... R-1 Privacy ...... R-6 Quiet Hours...... R-8 Refund of Residence Deposit...... R-2 Refund Policy ...... R-15 Residence Deposit...... R-2 Residence Director...... R-3 Residence Hours ...... R-8 Resident Advisors (RAs) ...... R-3 Roofs...... R-13 Room Assignments ...... R-4 Room Decorating...... R-4 Room Furnishings...... R-4 Room Keys...... R-5 Room Changes...... R-4 Roommate Changes ...... R-4 SAS Card User Info ...... R-19 Security Access System (SAS) ...... R-18 Security ...... R-6 Security Violations...... R-6 Senior RAs...... R-3 Short Term Residency...... R-14 Smart Cards ...... R-9 Stairwells ...... R-10 Storage ...... R-11 Student Life Staff...... R-3 Summer Residence...... R-14 Telephones ...... R-11 Televisions, VCRs and DVDs ...... R-13 Theft of Personal Property...... R-5 Throwing Objects in or Near Buildings...... R-13 TV Lounge/Viewing ...... R-10 Vending Machines ...... R-11 Voicemail Instructions ...... R-16 Water and Snow...... R-13 Weight/Exercise Area ...... R-11 Window Screens ...... R-13 Windows ...... R-13 Withdrawal Policy ...... R-15

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