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Year Course ID Course
2026-2027 LDRS 617

Employee Engagement & Stewardship

This course examines the concept of employee engagement within an organization in relation to effective employee stewardship by the leadership of that organization. It further considers effective tools for the measurement and assessment of an organization's employee engagement and stewardship practice, and methods for creating and managing organizational culture characterized by meaningful participation, loyalty, and affirmation.

Course Credits: 3
2026-2027 LDRS 620

Worldview Foundations of Educational Leadership

This course examines the complex issue of the Christian believer's mandate to indwell the Biblical story in the context of contemporary western culture, paying particular attention to ways in which this issue impacts the task of educational leadership. Students will discuss the potential of transformational servant leadership and values-based leadership for building personal and shared vision in educational settings. They will develop and discuss strategies through which the school leader can work reflectively with faculty, parents, students and others in establishing and sustaining a vision-shaped educational community. Students will also participate in a school leadership self-assessment exercise.

Course Credits: 3
NB: May not be taken for credit for students who have credit for EDUC 621.
Cross-listed: EDUC 620
2026-2027 LDRS 623

Developing & Assessing Educational Programs

This course reviews the foundations and practises of both macro- and micro-level program development for schools and school systems. Students will consider the underlying assumptions and effects of alternative approaches to program planning. They will explore how worldviews shape curriculum theory and analyze how they affect curriculum development. They will also examine contemporary issues and research problems related to planned curriculum change and development. The participants will develop a framework and criteria for developing programs, resources, and curriculum practice based on a Christian worldview.

Course Credits: 3
Cross-listed: EDUC 623
2026-2027 LDRS 624

School Leadership & Supervision

In this course participants will review the role of principals and other educational leaders in nurturing a healthy professional climate and sustaining teacher growth. They will develop an integrated model for continuous staff development. On the basis of the principles of Christian servant leadership and current supervision paradigms, they will consider how to supervise and evaluate school personnel. They will also scrutinize methods of staff selection, induction, and dismissal. Throughout, the focus will be on strategies for building positive school cultures.

Course Credits: 3
Cross-listed: EDUC 624
2026-2027 LDRS 625

Educational Leadership & Change

This course involves an examination of the characteristics of schools and classrooms that provide an environment for productive instruction and successful student learning within the contours of a defined vision for education. Included is an exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices, and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

Course Credits: 3
Cross-listed: EDUC 625
2026-2027 LDRS 626

Leadership for Contemporary Issues in Education

The school is a community for learning within a larger community. This course explores the links between schools and the social, political, and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

Course Credits: 3
Cross-listed: EDUC 626
2026-2027 LDRS 627

Theory & Practice of Adult Education

Learners will be introduced to principles and practices of adult education. Focusing on facilitation methods and instructional design, this course develops practical skills necessary to teach adults. Whether in a classroom or other formal learning context or workplace, leaders are all teachers. This course equips leaders to facilitate transformational learning experiences that are learner-centered, supportive, well-organized and based on critical inquiry in the context of practice.

Course Credits: 3
2026-2027 LDRS 631

Health Care Leadership Issues

This course provides a foundation for students in the health care stream and a comprehensive application of servant leadership principles to the health sector. As emerging leaders, students develop their leadership skills in inspiring, stewarding, and problem solving. The course facilitates integrated learning on the needed leadership competencies to support health systems and organizations. The leadership competencies include leading change, leading people, being results driven, ensuring business acumen, and building coalitions and communication. Leadership issues in the course include values, ideologies, leadership imperatives, cultural change, population health, reform, vision, financial and human resource considerations, education, professional regulation, technology, and health system integration.

Course Credits: 3
2026-2027 LDRS 632

Leadership & Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Course Credits: 3
2026-2027 LDRS 634

Accountability & Performance

When health service executives and professionals are asked to explain what outcomes are being achieved by the provincial and territorial health systems across Canada, the reply is usually rhetoric and platitudes, but with little evidence. The reality is we do not have the ability to define what we accomplish that costs approximately 44 per cent of the provincial and territorial budgets. This course explores the concepts of accountability and governance in detail. The collective goal is to better explain what the health systems are producing as tangible outcomes. Servant leaders are called to communicate with the communities and populations they serve with integrity and honesty and to serve their patient/client/resident needs as best they can, based on the organization's values and strategy, as well as the customer's expectations.

Course Credits: 3
Prerequisite(s): LDRS 500
2026-2027 LDRS 662

Culturally Inclusive Teaching & Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Course Credits: 3
Prerequisite(s): LDRS 627
2026-2027 LDRS 663

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Course Credits: 3
Prerequisite(s): LDRS 627
2026-2027 LDRS 664

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Course Credits: 3
Prerequisite(s): LDRS 627
2026-2027 LDRS 667

Practicum (Personal & Professional Practice & Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Course Credits: 3
Prerequisite(s): LDRS 627
2026-2027 LDRS 670

Advanced Global Leadership

An examination of global leadership challenges and the dynamics of innovative leadership. Emerging leaders will analyse and compare leadership models and styles in foreign countries versus leadership in North America. Attention is given to practicing open and equal consideration of all cultural viewpoints while maintaining a transformational servant leader perspective emphasizing compassion and reconciliation.

Course Credits: 3
2026-2027 LDRS 671

Advanced Innovation Leadership & Impact

With an emphasis on ethical decision-making within a global context, students will investigate the concepts and issues involved in their self-analysis as innovators and the metrics of understanding innovation. The emphasis will be placed on how general innovation can be developed to help people and organizations think about, analyze and ultimately solve the world’s deepest problems in creative, sustainable, and innovative ways.

Course Credits: 3
2026-2027 LDRS 672

Global Relationship Development, Negotiation & Diplomacy

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Course Credits: 3
2026-2027 LDRS 673

Innovation Leadership: Developing Innovation Systems

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia, and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Course Credits: 3
2026-2027 LDRS 674

Advanced Innovative Leadership Practice in Context

Students will be immersed in the world of innovation, leadership, and global change through personal engagement with leading organizations and leaders in the context of one or more global cities. Led by a faculty mentor, students will visit leading global organizations. Each organization visit will involve a pre-visit study on the organization as well as post-visit debriefing and analysis with the faculty mentor. Emphasis will be given to the analysis of innovative leadership practice at the divisional and executive levels.

Course Credits: 3
Prerequisite(s): LDRS 500 and 591
2026-2027 LDRS 684

Leadership Integration Thesis: Part I

The Leadership Integration Thesis (Part I) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Course Credits: 3
Prerequisite(s): LDRS 500 and 591
2026-2027 LDRS 685

Leadership Integration Thesis: Part II

The Leadership Integration Thesis (Part II) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Course Credits: 3
Prerequisite(s): LDRS 684
2026-2027 LDRS 697

Leadership Integration Project I

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the program's defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Course Credits: 2
2026-2027 LDRS 698

Leadership Integration Project II

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Course Credits: 2
2026-2027 LDRS 699

Leadership Capstone Project

Grounded in Boyer’s Scholarship of Application, the Capstone Project bridges learning and practice through the applied use of servant leadership in real-world organizational contexts. Projects may involve direct engagement with organizational settings or based on analysis, design, or simulation. Leadership theory, research, and ethical reflection are integrated to address authentic leadership challenges, develop and evaluate actionable responses, and articulate a coherent leadership identity that informs wise, context-sensitive practices of leadership.

Course Credits: 4
Prerequisite(s): LDRS 591.
2026-2027 LIN 555

Historical & Comparative Linguistics

This course introduces students to language change. It considers how and why languages change and the role of language contact. It also presents different theories and methodologies useful for historical and comparative linguistic investigation. Students will investigate a number of related existing languages from language families around the world, and seek to reconstruct substantial elements of earlier proto-language stages in terms of phonology, morphology, lexicon, and historical dialectology.

Course Credits: 3
2026-2027 LIN 560

Morphosyntax II

This course explores the rich variety of morphological and syntactic constructions and processes found in human language, deepening the students’ understanding of morphosyntactic phenomena from a typological perspective. The topics are examined within the framework of a current theory of syntax.

Course Credits: 3
2026-2027 LIN 566

Principles of Sociolinguistic Survey

This course introduces the students to the rudiments of linguistic and sociolinguistic survey. The focus is on purpose-driven language survey design and appropriate subsequent reporting of the findings. Consideration is given to current issues in social science research such as the ethics of sampling, and statistical significance of sample populations.

Course Credits: 3
2026-2027 LIN 570

Language & Culture Acquisition

This course introduces students to theories of second language and second culture acquisition. Students develop and evaluate self-directed strategies based on personal learning styles. Practical experience in the above topics is gained by working with a speaker of a non-Indo-European language.

Course Credits: 3
2026-2027 LIN 571

Training Across Cultures

This course provides linguists, translators and literacy trainers with principles of adult learning to increase their knowledge, skills and attitudes as effective trainers of adults in cross-cultural settings. Students will interact with literature in adult education; describe how these principles might apply cross-culturally; practice teaching using these methods; then analyze and compare approaches used in other cultures with practical application to training across cultures. While the focus is for training linguists, the principles can be applied to training adults in a wide variety of training situations.

Course Credits: 3
2026-2027 LIN 572

Orthography

Prepares linguists and literacy workers to guide speakers of an unwritten language to develop an orthography that will accurately represent the sound system of the language, be acceptable to the speakers of the language, and be easily learned for reading and writing the language. This includes consideration of both linguistic and sociolinguistic factors, and representation of non-segmental features such as tone. Although the focus is on alphabetic scripts, non-Roman scripts, including syllabic and logographic, are also considered

Course Credits: 3
2026-2027 LIN 575

Scripture Use

This course focuses on literature use as the goal of a language development project. The course is designed to create an early awareness of the interrelated parameters of literature use, its timing in language development planning, and the logistics of promotion and distribution. Topics covered include: culture variation and cross-cultural communication, the role of religion in culture, literacy strategies, promotion and distribution methods and strategies, and the role of non-print media. A few workshop sessions may be planned upon request for those already involved in a language program. Participants with sufficient field data and/or experience may work on their own data/projects for the class assignments, in consultation with the instructor.

Course Credits: 3
2026-2027 LIN 576

Acoustic Phonetics

This course introduces students to fundamental principles of acoustics that are relevant to the study of human speech sounds. Students gain a basic understanding of properties of speech sound waves and learn to investigate these properties instrumentally using acoustic analysis software. Students gain extensive practice interpreting acoustic displays such as waveform graphs, fundamental frequency graphs, and spectrograms. A major focus of the course is the effective use of these displays as an aid to correctly transcribing speech sounds and understanding their phonetic properties in the context of descriptive phonetic and/or phonological fieldwork. Significant attention is also given to the complex interrelationships among acoustic, articulatory, and perceptual correlates of speech sounds.

Course Credits: 3
2026-2027 LIN 577

Language Ecology: Sociolinguistics

An exploration of the language ecology of speech communities around the world. Students engage with both theory and practice related to topics such as multilingualism, language shift, language reclamation, language advocacy, and language policy. Students will conduct sociolinguistic research, communicate research findings, and make practical applications to the language-use goals of speech communities.

Course Credits: 3
2026-2027 LIN 580

Field Methods: Data Management & Analysis

Practical methodology for managing, analyzing and describing language data. Working with a native speaker of a non-Indo-European language, students gain experience in the ethics of fieldwork, techniques of data collection and recording, analysis using the scientific method and the use of linguistic software.

Course Credits: 3
2026-2027 LIN 581

Anthropological Ling: Ethnography

This course introduces crucial concepts in anthropology and ethnography to linguists. It focuses on cross-cultural communication with an emphasis on participant observation as an effective methodology for such research. Students collect and analyze data related to topics such as oral traditions, kinship, and social structure. They are introduced to various tools for ethno-semantic analysis, including analysis of cultural themes and worldview, semantic domain analysis, and taxonomic analysis.

Course Credits: 3
2026-2027 LIN 582

Issues in Community Literacy

The issues in community literacy work that are covered in this course include various program issues such as introducing literacy in an oral community, motivation for literacy, capacity-building and sustainability, training of personnel and evaluation of the program, and using participatory approaches in all aspects of the program.

Course Credits: 3
2026-2027 LIN 583

Language Programs Design & Management

This course investigates the sociolinguistic and background factors upon which a language development program for speakers of vernacular languages may be based. Students learn to work with local people and agencies in designing and implementing a program to effectively meet the needs of specific language groups.

Course Credits: 3
2026-2027 LIN 584

Principles of Literacy

An introduction to literacy work in ethnolinguistic minority groups. This course includes an overview of the elements of a literacy program, including literacy materials development, pre- and post- literacy considerations, learning and reading theory, and instructional methodologies.

Course Credits: 3
Prerequisite(s): LING 210, 230/310, 330.
2026-2027 LIN 585

Principles of Translation

This course covers the process of translating from a source language to a target language. Students will develop skill in understanding a message as originally communicated in one language and cultural setting and in communicating essentially that message in a very different language and culture. Discussion includes source language, target language, and cross-language transfer, with particular attention to the translation of Scripture

Course Credits: 3
2026-2027 LIN 586

Advanced Phonological Analysis

This course introduces students to advanced concepts of phonological theory. Employing the theoretical models they are learning, students develop a clearer understanding of the typological behaviour of phonological systems by analyzing data from a variety of languages.

Course Credits: 3
Cross-listed: LING 586
2026-2027 LIN 587

Lexicography

Provides a theoretical and practical basis for analyzing the semantics of the lexicon, managing a lexical database and producing dictionaries for a variety of audiences including the local community, translators and linguists.

Course Credits: 3
2026-2027 LIN 588

Literacy Materials Development

This course teaches students how to prepare basic pedagogical materials and early readers in languages that may not have a long written tradition. Special emphasis is given to teaching techniques for involving the local language community in the production of these materials.

Course Credits: 3
2026-2027 LIN 593

Semantics & Pragmatics

This course provides students with the theoretical tools with which to study meaning at the word and sentence levels, and to explain how people interpret utterances in context. Students will study various models of semantics and pragmatics, and learn how to apply different approaches to the study of meaning in natural language.

Course Credits: 3
Prerequisite(s): LING 360
2026-2027 LIN 594

Communication & Translation

Discusses foundational principles of translation as cross-linguistic communication, with a focus on minority and minoritized language environments. Students will study the principles involved in understanding a message as originally communicated in one language and cultural setting, and in communicating that message in a very different language and culture. Students will apply theories from different schools of thought regarding communication and the idea of quality in translation.

Course Credits: 3
2026-2027 LIN 597

Bible Translation

Provides an overview of the process of Bible Translation paying particular attention to problems related to the translation of sacred texts. Students will apply existing skills in biblical exegesis and linguistic analysis to cross-linguistic communication, with particular consideration given to key biblical concepts and themes, figurative language, identification of genre, and concerns about authenticity among receptor language communities. Special emphasis will also be placed on Bible translation best practices, inclusion of key stakeholders in the translation project context, quality assurance mechanisms, and utilization of tools specific to Bible translation

Course Credits: 3
2026-2027 LIN 599

Philosophical Perspectives in Linguistics

This course examines the philosophical basis of human language and communication, with special attention to issues relating to semantics, discourse, lexicon, metaphor, and translation — all the areas that deal with meaning creation. There is a critical review of some major schools of thought within philosophy of language and hermeneutics. These are examined in light of current insights in text linguistics, cognitive linguistics, and integrational linguistics.

Course Credits: 3
2026-2027 LIN 650

Survey of Linguistic Theories

This course introduces students to a wide range of linguistic theories. Students read and discuss original works written from various perspectives and gain in the process a clearer appreciation for the range of views that exist concerning the nature of human language and its syntactic, semantic, phonological, and discourse properties.

Course Credits: 3
2026-2027 LIN 660

Topics in Morphology & Syntax

An article based course providing an in-depth exploration of current issues in the linguistic subfields of Morphology and Syntax. The types of topics addressed include: wordhood, clitics, grammatical relations, voice, valence, transitivity, noun incorporation, control constructions, raising, reflexivity & reciprocalization, complementation, evidentiality, secondary predication, and iconicity & economy. Students apply the acquired knowledge in producing a major paper.

Course Credits: 3
2026-2027 LIN 680

Advanced Field Methods

In this course, students transcribe, organize, and analyze language data and prepare a written description of phonological, morphosyntactic, or discourse features of the language. The course focuses on applying effective fieldwork methodologies.

Course Credits: 3
2026-2027 LIN 688

Tone Analysis

This course introduces students to a methodology of tone analysis, incorporating the insights of current theoretical approaches. Students also learn to apply insights from the analysis of a tone system to developing practical orthographies.

Course Credits: 3